In Search of the First Venetians: Prosopography of Early Medieval Venice     

Christopher Heath 《Al-Masaq: Islam & the Medieval Mediterranean》2017,29(1):89-91

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Learning opportunities from group discussions: warrants become the objects of debate     

Keith Weber  Carolyn Maher  Arthur Powell  Hollylynne Stohl Lee 《Educational Studies in Mathematics》2008,68(3):247-261

In the mathematics education literature, there is currently a debate about the mechanisms by which group discussion can contribute to mathematical learning and under what conditions this learning is likely to occur. In this paper, we contribute to this debate by illustrating three learning opportunities that group discussions can create. In analyzing a videotaped episode of eight middle school students discussing a statistical problem, we observed that these students frequently challenged the arguments that their colleagues presented. These challenges invited students to be explicit about what mathematical principles, or warrants, they were implicitly using as a basis for their mathematical claims, in some cases recognize the modes of reasoning they were using were invalid and reject these modes of reasoning, and in other cases, attempt to provide deductive support to justify why their modes of reasoning were appropriate. We then describe what social and environmental conditions allowed the discussion analyzed in this paper to occur.

Keith WeberEmail:

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A Quantitative Analysis of PhD Students' Views of Supervision   总被引：1，自引：1，他引：1  

Trevor Heath 《高等教育研究与发展》2002,21(1):41-53

Data on supervision were obtained from questionnaires completed by 355 PhD candidates when they submitted their theses at The University of Queensland. The aim was to provide data that could be used in efforts to enhance the quality of postgraduate supervision. The median age of these candidates was 33, and the 58% who had been full-time throughout took a median of 3.2 years. One third had a single supervisor and the rest one or more associate supervisors. Almost all (85%) expressed satisfaction with the expertise of their supervisor(s). For those who did express dissatisfaction it was not possible to determine the extent to which this reflected problems with the candidate or the supervisor; and if the supervisor, the extent to which it was related to the level of commitment, or to excess workload, or to other factors. Formal meetings were held at least fortnightly with 67% in the early stages, but the frequency decreased in mid-candidature, and increased again towards the end. The frequency also depended on an interaction between gender, discipline area, whether full time or part time candidates, and whether from Australia or overseas. Where meetings were held at least fortnightly, 70-85% expressed satisfaction with a range of aspects of supervision. Supervisors began to require written work from 86% during the first year, and by the time they submitted their thesis, 83% had one or more publications. Most (89%) attended one or more conferences, mainly at national or international level, and had presented one or more papers at conferences. Candidates in the sciences met more frequently with their supervisors, published more papers, and included their supervisor as co-author more often, and also gave more seminars than did those in the humanities and social sciences.  相似文献   

College Students’ Psychological Needs and Intrinsic Motivation to Learn: An Examination of Self-Determination Theory     

Zachary W. Goldman  Alan K. Goodboy  Keith Weber 《Communication quarterly》2017,65(2):167-191

Over the last several decades, instructional communication scholars have studied and measured student motivation as an important learning outcome. Unfortunately, this research has lacked theoretical guidance and has treated student motivation as a construct that varies only in quantity, ignoring existing theory that suggests student motivation is best understood as a construct that differs in quality (i.e., intrinsic motivation). To create two new measures that incorporate theoretical explanations of student motivation, three studies (N = 1,067) were undertaken using self-determination theory (SDT) to operationalize students’ intrinsic motivation as a product of basic psychological need satisfaction. In the first two studies, the Student Psychological Needs Scale and the Intrinsic Motivation to Learn Scale were developed and validated. In the third study, parallel mediation analyses supported SDT’s prediction that the fulfillment of students’ psychological needs (i.e., autonomy, competence, relatedness) would mediate the relationship between personalized education practices and intrinsic motivation to learn.  相似文献   

Take home tests: An experimental study     

Larry J. Weber  Janice K. McBee  Jean E. Krebs 《Research in higher education》1983,18(4):473-483

The take home test was compared with the conventional closed and open book tests at the college level. It was found that scores on knowledge items were significantly higher with the take home test, and that additional time spent looking up answers was important. An additional factor was the level of anxiety, perceived by students to be less with the take home test. Rampant cheating does not appear to be a problem with take home tests.  相似文献   

State Policy and the Affordability of Public Higher Education: The Influence of State Grants on Persistence in Indiana   总被引：1，自引：0，他引：1  

St. John  Edward P.  Hu  Shouping  Weber  Jeff 《Research in higher education》2001,42(4):401-428

The coordination of state finance strategies has been widely advocated as a means of maintaining affordability in public colleges and universities. This article examines the influence of state grants on equalizing opportunity for persistence among full-time resident students in Indiana's public system of higher education. The findings indicate that the state has maintained a commitment to a balanced approach to higher education finance, with increases in state grants that corresponded with tuition increases in the middle 1990s. This investment has been sufficient to equalize opportunity to persist.  相似文献   

On the Meaning of Grit…and Hope…and Fate Control…and Alienation…and Locus of Control…and…Self-Efficacy…and…Effort Optimism…and…     

Charity Anderson  Ashley Cureton Turner  Ryan D. Heath  Charles M. Payne 《The Urban Review》2016,48(2):198-219

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An investigation into excellent tertiary teaching: Emphasising reflective practice     

Ruth Kane  Susan Sandretto  Chris Heath 《Higher Education》2004,47(3):283-310

This study is an attempt to understand betterthe complex nature of tertiary teaching byidentifying and investigating the attributes ofa group of excellent teachers in sciencedepartments of the University. In working withthis group of teachers we examined what theysay about their teaching and what theydo in their teaching practice. Ourfindings, as well as confirming much of theexisting literature at primary, secondary andtertiary levels, emphasise the strong linkbetween the teaching practice and researchcommitment of our excellent science teachers;as well as the key roles played byinterpersonal relationships and the `person' ofthe teacher. We propose that purposefulreflective practice integrates the manydimensions of teaching for this group ofexcellent science teachers. We present atheoretical model that can be used to assistnovice or less experienced university academicsin their development and understanding ofteaching excellence at the tertiary level.  相似文献   

THE USE OF ACHIEVEMENT AND ABILITY TEST AVERAGES     

Robert W.  Heath David R.  Janssen  Richard O.  Fortna  John C.  Bianchini Maurice R.  Young 《Journal of Educational Measurement》1967,4(2):81-86

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Informed consent,gatekeepers and go‐betweens: negotiating consent in child and youth‐orientated institutions     

Sue Heath  Vikki Charles  Graham Crow  Rose Wiles 《British Educational Research Journal》2007,33(3):403-417

Gaining informed consent from research participants is widely regarded as central to ethical research practice. This article reports on research which sought to identify contemporary practice in this area amongst researchers working in fields where research participants are often constructed as vulnerable within the research process, and where their potential involvement tends to be mediated by institutional gatekeepers. Drawing on telephone interview and focus group data, the article focuses specifically on the experiences of researchers working with children and young people. It highlights the tensions experienced by many researchers between a personal commitment to an ethical framework which seeks to prioritise the agency and competency of children and young people, and the conditions imposed upon them by working within institutional settings where these principles may be undermined. This research suggests that the consent practices of child‐ and youth‐orientated institutions, however much frowned upon, tend to go largely unchallenged by researchers, to the detriment of the rights of children and young people to opt in and out of research on their own behalf.  相似文献