Teacher perceptions of students' self‐concepts     

Mary W. Lasseigne 《The Teacher Educator》2013,48(3):38-40

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Challenges of assuring the development of graduate attributes in a Bachelor of Arts     

K. Fraser  T. Thomas 《高等教育研究与发展》2013,32(4):545-560

All universities in Australia are asked to develop various attributes in their degrees. From 2011, the Australian Qualifications Framework has stipulated some of these attributes for the various levels of qualifications. There are many challenges that face assuring the development of graduate attributes in a Bachelor of Arts as the degree typically has very few core units (if any), a wide choice of subjects, a limited prerequisite structure and, unlike many professional degrees, the BA does not have an external accrediting body. This paper describes an approach used to identify the pathway undertaken by each individual student in a History major of the Bachelor of Arts. This pathway was used to identify the graduate attributes that each student should have developed, as articulated by the lecturers. Student perceptions were then compared with the graduate attributes that were intended to be developed through each individual's combination of units studied. In summary, through analysing the two methods (student perceptions and unit pathway) we found that they concurred with respect to only three-quarters of the graduate attributes. Possible reasons for the discrepancies and future research are discussed. The need for multiple methods of providing evidence of the development of graduate attributes is confirmed.  相似文献   

Perfectionism in Gifted High-School Students: Responses to Academic Challenge     

Kristie L. Speirs Neumeister  Kristen K. Williams  Tracy L. Cross 《Roeper Review》2013,35(5):11-18

Through a qualitative interview design, this study investigated how participation in a rigorous academic environment may influence gifted students who demonstrate high levels of perfectionism. The study also examined how their responses to a rigorous academic and residential environment may differ according to the type of perfectionism. Findings indicated that some socially prescribed perfectionists reported an increase in perfectionism, whereas some self-oriented perfectionists reported an increase followed by a decrease in their perfectionism. Overall, the majority of the participants, regardless of their type of perfectionism, indicated a decrease in their perfectionism as a result of their new academic environment. Reactions to experiencing imperfections ranged from calm to guilt or even anger, depending on the type of perfectionism. Implications for working with gifted students who show high levels of perfectionism are discussed.  相似文献   

Teachers' and At‐Risk Students' Stimulated Recall of Instruction     

Tanis Bryan  Mary Bay  Cynthia Shelden  Judy Simon 《Exceptionality》2013,21(3):167-179

Abstract

Using the stimulated recall of instruction methodology, we interviewed teachers and students at risk for referral to special education about their perceptions, judgments, and decision making during the course of instruction. The results of the teacher interviews suggest that teachers respond to complex collections of student cues in their decision making about students. Teachers described themselves as more frequently monitoring the at‐risk students, although their attempts to modify instruction consisted primarily of attempts to motivate these students. The at‐risk students indicated awareness that they are experiencing difficulty in class, had somewhat less understanding of how teachers attempt to help them, and responded with anger and frustration to their learning problems.  相似文献   

November Fantasy     

Carl K. Bomberger 《The Educational forum》2013,77(1)

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Aesthetics and Astronomy: How Museum Labels Affect the Understanding and Appreciation of Deep‐Space Images     

Lisa F. Smith  Jeffrey K. Smith  Kimberly K. Arcand  Randall K. Smith  Jay A. Bookbinder 《Curator: The Museum Journal》2015,58(3):282-297

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Challenging History in the Museum: International Perspectives Edited by Jenny Kidd,Sam Cairns,Alex Drago,Amy Ryall,and Miranda Stearn. Farnham,Surrey, England: Ashgate, 2014. 262 pages. Hardcover: ₤60/$104.45     

Mary Alexander 《Curator: The Museum Journal》2015,58(2):223-227

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Critically reflexive dialogue and praxis: Academic/practitioner reflections throughout a formative evaluation of Circles® USA     

Mary Jane Collier  Brandi Lawless 《Journal of Applied Communication Research》2016,44(2):156-173

Reflections about the use of critically reflexive praxis by academic/practitioners are offered based on a case study of a formative evaluation of Circles^® USA, a nonprofit organization coordinating initiatives across the U.S. working to move families out of poverty. Critically reflexive praxis is theorized as featuring several themes including acknowledging different levels of context, critical dialogue with collaborators, engaging cultural difference and intersectionalities, problematizing power relations and relationships among researchers and collaborators, and occurring throughout the research project. Examples of critical dialogic reflexivity and navigating common tensions that emerge throughout such community engagement projects are detailed during three phases: planning and design; fieldwork and interviews; and outcomes, applications, and implications.  相似文献   

Protection of the information resources of a library based on analysis of business processes     

Z. V. Rodionova  L. K. Bobrov 《Scientific and Technical Information Processing》2016,43(1):20-27

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Prejudices Unshelved: Variation in Attitudes toward Controversial Public Library Materials in the General Social Survey, 1972–2014     

Jeremy Brett  Mary E. Campbell 《Public Library Quarterly》2016,35(1):23-36

Using the General Social Survey from 1972–2014, we examine variation in attitudes toward retaining controversial materials in libraries. Previously controversial topics have become much more widely accepted. We find that other controversies remain, showing how global conflicts become intertwined in local cultural controversies, and how the perceived threat from particular groups informs public concern with disseminating information from those groups. We find that more frequent library users are somewhat less likely to want to remove controversial books from the shelves, although some of these relationships are explained by variation in the respondent’s age, race, and other characteristics.  相似文献