Innovation in PhD completion: the hardy shall succeed (and be happy!)   总被引：1，自引：0，他引：1  

Hugh Kearns  Maria Gardiner  Kelly Marshall 《高等教育研究与发展》2008,27(1):77-89

What is it that makes a PhD such a difficult process, and prevents candidates from completing on time? In this paper, we propose that self‐sabotaging behaviours, including overcommitting, procrastination and perfectionism, have a role to play. At Flinders University, we have developed a program in which we work with PhD students to help to reduce these behaviours and give them the strategies and attitudes they need to successfully (and happily!) complete their thesis. The program utilises cognitive–behavioural coaching, an evidence‐based strategy that we claim leads to significant and long‐term behavioural change. An evaluation of the program indicates that it is very successful, improving students’ ability to manage their time, set specific times for writing, and show work to their supervisor regularly, and that these behaviours were associated with lower levels of stress and improved ability to complete.  相似文献   

Philosophy as Literature     

Jim  Marshall 《Educational Philosophy and Theory》2008,40(3):383-393

How best to introduce philosophical ideas? Is the best and only way by studying the history of philosophy and its rational arguments and discussions? But can literature, usually hived off from philosophy, be used instead and can this be as effective as rational argument? This paper explores these questions. First it considers a text which introduces philosophy through the analysis of literature, in particular James Joyce's 'Araby', arguing that the traditional analytic approach employed by the text, by concentrating on epistemology, obscures other philosophical insights offered by Joyce. It then turns to French philosophy and literature and suggests that Sartre, Beauvoir and Camus by 'blurring' the analytic distinction between philosophy and literature have much to offer to the grasping and understanding of philosophical ideas and principles.  相似文献   

Students' mathematical modeling of motion     

Jill A. Marshall  David J. Carrejo 《科学教学研究杂志》2008,45(2):153-173

We present results of an investigation of university students' development of mathematical models of motion in a physical science course for preservice teachers and graduate students in science and mathematics education. Although some students were familiar with the standard concepts of position, velocity, and acceleration from physics classes, most students had difficulty using these concepts to characterize actual or hypothetical motions. Furthermore, some students developed their own nonstandard method of describing accelerated motion in terms of changes in the average velocity, from the start of the motion up to a given time. This is in contrast to the physics community's use of the acceleration construct, defined in terms of changes in the instantaneous velocity, to describe such motion. Although the change in average velocity is not typically identified as an important construct in traditional physics texts, some students found it intuitively appealing, and were able to use it successfully to describe and predict motion. We conclude that by focusing on standard constructs, and ignoring possible intuitive ways that students might view motion, standard kinematics instruction may miss an opportunity to maximize student understanding. © 2007 Wiley Periodicals, Inc. J. Res. Sci. Teach 45: 153–173, 2008.  相似文献   

How schools and students respond to school improvement programs: The case of Brazil's PDE     

Martin Carnoy  Amber K. Gove  Susanna Loeb  Jeffery H. Marshall  Miguel Socias 《Economics of Education Review》2008

This study uses rich empirical data from Brazil to assess how a government program (PDE) that decentralizes school management decisions changes what goes on in schools and how these changes affect student outcomes. It appears that the PDE resulted in some improvements in management and learning materials, but little change in other areas including evaluation and community relations. However, we find no evidence that schools’ participation in the PDE improved student achievement. The results for grade passing are stronger. Students in PDE schools saw greater increases in grade passing rates than students in non-PDE schools during the period of our study. We also estimate a positive relationship between PDE spending and student gains for those schools in the program, especially for spending on teaching and learning materials and furniture. We find no benefit of electronics spending or spending on teacher training, two of the three largest areas of school investment.  相似文献   

Measuring the value and impact of health library and information services: past reflections, future possibilities   总被引：1，自引：1，他引：0  

Marshall JG 《Health information and libraries journal》2007,24(Z1):4-17

Objectives: To summarize the context, history and results of research studies conducted on the value and impact of health library and information services by the author since 1975 and to use this as a basis for examining ongoing developments related to evaluation research. To provide a comprehensive bibliography of library value and impact studies. Methods: Literature review and background based on personal involvement in the studies under discussion. Results: The author's studies demonstrate an ongoing evolution of value and impact studies since the mid‐1970s. In health sciences libraries, the approach taken to measuring value and impact has been strongly influenced by the type of research being conducted in the health sciences field as a whole. As a result, health sciences library researchers have become early adopters of methods that incorporate outcome and impact measures and rigorous research designs, and the concept of evidence‐based library and information practice. The paper recommends that a range of research approaches from various disciplines be used to guide future evaluation research. Conclusions: Value and impact studies will continue to be important resources for evidence‐based practice as health information professionals deal with evolving user needs and new ways of delivering information to a variety of audiences.  相似文献   

说声"谢谢"就好     

Marshall Goldsmith 《海外英语》2007,(12):9-11

呵斥别人出于善意的良言,只会使我们自己的形象大打折扣。何不学着感恩?感恩的心,感谢有你,伴我一生。  相似文献   

The C³ Framework: Evaluating Classroom Response System Interactions in University Classrooms     

Carmen Fies  Jill Marshall 《Journal of Science Education and Technology》2008,17(5):483-499

The larger the classroom, the more likely is it that communications consist of a one-way flow from the instructor to students. Classroom Response Systems (CRSs) are frequently hailed as technologies capable of improving communications by opening the space for dialogic engagement; yet, a causal relationship is not documented in the literature. The data reported on here stem from a mixed methodology study and provide insights into motivations for CRS use and enacted CRS use across disciplines, as well as student and instructor perceptions of the tool’s effects on teaching and learning. From these data emerged a framework of interaction (the C³ Framework) that situates CRS use from both the instructors’ and learners’ perspectives. The framework consists of an interdependent relationship between Concerns, Centeredness, and Control of discourse. Although this study took place in university classrooms, the C³ Framework presented here applies across educational settings.  相似文献   

On Peter Medway     

Bethan Marshall 《Changing English: An International Journal of English Teaching》2015,22(4):405-409

This article takes a personal view of the contribution made by Pete Medway to King's College London.  相似文献   

Evaluating the effectiveness of e-learning in teacher preparation     

Robin Chiero  Paul Beare  James Marshall  Colleen Torgerson 《Educational Media International》2015,52(3):188-200

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Implementing next generation privacy and ethics research in education technology     

Ruth Marshall  Abelardo Pardo  David Smith  Tony Watson 《British journal of educational technology : journal of the Council for Educational Technology》2022,53(4):737-755

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