Producing PhD Graduates in Australia for the Knowledge Economy     

Grant Harman 《高等教育研究与发展》2002,21(2):179-190

Using survey and interview data on PhD student course experience, career plans and views on university-industry research links, this paper evaluates the success of Australian research-intensive universities in producing PhD graduates for the knowledge economy. Student satisfaction with their course experience is surprisingly low and this appears to be strongly linked with the quality and effectiveness of thesis supervision. Although the PhD degree is meant to provide high level research career training, only slightly more than half the respondents expect to follow research careers. Many PhD students have negative views about academic careers based particularly on their perceptions of the impact of reduced government funding levels on universities and the increased workload pressures on supervisors. On the other hand, a high proportion of students hold positive views about university-industry research links, with students with industry research funding showing higher levels of course satisfaction than other students.  相似文献   

The Literature on Multicultural Education: review and analysis     

Carl A. Grant  Christine E. Sleeter  James E. Anderson 《Educational studies》1986,12(1):47-71

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Samples of stimuli,responses, and reinforcers: Effect of incongruent sample type,serial position,and mode of presentation     

Douglas S. Grant 《Learning & behavior》1982,10(1):7-14

In two matching-to-sample experiments, pigeons’ performance with samples of stimuli (red and green), number of responses (1 and 20), and reinforcers (food and no food) was assessed. Samples of red, 20 responses, and food were associated with the red comparison stimulus, and samples of green, 1 response, and no food were associated with the green comparison stimulus. On interference trials, three sample types were presented on each trial, and two of the samples (congruent) were associated with the correct comparison and the third sample (incongruent), with the incorrect comparison. Performance on interference trials was compared with that on control trials in which either two (Experiment 1) or three (Experiment 2) congruent samples were presented. It was found that presentation of an incongruent sample reduced matching accuracy markedly, and about equally, whether samples were presented successively or in compound. Although the type of sample that was incongruent was without effect, matching accuracy declined strongly as the recency of the incongruent sample increased. Serial position of the incongruent sample also influenced the shape of the retention function on interference trials. Presentation of the incongruent sample either first or second resulted in accuracy decreasing across the retention interval, whereas presentation of the incongruent sample last in the input sequence resulted in increasing accuracy across the retention interval. The theoretical implications of the findings are considered.  相似文献   

Balancing varied assessment functions to attain systemic validity: Three is the magic number     

Daniel T. Hickey  Steven J. Zuiker  Gita Taasoobshirazi  Nancy Jo Schafer  Marina A. Michael 《Studies in Educational Evaluation》2006,32(3):180

Accountability-oriented reforms demand immediate and continual gains on achievement test, for all students, and without diminishing other outcomes or undermining instruction. This paper describes a framework for aligning classroom assessment and external testing with the aim of negotiating these seemingly contradictory goals. The framework varies the sensitivity to instruction and the representations of knowledge across approaches to assessment. Cycles of design- based studies successively refine relationships between a curriculum and the frame that each assessment provides. Doing so, we argue, leverages the unique formative and summative balance across assessments in order to scaffold learning and demonstrate the “consequential” validity of our strategy without compromising curricula, instruction, or the “evidential” validity that warrants their continued use.  相似文献   

Auditory Frequency Resolution in Human Infancy   总被引：1，自引：0，他引：1  

Nancy Benson Spetner  Lynne Werner Olsho 《Child development》1990,61(3):632-652

Frequency resolution is a fundamental capacity of the auditory system that underlies the perception of all complex sounds. The development of this capacity has not been well characterized in humans. This investigation used a nonsimultaneous pulsation threshold technique to examine the development of infant frequency resolution. Psychophysical tuning curves were obtained for 3- and 6-month-olds and for adults at either 500, 1,000, or 4,000 Hz. Both the sensation level and the sound pressure level of the stimulus were varied for adults to determine the contribution of stimulus intensity to age differences in frequency resolution. At 500 and 1,000 Hz, 3- and 6-month-olds' tuning curve widths were equivalent to adults'. At 4,000 Hz, the 3-month-olds' tuning curves were broader than those of 6-month-olds and adults, even when absolute sound pressure level was equivalent. The maturation of psychophysical frequency resolution in infants is discussed in terms of the general development of the auditory system and of nonsensory factors that might contribute to age differences in performance.  相似文献   

A systematic follow‐up approach for mainstreaming students with behavior and emotional disorders     

Linda Dickey  Linda Jaco  Margaret Williams  Nancy Sager  Tany Slay 《International Journal of Disability, Development & Education》1983,30(3):185-189

The Behavior Intervention Centres are part of the Houston Independent School District's (HISD) Special Education Department. Their purpose is to provide educational services to elementary and secondary students, aged 3 through 21, who exhibit either severely aggressive or severely withdrawn behaviours. This article describes a formalized follow‐up service considered by the authors to be a critical component of the BIC program.  相似文献   

When curriculum-based, technology-enhanced field experiences and teacher inquiry coalesce: An opportunity for conceptual change?     

Kara Dawson  Nancy Fichtman Dana 《British journal of educational technology : journal of the Council for Educational Technology》2007,38(4):656-667

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Child development knowledge: Is it enough?     

Sharon L. Wooden  Nancy E. Baptiste 《Early Childhood Education Journal》1993,20(3):18-19

It would seem a foregone conclusion that early childhood program directors need a knowledge base in child development if they are to establish credibility in their role as directors (Kuykendall, 1990). The general assumption, then, is that directors' client base is young children. However, early childhood program directors in their daily experiences deal with opposite ends of the development continuum from children to adults.Sharon L. Wooden is Professor, Department of Curriculum and Instruction, New Mexico State University, Las Cruces, NM. Nancy E. Baptiste is Coordinator, Child Development Associate Program, New Mexico State University, Las Cruces.  相似文献   

Disciplining Students: the construction of student subjectivities     

Barbara Grant 《British Journal of Sociology of Education》1997,18(1):101-114

While we usually think of higher education as a process through which every able individual's potential may be realised more fully, it can also be seen as one of arbitrarily disciplining the student to particular ends. One of these ends is the production of the ‘good’, or docile and useful, student subject. A Foucauldian analysis of the university as a disciplinary block, an institution saturated with relations of power, points to the ways in which students are disciplined by both the technologies of domination, which originate in the institution, and those of the self. The latter are the many practices that students adopt, producing themselves as the good student, at times to the detriment of their other interests. However, because power relations are only present between those who are ‘acting subjects’, possibilities for resistance and struggle against the normalising tendencies of the university to find other, more satisfying, forms of student subjectivity are ever present  相似文献   

Resources for understanding who you work with in your early childhood setting     

Nancy Baptiste 《Early Childhood Education Journal》1995,23(2):111-113

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