Are paradigms the wrong model?     

Cameron Fincher 《Research in higher education》1995,36(5):613-616

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Theory and policy in research     

Cameron Fincher 《Research in higher education》1983,18(3):373-376

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The missing link in institutional evolution     

Cameron Fincher 《Research in higher education》1982,17(1):93-96

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Higher education as a stage of transition     

Cameron Fincher 《Research in higher education》1981,15(4):377-380

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Higher education privatisation,internationalisation and marketisation: Singaporean versus Malaysian models of Asian education hub policy     

Cameron Richards 《Compare》2019,49(3):375-392

The metaphor of an ‘education hub’ was initially promoted as also a policy concept for reversing cross-border student flows to the West in both Malaysia and Singapore. The Singapore version of ‘Asian education hub policy’ represents a distinct economic policy model of higher education which has since also influenced the very Western contexts it was derived from. However, it appears the Singaporeans might have actually borrowed the policy concept from the Malaysians whose aspirations to reverse international student flows to the West was rather aligned to related national capacity development plans as still something of a public good. This paper will use a Malaysia-Singapore contrast to compare distinct developing country (national/regional) vs. developed country (globalised) conceptions of the Asian education hub model. On this exemplary basis, it will also outline an integrated framework to better make sense of the related yet also often conflicting imperatives of privatization, internationalization and marketization.  相似文献   

Neighborhood disadvantage: pathways of effects for young children   总被引：4，自引：0，他引：4  

Kohen DE  Leventhal T  Dahinten VS  McIntosh CN 《Child development》2008,79(1):156-169

The present study used Canadian National Longitudinal data to examine a model of the mechanisms through which the effects of neighborhood socioeconomic conditions impact young children's verbal and behavioral outcomes (N= 3,528; M age = 5.05 years, SD= 0.86). Integrating elements of social disorganization theory and family stress models, and results from structural equation models suggest that both neighborhood and family mechanisms played an important role in the transmission of neighborhood socioeconomic effects. Neighborhood disadvantage manifested its effect via lower neighborhood cohesion, which was associated with maternal depression and family dysfunction. These processes were, in turn, related to less consistent, less stimulating, and more punitive parenting behaviors, and ultimately, poorer child outcomes.  相似文献   

‘Am I doing it right?’ Conceptualising the practice of supervising master’s dissertation students     

Ann Macfadyen  Christine English  Michael Kelleher  Maggie Coates  Colin Cameron  Vanessa Gibson 《高等教育研究与发展》2019,38(5):985-1000

ABSTRACT

An action research project involving 25 master’s supervisors, from health and education disciplines, sought to enhance their understanding of dissertation supervision. Recognising that they were sometimes slightly unsure about their role, they sought to identify issues that contributed to this circumstance, and to develop supervisor preparation materials to support future colleagues. During interviews and collaborative workshops, colleagues shared their experiences and reflected with one another on the nature of supervision. Through this process, they constructed a model that conceptualises how they practice. The core element is an ongoing assessment of a student’s readiness, motivation and individual situation. In response to this assessment, supervisors balance three functions: Facilitating, Nurturing and Maintaining Standards. Facilitating encourages student growth through challenge or stimulation. Nurturing involves the provision of support and reassurance within a safe space in which this growth can occur. Maintaining standards ensures that academic and professional rigour are preserved.  相似文献   

Girls,boys and conceptual physics: An evaluation of a senior secondary physics course     

Dr. J. A. Woolnough  R. S. Cameron 《Research in Science Education》1991,21(1):337-344

This paper reports an evaluation of the physics course at Dickson College (ACT) looking at students' high school experience, their expectations before beginning and their impressions and feelings during the course. In general, students seem to have a fairly negative approach to physics, enrolling for a variety of often vague utilitarian reasons but with little expectation of enjoyment or interest. These opinions were most prevalent in girls who tend to find the content difficult and the course as a whole uninteresting. There is also a significant difference between girls and boys in their response to different types of assessment items. In an attempt to enhance the level of interest and enjoyment in students we have been phasing in a more ‘conceptual’ approach to the teaching of physics. Specializations: senior Physics, Chemistry and Biology.  相似文献   

Unique Patterns of Cognitive Outcomes for Undergraduate Students at Southern Baptist Colleges: A Comparative Analysis     

Cameron L. Armstrong  Young K. Kim 《Christian Higher Education》2016,15(4):230-243

The purpose of this study was to examine the levels of growth in cognitive outcomes among students attending Southern Baptist universities, as compared to their peers at other Council of Christian Colleges & Universities (CCCU), Catholic, and nonsectarian institutions, and to identify the college experiences that contribute to cognitive development. Using data from the College Senior Survey, inferential analyses revealed that students enrolled at Southern Baptist colleges and universities had significantly higher levels of academic self-concept and perceived cognitive skills than students enrolled at other types of Christian institutions. In addition, regression analyses showed that the Baptist sample yielded some unique patterns as to which college experiences contributed to cognitive outcome development among students.  相似文献   

The Effects of Instruction on Students' Generation of Self-Questions When Reading Multiple Documents     

Chelsea Cameron  Peggy Van Meter  Valerie A. Long 《Journal of Experimental Education》2017,85(2):334-351

The purpose of this research was to examine the effects of instruction on students' generation of questions when reading multiple documents. Participants were 151 undergraduate students who were randomly assigned to one of two conditions: a treatment condition that received question generation instruction and a control condition that did not receive question generation instruction. All participants read four primary-source documents and were asked to generate up to 10 questions based on those documents. Results indicate that students generated significantly fewer higher-order integration questions without instructional support. These results are replicated with an alternative document set to demonstrate that the effects found were not due to the specific historical topic.  相似文献