Moving feedback forward: theory to practice     

Paul Orsmond  Stephen J. Maw  Julian R. Park  Stephen Gomez  Anne C. Crook 《Assessment & Evaluation in Higher Education》2013,38(2):240-252

There is substantial research interest in tutor feedback and students’ perception and use of such feedback. This paper considers some of the major issues raised in relation to tutor feedback and student learning. We explore some of the current feedback drivers, most notably the need for feedback to move away from simply a monologue from a tutor to a student to a valuable tutor–student dialogue. In relation to moving feedback forward the notions of self regulation, dialogue and social learning are explored and then considered in relation to how such theory can translate into practice. The paper proposes a framework (GOALS) as a tool through which tutors can move theory into practice with the aim of improving student learning from feedback.  相似文献   

Views on the philosophy of science among undergraduate science students and their tutors at the University of Papua New Guinea: origins,progression, enculturation and destinations     

Pongie Kichawen  Julian Swain  Martin Monk 《Research in Science & Technological Education》2013,31(1):81-98

Using a schedule originated by Nott and Wellington to explore science teachers’ views on the philosophy of science, data were gathered at the University of Papua New Guinea. Similarities in response were established for successive first year intakes of science undergraduates (1999–2000). Students with experience in national high schools or Australian high schools responded more positively than their provincial secondary school trained peers to items indicating that the findings of scientific enquiry were universally true. A cross‐sectional analysis showed the undergraduates in the third and fourth years to be more process orientated than the first or second years. Both the first and second years were different in their views compared with their tutors in the relativism–positivism scale, where they were more positivist, the contextualism–decontextualism scale, where they were less decontextualist, and the process–content scale where they were considerably less process orientated. Those with a preferred career destination of medicine were slightly more decontextualist in outlook while being marginally realist, those with a preferred physical science career being very weakly instrumentalist. The results can be interpreted in terms of respondents’ experiences in secondary schooling and on programmes at the University of Papua New Guinea.  相似文献   

Blank Verse of the Sky     

Julian Williams 《The Educational forum》2013,77(2)

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Motivation in the Junior Years: International perspectives on children's attitudes,expectations and behaviour and their relationship to educational achievement     

Julian G. Elliott  Neil Hufton  Leonid Illushin  Fraser Lauchlan 《牛津教育评论》2013,39(1):37-68

This paper reports findings from a large-scale international investigation of a number of factors that are considered to impact upon educational motivation and achievement. Following on from an earlier investigation of adolescent attitudes, the present study involved a detailed survey of nearly 3,000 children, aged 9-10 from districts in England, Russia and the USA, together with teacher reports and the employment of a test of basic mathematical computation. The Russian sample scored significantly more highly on the computation test and showed no large tail of underachievers, as was the case with the other groups. Findings from the survey indicate that many of the differences found in the earlier adolescent study are equally true for younger children. The Russian children were less likely to express satisfaction with their abilities or workrates, were more positive towards school, more likely to see education as intrinsically valuable and tended to spend significantly more time on homework tasks. Data obtained also suggest that the Russian sample experienced classrooms with far less disruption and stronger prosocial peer influences than did the English and American children. Teacher understandings of what is considered to be acceptable behaviour appeared to differ, however. The paper notes that the Western samples overestimated their teachers' views of their ability while the Russian children provided underestimates. Possible reasons for, and implications of, these differential teacher messages are discussed. The paper concludes by examining the implications of the findings from the study for increasing motivation and achievement in countries with very different sociocultural contexts.  相似文献   

Improvement of skills for solving‐ ill‐defined problems     

Gary A. Klein  Julian Weitzenfeld 《教育心理学家》2013,48(1):31-41

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Manipulate important educational variables   总被引：1，自引：0，他引：1  

Julian C. Stanley 《教育心理学家》2013,48(3):164-171

For nine years personnel of the Study of Mathematically Precocious Youth (SMPY) at Johns Hopkins have found thousands of youths, chiefly seventh‐graders, who reason extremely well mathematically. SMPY strives in various ways to help these students proceed considerably faster and better in mathematics and related subjects than is usually permitted or encouraged. Its work is offered as an example of important problems that, in the judgment of the author, educational psychologists should attack vigorously. SMPY's four‐D model is described, which emphasizes educational acceleration of youths who arc highly able and eager to move ahead quickly.  相似文献   

Presidential letter: Division 15 and aera     

Julian C. Stanley 《教育心理学家》2013,48(3)

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Against the odds: resilience in mathematics students in transition     

Paul Hernandez‐Martinez  Julian Williams 《British Educational Research Journal》2013,39(1):45-59

This paper examines ‘resilience’ of mathematics students in transition from a sociocultural perspective, in which resilience is viewed as relational and in particular as a function of the social and cultural capital students may bring to the new field. We draw on two students’ stories of transition, in which we recognise elements traditionally viewed as ‘risks’ for mathematics students in transition into institutions where new demands are made. However, in each case it seems that some of their apparent background ‘risk factors’—coming from poorer socioeconomic backgrounds and disadvantaged schools—have come to serve to constitute capital, buttressing their particular resilience, as they provide a crucial kind of autonomy that is particularly valued in the new institution. We identify the learners’ reflexivity as having been crucial to this accumulation of capital and we discuss some educational implications.  相似文献   

Supervising mentors’ lived experience on supervision in teaching, nursing and social care education. A participation-oriented phenomenological study     

Anna Löfmark  Åsa Morberg  Lennart S. Öhlund  Julian Ilicki 《Higher Education》2009,57(1):107-123

Research concerning the supervisor role in separate educational programmes has been undertaken, but cross-professional studies are few. The aim of this study was to explore the lived experience of supervising mentors in Sweden during the practice-based, off-campus sections of the education in teaching, nursing, and social care. The study used a participatory phenomenological approach in which four researchers and nineteen supervising mentors worked together in the research process which was accomplished in four different phases. The data collecting method used was interview. The results constituted a main essence entitled “Struggle of power and control of professional quality enhancement” built upon four themes: “Constitutes a motivating force”, “Feelings of responsibility”, “Feelings of frustration” and “Wishes for alteration”. Conclusions from the study are that communication, information and contact between the professionals in the fields and university teachers need to be strengthen to keep up supervising mentors’ motivating force and to give them support.  相似文献   

Moderate-Intensity Oxygen Uptake Kinetics: Is a Mono-Exponential Function Always Appropriate to Model the Response?     

Julian Dale 《Research quarterly for exercise and sport》2018,89(3):309-321

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