Developing a procedure for learning and assessing peer review in a forensic science programme     

Hilary J. Hamnett  Amanda E. McKie 《Assessment & Evaluation in Higher Education》2019,44(5):787-798

Peer review of forensic casework is essential for ensuring quality and reducing error rates. However, it is not a common component of forensic science degree courses, and there are no published studies, guidelines or methods for teaching and learning forensic peer review. This study describes a method of learning, teaching and assessing forensic peer review through the use of group work to prepare checklists for reviewing casefiles and expert witness reports, followed by individual peer feedback. Example checklists and assessment criteria are provided. The peer feedback comments on expert reports were categorised revealing that suggestions are the most frequent type of feedback provided, followed by questions. Through a questionnaire, participants strongly agreed that the learning and teaching process described here was relevant to their future professional practice, and that through the use of checklists they understood the criteria for effective forensic peer review. It emerged from a semistructured interview that limited time led some students to surface review expert reports, that peers were seen as legitimate sources of knowledge, and additional feedback from lecturers was required. This study may be relevant to other areas where professional peer review is used, such as open source software development, nursing and community pharmacy.  相似文献   

Student failure: Disintegrated patterns of study strategies and perceptions of the learning environment   总被引：1，自引：0，他引：1  

N. J. Entwistle  J. H. F. Meyer  Hilary Tait 《Higher Education》1991,21(2):249-261

Data describing students' study orientations, in relation to their evaluations of courses and their preferences for different kinds of learning environment, are reanalysed in the light of recent suggestions that failing students perceive their learning context in atypical ways. Factor analysis and unfolding analysis demonstrate that failing students show inter-relationships between study orientations and preferences for learning environments which point to a disintegration of the coherent patterns previously reported in the full achievement range. The implications of such a disintegration of coherent patterns of perceptions are discussed in the light of case studies of individual students.  相似文献   

Elaborating a model of teacher professional growth   总被引：5，自引：0，他引：5  

David Clarke  Hilary Hollingsworth   《Teaching and Teacher Education》2002,18(8)

This paper details a model of teacher professional growth and relates the model to the research data on which the model is empirically founded. A key feature of the model is its inclusion of four analytic domains in close correspondence to those employed by Guskey (Educational Researcher 15(5), 1986) and others, but the model proposed in this paper identifies the specific mechanisms by which change in one domain is associated with change in another. The interconnected, non-linear structure of the model enabled the identification of particular “change sequences” and “growth networks”, giving recognition to the idiosyncratic and individual nature of teacher professional growth. One major value of a change model grounded in empirical data lies in its capacity to stimulate speculation, research and development regarding possible change mechanisms as yet unexplored and unexploited. In its current form, this model offers a powerful framework to support the analyses of those studying teacher change (or growth) and the planning of those responsible for teacher professional development.  相似文献   

What comes after post/modern peace education?     

Hilary Cremin 《Educational Philosophy and Theory》2018,50(14):1551-1552

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Educational Research in Central and Eastern Europe: A Diverging Tradition?   总被引：1，自引：0，他引：1  

Hilary Olek 《Educational Research and Evaluation》2013,19(1):78-93

The article discusses the characteristics of educational research in Poland and other countries in Central and Eastern Europe (CEE) under communism, and the implications of the post-communist transformation of the region for the future of educational research. It is argued that the political, economic, and social structures which characterised the countries of CEE shaped relationships between the various actors in education, and also determined the role and character of educational research. The legacy of hierarchy and mistrust between the different stakeholders in education and the research culture which corresponded to this have subsequently acted as a barrier to innovation and change. However, there are now signs of a growing public demand for more effective educational development. Educational researchers could have a useful role to play in developing more informed educational policies. Résumé L'article examine les caractéristiques de la recherche en éducation en Pologne et dans les autres pays d'Europe centrale et orientale sous le communisme et les conséquences des transformations post-communistes de la région pour l'avenir de la recherche en éducation. L'auteur développe l'idée que les structures politiques, économiques et sociales qui caractérisaient les pays de l'Europe centrale et orientale ont façonné les relations entre les divers acteurs dans le domaine de l'éducation et ont ainsi déterminé le rôle et le caractère de la recherche en éducation. L'héritage de la hiérarchie et la défiance entre les différents détenteurs d'enjeux en éducation et dans la culture de recherche correspondante ont par conséquent fonctionné comme un obstacle à l'innovation et au changement. Toutefois, il existe aujourd'hui des signes de la croissance d'une demande publique en faveur d'un développement éducatif plus efficace. Les chercheurs en éducation pourraient avoir à jouer un rôle utile dans le développement de politiques éducatives plus éclairées. (Traduction: Claude Carpentier, Sciences humaines et sociales, Université de Picardie Jules Verne, Amiens)  相似文献   

Preparing Elementary Pre-Service Teachers from a Non-Traditional Student Population to Teach with Technology     

Heejung An  Hilary Wilder  Keol Lim 《学校用计算机》2013,30(2):170-193

This article documents the development of a two-stage curriculum intended to improve elementary teacher candidates’ understanding of technology integration. Most students in the program came from low-income districts and lacked technology experience. The first stage of the curriculum consisted of a prerequisite basic technology skills course offered by the Computer Science Department. This was then followed by an online educational technology course offered by the College of Education. The objectives of the authors in this article are twofold. The first is to describe the rationale, procedures, and design of a two-stage curriculum, as a pedagogical model for teaching elementary teacher candidates to teach with technology, with the goal of preparing a new generation of teachers who are capable and comfortable applying a broad range of advanced technologies to meet the learning needs of their students. The second objective is to share the authors' findings from the evaluation, which employed mixed methodologies, after the students completed the online educational technology course. The results showed that an online educational technology course contributed to the candidates’ development of Technological Pedagogical Content Knowledge and improved their attitudes and beliefs on their technology integration practices.  相似文献   

Barriers,Successes and Enabling Practices of Education for Sustainability in Far North Queensland Schools: A Case Study     

Neus Evans  Hilary Whitehouse  Margaret Gooch 《The Journal of environmental education》2013,44(2):121-138

There are many documented barriers to implementing school-based sustainability. This article examines a) the barriers faced by principals and staff in two regional primary schools in Far North Queensland, Australia, well known for their exemplary practice, and b) ways the barriers were overcome. Through interviews conducted with principals and key staff, the authors found lack of time, direct funding for innovation, teacher conceptual understanding, resistance from some fellow staff to sustainability education, and being positioned as a “greenie” were presented as barriers to effective practice. The research reveals how innovation, determination, trust, and active principal support enabled the teachers to push ahead. Other educators experiencing difficulties with implementing sustainability education will likely find the discussion useful.  相似文献   

International Law and its Vision of the Ideal Museum     

Hilary H. Thompson 《Curator: The Museum Journal》2008,51(1):5-10

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Creating communities: a consortium model for early childhood leaders     

Hilary Horn Ratner  Erika London Bocknek  Anna G. Miller  Sharon L. Elliott  Beverly Weathington 《Teacher Development》2018,22(3):427-446

The current paper describes an urban university-anchored but community-based consortium of early childhood centers and community partners in a large Midwestern US city. The goal of the Consortium is to provide professional development opportunities that include networking, coaching, and collaboration as part of a community of practice (CoP) intended to improve program quality. Our findings suggest that early childhood center directors who are part of the Consortium describe benefits consistent with a CoP, specifically in terms of connection, resources, and community. Our findings also show that sense of community is associated with deeper engagement with the Consortium and program quality rating of the member center. Implications of the findings for future practice, especially in urban settings, are discussed.  相似文献   

Speech and Gesture Production Provide Unique Insights Into Young Children’s Spatial Reasoning     

Hilary E. Miller  Chelsea A. Andrews  Vanessa R. Simmering 《Child development》2020,91(6):1934-1952

This study took a novel approach to understanding the role of language in spatial development by combining approaches from spatial language and gesture research. It analyzed forty-three 4.5- to 6-year-old’s speech and gesture production during explanations of reasoning behind performance on Spatial Analogies and Children’s Mental Transformation Tasks. Results showed that speech and gesture relevant for solving the trials (disambiguating correct choices) predicted spatial performance when controlling for age, gender, and spatial words and gestures produced. Children performed the spatial tasks well if they produced relevant information either verbally through speech or nonverbally through gesture. These results highlight the importance of not only focusing on concepts children can reference but also on how such concepts are used in spatial tasks.  相似文献