Exploring ways that ePortfolios can support the progressive development of graduate qualities and professional competencies     

Margaret Faulkner  Syed Mahfuzul Aziz  Vicki Waye  Elizabeth Smith 《高等教育研究与发展》2013,32(6):871-887

Since the late-1990s, the University of South Australia has embedded seven Graduate Qualities across all programs. Subsequently, the higher education landscape has changed dramatically in terms of national policies and standards, as well as technologies available to support learning and teaching. Most higher education institutions now have their own list of qualities or attributes developed by graduates. Further changes in Australia include quality assurance accredited through a national body, such as the Tertiary Education Quality and Standards Agency, and the development of disciplinary Threshold Learning Outcomes under the Learning and Teaching Academic Standards project. Similar changes are underway internationally. A multi-disciplinary research project at University of South Australia explored how ePortfolios might enhance this learning environment with a focus on aligning standards, Graduate Qualities and professional requirements. This paper outlines approaches taken in Engineering and Law undergraduate programs using two different ePortfolio tools (PebblePad and Mahara), where we sought to discover if this would empower learners to articulate their achievements and to understand professional frameworks. Lessons learnt and evaluation data are presented, along with recommendations to support a progressive developmental approach across programs. Whilst the experiences relate to two disciplinary areas, the approach taken can be adapted for other programs. Many of the insights gained also apply to strategies that exclude ePortfolio tools.  相似文献   

The ethics of researching those who are close to you: the case of the abandoned ADD project     

Laurel D. Puchner  Louis M. Smith 《Educational Action Research》2013,21(3):421-428

This paper explores the ethical issues involved when researchers attempt to study participants who are personally close to them. It describes a case in which two researchers decided to study the experiences respectively of their son and grandson, both with ADD. They had barely initiated the study when ethical concerns led them to abandon the project. The authors relate the specific issues raised in the case to general issues of ethics in action research, such as anonymity, informed consent, collaboration, and the tension between the personal and professional.  相似文献   

Christian Education and the African-American Spirituals: Recommended Resources     

Yolanda Y. Smith 《Religious education (Chicago, Ill.)》2013,108(4):533-538

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THE MUSIC OF THE SUNDAY‐SCHOOL AND ITS VALUE IN THE RELIGIOUS DEVELOPMENT OF THE CHILD     

H. Augustine Smith A.M. 《Religious education (Chicago, Ill.)》2013,108(3):251-258

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RELIGIOUS WORK IN A STATE UNIVERSITY∗     

Charles Forsteb Smith 《Religious education (Chicago, Ill.)》2013,108(1):66-76

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Text Books for Old Testament Study     

John Merlin Powis Smith Ph.D. 《Religious education (Chicago, Ill.)》2013,108(2):71-75

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THE CONVERSION OF THE JEWS*     

Joanmarie Smith 《Religious education (Chicago, Ill.)》2013,108(4):592-605

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How the dialectical imperative shapes network news content: The case of CNN vs. the entertainment networks     

Larry David Smith 《Communication quarterly》2013,61(4):338-349

This essay compares an all news network's (the Cable News Network) response to a news story's dialectical imperative with that of the entertainment networks (ABC, CBS, and NBC). Using the 1988 nominating convention coverage as subject matter, the author applies narrative principles to interpret a content analysis of those telecasts. The results indicate significant distinctions in narrative structure as the entertainment networks aired a “talent‐based” production whereas CNN produced an “event‐based” interpretation of the two conventions.  相似文献   

Perceptions and Experiences of International Trainees in Counseling and Related Programs     

Kok-Mun Ng  Shannon D. Smith 《International journal for the advancement of counseling》2009,31(1):57-70

International counseling trainees (ICTs) can play a critical role in multicultural training and enrich the lives of domestic trainers and trainees. However, they face unique barriers. This inquiry examined 14 areas related to their training and stay in the US. Findings largely correspond with those already in the literature (e.g., Ng, International Journal for the Advancement of Counseling, 28:1–19 2006a). Results indicate significantly higher mean scores for ICTs (n = 56) in 10 areas (e.g., English proficiency problems, experiencing discrimination in their learning environment) compared to domestic trainees (DTs) (n = 82). ICTs further reported a high level of confidence in their contribution to their programs and a strong belief in their performance, although these levels did not differ significantly from DTs. Findings also revealed there were no program-level differences among the ICTs in all the study areas. Compared to the master’s trainees as a whole, however, the doctoral trainees combined reported higher degrees of experiencing cultural adjustment problems and conflicts with Western understanding and approaches to treating mental health. Implications and recommendations are outlined. Findings in this study were represented at the 2008 Eastern Educational Research Association Conference in Hilton Head, South Carolina, United States of America.  相似文献   

Assessing perceived need support and need satisfaction in physical education: adaptation and validation with English students     

David Sánchez-Oliva  Florence-Emilie Kinnafick  Nathan Smith  Andreas Stenling 《Measurement in physical education and exercise science》2018,22(4):332-342

This study aimed to validate an English version of Basic Psychological Needs Support Questionnaire (BPNSQ) and the Basic Psychological Needs in Physical Education Scale (BPN-PE) in the physical education context. Participants included 453 students aged between 12 and 17 years. For the BPNSQ, the hypothesized three-factor solution displayed high interfactor correlations (rs > 1), and a follow-up analysis indicated that the items were represented by a single need-support factor. For the BPN-PE, hypothesized three-factor solution was supported. Both scales were found invariant across gender, and the nomological validity was also demonstrated through the associations between factors of both scales. This study provides initial support for the use of the BPN-PE to assess psychological need satisfaction within the physical education context among English-speaking adolescents. The hypothesized three-factor structure of the BPNSQ was not supported and more research is needed to evaluate the English version in the physical education context.  相似文献