Direct or directed: orchestrating a more harmonious approach to teaching technology within an Art & Design Higher Education curriculum with special reference to visual communications courses     

Lindsey Marshall  Lester Meachem 《Learning, Media and Technology》2007,32(1):41-52

In this scoping study we have investigated the integration of subject‐specific software into the structure of visual communications courses. There is a view that the response within visual communications courses to the rapid developments in technology has been linked to necessity rather than by design. Through perceptions of staff with day‐to‐day experience of the issues arising from the incorporation of such technology, we were able to construct an account of potential directions. There is a necessity for continual review of course content to ensure that training in software is embedded in the creative aspects of the curriculum in order to maximise the potential of new technology, maintain currency and future‐proof the curriculum. We argue that curriculum developers in visual communications need to incorporate appropriate hardware and software within the studio environment.  相似文献   

THE RELATION OF BIBLICAL COURSES TO THE GENERAL PROGRAM OF RELIGIOUS CULTURE IN THE COLLEGE     

Benjamin T. Marshall  B.D.∗ 《Religious education (Chicago, Ill.)》2013,108(5):314-319

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Introducing International Issues: Facility Location     

Joanne M. Tucker  Gary R. Armstrong 《Decision Sciences Journal of Innovative Education》2008,6(2):297-303

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Comment on: “Matrix formulation for partial-fraction expansion of transfer functions”     

S.A. Marshall 《Journal of The Franklin Institute》1974,298(2):143-144

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The ‘no problem’ Discourse model: Exploring an alternative way of researching student learning     

Jennifer M. Case  Delia Marshall 《International Journal of Educational Research》2008,47(3):200-207

In this paper we explore an alternative way of characterising the student learning experience, drawing on sociocultural perspectives on learning. Here, learning is not merely the application of an approach to a cognitive task, but a social process of identity formation. In particular, we draw on Gee's concept of Discourse models to identify the implicit theories students use to make sense of their learning and assessment experiences. From interviews with third year engineering students, we identified what we termed the ‘no problem Discourse model’, in which students construct an upbeat portrayal of their experience of a course, despite experiencing crises induced by assessment events. Through a process of justification the seriousness of the crisis is denied. This Discourse model appears to have its roots in a popular Discourse of self-actualization. There was evidence of co-construction of this model during the student learning interviews. This suggests implications for the roles that teachers can play in either maintaining or challenging the Discourse models that are adopted by students.  相似文献   

Student Achievement and Education Policy in a Period of Rapid Expansion: Assessment Data Evidence From Cambodia   总被引：1，自引：0，他引：1  

Jeffery H. Marshall  Ung Chinna  Puth Nessay  Ung Ngo Hok  Va Savoeun  Soeur Tinon  Meung Veasna 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》2009,55(4):393-413

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Factors influencing Filipino children’s solutions to addition and subtraction word problems     

Debbie Bautista  Michael Mitchelmore  Joanne Mulligan 《教育心理学》2009,29(6):729-745

Young Filipino children are expected to solve mathematical word problems in English, which is not their mother tongue. Because of this, it is often assumed that Filipino children have difficulties in solving problems because they cannot read or comprehend what they have read. This study tested this assumption by determining whether presenting word problems in Filipino or reading them aloud to children in either language facilitated solution accuracy. Contrary to the initial hypothesis, reading word problems aloud did not seem to improve student performance (p > 0.10). In contrast, presenting word problems in Filipino significantly improved solution accuracy (p < 0.0001) and led to differences in error patterns – children were less likely to use an inappropriate arithmetic operation when problems were presented in Filipino. However, the language of the problem had minimal effects on the more difficult Compare problem type. Finally, the benefits of using Filipino were more pronounced for low‐achieving students who may have lower proficiency in English than their high‐achieving peers (p < 0.01).  相似文献   

School quality and learning gains in rural Guatemala     

Jeffery H. Marshall 《Economics of Education Review》2009

I use unusually detailed data on schools, teachers and classrooms to explain student achievement growth in rural Guatemala. Several variables that have received little attention in previous studies – including the number of school days, teacher content knowledge and pedagogical methods – are robust predictors of achievement. A series of decompositions by student ethnicity and type of school shed some additional light on important questions in the Guatemalan context, and beyond. The large indigenous test score gap is not explained by differences in an extensive list of observable features of schools. The large effect for community characteristics suggests peer group effects or more general institutional differences related to services or labor markets. PRONADE community schools are associated with moderate gains vis-à-vis public schools in areas related to utilization of capacity, such as days worked. But these gains are largely offset by lower teacher capacity, which highlights the challenge of improving school quality in poor, rural areas.  相似文献   

Introduction to the special issue of reading and writing: “Lexical representations in reading and writing”     

Joanne Arciuli 《Reading and writing》2009,22(6):633-635

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Revisiting the Task/Achievement Analysis of Teaching in Neo-Liberal Times     

James D.  Marshall 《Educational Philosophy and Theory》2009,41(1):79-90

In 1975 I published an article on Gilbert Ryle's task/achievement analysis of teaching ( Marshall, 1975 ), arguing that teaching was in Ryle's sense of the distinction a task verb. Philosophers of education were appealing to a distinction between tasks and achievements in their discussions of teaching, but they were often also appealing to Ryle's work on the analysis of task and achievement verbs. Many philosophers of education misunderstood Ryle's distinction as teaching was often claimed to be a term with both an achievement sense and a task sense. In terms of Ryle's distinction a verb could not have both a task and an achievement sense.
  It will be argued that in recent (neo-liberal) discussions of education, teaching is treated more as an achievement verb than as a task verb, contrary to my original claim that teaching was a task verb. 'Teaching' then would appear to have changed its meaning. If that is so, it is a function of altered approaches to teaching (and its teaching in Teacher Education), whereby unless something of value has been added then the teaching was not successful, or appropriate.  相似文献