Subject index     

Jan-Erik Lane 《Higher Education》2003,46(4):555-556

Subject Index

Subject index  相似文献   

Two worlds,one site: leading practices and transitions to school     

Tess Boyle  Jane Wilkinson 《Journal of educational administration and history》2018,50(4):325-342

ABSTRACT

This paper presents an account of a cross-sectorial study investigating whether shared understandings of practices might enhance continuity during transitions to school. Applying an ontological lens to cross-sectorial leading practices, the paper sheds light on the contextualised realities of transitions to school as a site specific lived experience. The paper begins with an overview of the ways transitions to school practices are understood, including emerging perspectives of transitions as continuity practices. Then, cross-sectorial concepts of leadership and leading are presented to highlight fundamental differences in the ways these practices are enacted across the sectors. The paper presents empirical evidence of the ways leading practices can work to establish shared understandings of transitions to school practices and policies. Given ‘little research has been done on the direct effects of leadership on transitions’ (OECD. [2017]. Starting Strong V: Transitions from Early Childhood Education and Care to Primary School. Paris: OECD Publications, 95) the paper contributes to emerging discourses that construct transitions to school as continuities.  相似文献   

The story of Samantha: the teaching performances and inauthenticities of an early career human geography lecturer     

Samantha Wilkinson 《高等教育研究与发展》2019,38(2):398-410

ABSTRACT

This paper offers an autoethnographic account of my first academic year as a Human Geography lecturer at a ‘new’ public university in the North West of England. This research is timely and much needed, since teaching at universities in England has recently come under increasing scrutiny. The Teaching Excellence Framework is a new scheme, which aims to recognise and reward excellence in teaching, learning, and outcomes, and helps to inform student choice. This paper is theoretically framed by drawing on notions of theatrical performance, and performativity. This paper offers insight into the coping strategies, in respect of teaching, that I deployed as a new university lecturer. Findings are discussed around the themes of: performing teaching identities, and inauthenticity. With regard to performing teaching identities, this paper discusses the need for identity to be multiple and shifting, and how, as a young female, I undertook identity work, in order to perform competence. I also bring to the fore feelings of inauthenticity; that is, how I did not feel as if I was a genuine academic, and how I fabricated / falsified aspects of my academic identity in order to ‘fit in’ with the expectations of both students and staff. As the voice of a new lecturer in her first year of teaching, this paper makes a useful contribution to the scholarship on early career academics and teaching development. This paper concludes with recommendations for change in practice-based settings, in order to assist new lecturers to settle into the job role, and enhance and enrich teaching practice.  相似文献   

Variety of attitudes towards the comprehensive university     

Jan-Erik Lane  Hans Stenlund  Anders Westlund 《Higher Education》1982,11(4):441-474

Higher education policy-making may attempt far-reaching reform of the post-secondary system and its inherited institutions. It may be oriented towards the replacement of distinctions between the academic and the non-academic as well as the transformation of the traditional university concept by means of a new conception of the organization of the post-secondary sector, the comprehensive university. Higher education policy-making may display not only great ambition but also policy extravagance. Maybe the Swedish 1977 higher education reform is the most ambitious attempt so far to implement the notions inherent in the comprehensive university. Maybe the element of policy extravagance was at times most conspicuous in the extended period of policy-making in Sweden culminating in the 1977 reform bill as it was even suggested that the universities of Uppsala (1477) and Lund (1668) were to be officially designated Högskolan i Uppsala and Högskolan i Lund-Malmö respectively. It may be interesting to find out the attitudes of those responsible for the day-to-day operations of the universities and colleges. This article presents the results of the first national survey of Swedish teachers and researchers in so far as they pertain to the evaluation of the 1977 reform.  相似文献   

An information-processing analysis of children's accuracy in predicting the appearance of rotated stimuli   总被引：2，自引：0，他引：2  

R A Rosser  S S Ensing  P J Glider  S Lane 《Child development》1984,55(6):2204-2211

Children's ability to discriminate reflections and rotations of visual stimuli was examined using a kinetic imagery task. It was hypothesized that success would be related to the number and placement of orientation markers on the stimuli, as well as whether or not reflections had to be discriminated from simple rotations. 40 4- and 5-year-old children were directed to imagine how a stimulus would look if rotated to a specified location and asked to indicate the appearance of the reoriented stimulus by selecting the correct option from a number of foils. 48 of the items required only discrimination of a reoriented stimulus. The other 48 also required discrimination of a reflection of the reoriented stimulus. Stimuli differed in the number of orientation cues on the edges of the figures. Results revealed that prediction accuracy was associated with the existence of orientation markers on the stimuli, as well as age, sex, type of discrimination, and several interactions among the variables. Findings were discussed in comparison to a priori predictions based on an analysis of how children might use orientation information when performing mental rotation tasks.  相似文献   

Predicting students' epistemological orientation from demographic,ability, and learning style variables     

William K. Wilkinson  Neil H. Schwartz 《Innovative Higher Education》1990,14(2):131-139

Although college students' epistemological orientation largely determines how they approach, interpret, and learn in higher educational contexts, little is known about the student characteristics which reliably predict the orientation. Thus, the aim of this study was to determine the relative potency of different student characteristics potentially salient to differentiating epistemological view. The student variables evaluated were demographic (major and sex), verbal ability, and learning style (four scales from the Inventory of Learning Processes). Results of correlational and multiple regression analyses reveal that only students verbal skill accounted for a significant percent of the variance in epistemological orientation. The results are discussed in terms of the meaning of the orientation, its relevance to practitioners, and implications for further investigation.  相似文献   

Instructional Investment or Administrative Bloat: The Effects of Charter System Conversion on Resource Allocations and Staffing Patterns     

Dennis A. Kramer II  Megan Lane  Melvin Tanner 《Journal of School Choice》2017,11(2):298-325

Despite the growing call for local autonomy and flexibility, few scholars have examined the role of school district–level flexibility on resource allocation and staffing patterns. Leveraging the charter system law within the State of Georgia, we utilize a generalized difference-in-differences approach to estimate the impact of flexibility of system-level expenditures and staffing changes. We find evidence of increases in central office spending and staffing post-conversion to a charter system. In addition, we find evidence that local support is replaced by the state-funded supplemental funding.  相似文献   

ACADEMIC ATTITUDES TOWARDS BASIC HIGHER EDUCATION     

Jan‐Erik Lane 《Higher Education in Europe》1982,7(2):25-39

  相似文献   

The Conceptual Framework for the Development of a Mathematics Performance Assessment Instrument   总被引：1，自引：0，他引：1  

Suzanne Lane 《Educational Measurement》1993,12(2):16-23

How can you align instruction, learning, and assessment in an educationally sound way? How can you define and measure competence in mathematics? What areas of competence do you need to specify and how? How can one evaluate the validity and consequences of using a particular assessment instrument or technique?  相似文献   

Unsettling equity frames in Australian universities to embrace people seeking asylum     

Sue Webb  Karen Dunwoodie  Jane Wilkinson 《International Journal of Lifelong Education》2019,38(1):103-120

ABSTRACT

Transnational migration, especially the growth of forced migration is unsettling the literature on widening access to university education. Equity definitions and understandings that frame social inclusion have presumed stable domestic populations within nations and targeted redressing historic internal social inequalities. Refugees and people seeking asylum have high aspirations to access to university education to gain recognition or update qualifications. University access for refugees and people seeking asylum is hampered by restricted funding entitlements that privilege citizens and admissions criteria that position them in the international student market and favour language and cultural requirements that reflect the dominant national culture. A qualitative narrative-based case-study of the admissions practices in one university in Australia explored the opportunities and blockages experienced by those seeking access and the dilemmas recognised by the admissions’ gatekeepers. Employing organisational theory and Scott’s three pillars of a neo-institutional framework, the regulative, the normative and the cultural-cognitive pillars, the article argues that homogenised institutional policies and practices to assess applications construct norms of access and equity, which create new exclusions for forced migrants. In revealing how some gatekeepers sought to ‘workaround’ these practices of exclusion, the article provides hope that informal learning within organisations can lead to organisational change.  相似文献