OECD and education links with Central and Eastern Europe     

Malcolm Skilbeck  Ian Whitman 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》1992,38(6):696-700

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Occupational Outcomes for Bachelor of Science Graduates in Australia and Implications for Undergraduate Science Curricula     

Stuart Palmer  Malcolm Campbell  Elizabeth Johnson  Jan West 《Research in Science Education》2018,48(5):989-1006

Recent national reports have highlighted the contribution that the sciences make to the Australian economy. Many developed economies report perceived shortages of STEM qualified workers, and at the same time, many science graduates have difficulty in finding work, especially work in their discipline. Rational education design dictates that science curricula at all levels should be based on a realistic representation of the actual practice of science graduates. So where do Australian science graduates go postgraduation? Using the Australian national census data set, we present a focussed investigation into the occupational status of Australian science bachelor graduates, how this status varies with graduate age and gender, how this status varies between science degree specialisms and how this status compares to a range of other disciplines. We consider the implications of these findings for undergraduate science degree curriculum design. We find that Australian science bachelor graduates work in a wide range of occupations, and even immediately postgraduation, only a minority of science bachelor graduates are working in traditional science occupations. Occupational outcomes vary significantly between science degree specialisms. For a contemporary undergraduate science curriculum to reflect the occupational outcomes of science bachelor graduates, there is a balance required to ensure adequate technical preparation for those students who pursue a career in their discipline as science professionals and to also address the broader knowledge, skills and attitudes that will equip the majority of graduates from Australian science programs for successful employment, further education and active participation in their communities, using their science knowledge.  相似文献   

Faculty reflect on course planning   总被引：2，自引：2，他引：2  

Joan S. Stark  Malcolm A. Lowther  Michael P. Ryan  Michele Genthon 《Research in higher education》1988,29(3):219-240

Faculty members' beliefs about educational purpose and the nature of their academic fields strongly influence how they plan introductory courses. Interviews with 89 faculty members teaching in diverse colleges and representing eight fields also identified faculty attention to student preparation, available textbooks, and locally important factors, but little attention to alternative instructional strategies during course planning. Based on the findings, the authors have developed a tentative general model of course design and related questions to guide future study.  相似文献   

Embodied experiences: Critical insights from Dewey for contemporary education     

Malcolm Thorburn 《Educational research; a review for teachers and all concerned with progress in education》2020,62(1):35-45

ABSTRACT

Background: Reflecting increased cross-disciplinary interest in the significance of the body in education, this paper considers that a greater appreciation of John Dewey’s conceptualisations of experience and habit would benefit contemporary theory- and practice-related concerns.

Sources of evidence and main argument: The paper draws upon pragmatist-informed epistemological insights into the nature of experience and the habitual body from John Dewey. In doing so, the paper highlights how embodied experiences could become more central to realising a diverse range of educational goals. These include contexts where students appreciate that embodied learning practices can play a reconstructive part in shaping their identity, as well as the culture and school environments they share with others.

Conclusion: The paper concludes by exemplifying and critiquing some conceptual possibilities which recognise the benefits of intensifying bodily experiences and cultivating related habits in everyday contemporary schooling.  相似文献   

Independent inquiry and the undergraduate dissertation: perceptions and experiences of final‐year social science students     

Malcolm Todd  Sue Clegg 《Assessment & Evaluation in Higher Education》2004,29(3):335-355

This article reports on findings from a research project that investigated the experiences and perceptions of final‐year social science undergraduates enrolled on a dissertation module in a post‐1992 UK university. The dissertation was designed to provide students with the opportunity to function autonomously and determine the content and focus of a major part of their study and assessment. Using data from interviews and questionnaires, the article explores the students’ lived experience of the dissertation as a form of independent learning and assessment, the challenges they encountered, and their perceptions of peer and tutor support. While students valued the autonomy, authenticity, and ownership they felt in relation to their dissertation, they also experienced considerable ­challenges, particularly in relation to ‘time’.  相似文献   

Thorns on My Tongue     

Malcolm Reed 《Changing English: An International Journal of English Teaching》2012,19(2):133-153

How might we bear witness to the fluidity and fragility of identity work that takes place during classroom discussion? How do teachers and pupils play with the personal politics of positioning during our everyday interactions? The piece that follows is written as a story almost entirely in everyday dialogue. It takes a methodological turn towards narrative imagining in order to develop an approach that explores the performance of projected, received and contested identity positions during an English lesson. A brief discussion of some of the issues raised and of what informed the process of writing serves as an epilogue to the story.  相似文献   

State of the Arts     

Malcolm Ross  Maria Kamba 《The International Journal of Art & Design Education》1998,17(2):197-200

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Factors associated with students' intentions to engage in science learning activities     

Malcolm B. Butler 《科学教学研究杂志》1999,36(4):455-473

The determinants of fourth, fifth, sixth, seventh, and eighth graders' intentions to perform science learning activities were investigated. Ajzen and Fishbein's theory of reasoned action was used to assess students (n = 254) on their laboratory and nonlaboratory behavioral intentions, which required using the two determinants included in the theory (attitude toward the behavior and subjective norm) as well as five external variables identified by the researcher. The five external variables were gender, grade, race/ethnicity, socioeconomic status as determined by the range of the family's annual income, and attitude toward science. Two models were tested. The first model included the two determinants as predictor variables and behavioral intention as the criterion. The second model involved the analysis of the two determinants as they were considered in subgroups according to the five external variables. This model also included interaction terms. For laboratory learning activities, the two determinants (attitude toward behavior and subjective norm) were found to contribute collectively to the prediction of behavioral intention, accounting for almost a fourth of the variance. For nonlaboratory learning activities, the two determinants accounted for over a fourth of the variance in behavioral intention. Testing of the second model revealed that for both laboratory and nonlaboratory behavioral intentions, no interaction terms were significant. The results of post hoc tests on significant predictors of behavioral intentions for laboratory and nonlaboratory activities are reported. Implications of this study on future research are also discussed. © 1999 John Wiley & Sons, Inc. J Res Sci Teach 36: 455–473, 1999  相似文献   

Positivity bias in higher education research     

Malcolm Tight 《Higher Education Quarterly》2023,77(2):201-214

Many forms of bias have been identified in higher education research, and in educational and social research in general. This article identifies a further form of bias, positivity bias, and places it in this broader context. Positivity bias is the tendency, in some forms of published higher education research, to only or chiefly report examples of initiatives or innovations that worked and received positive evaluations. Empirical evidence of positivity bias, in the form of an analysis of a sample of published articles from selected higher education journals, is presented and discussed. Suggestions as to the causes of positivity bias and how it might be handled are presented.  相似文献   

Performance support in internet time the state of the practice     

Gloria Gery  Stan Malcolm  Janet Cichelli  Hal Christensen  Barry Raybould  Marc J. Rosenberg  Gary J. Dickelman 《Performance Improvement》2000,39(6):7-17

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