THE HISTORY OF AN INNOVATION     

Kate Ashcroft 《Assessment & Evaluation in Higher Education》1987,12(1):37-45

This paper is concerned with the processes and thinking that were involved in the development of a highly innovative BEd degree course within the modular course of Oxford Polytechnic. The rationale for the degree course will be considered, followed by a discussion of some of the processes involved in implementing that rationale. The development of a particular basic first year module will be looked at in depth as a case study illustration of innovative teaching, learning and assessment methods, including distance learning, peer teaching, self assessment, group projects, first hand research, analysis of group dynamics and critical enquiry.  相似文献   

Effect of individual career counseling on psychological distress: impact of career intervention components,working alliance,and career indecision     

Milot-Lapointe  Francis  Savard  Réginald  Le Corff  Yann 《International Journal for Educational and Vocational Guidance》2020,20(2):243-262

International Journal for Educational and Vocational Guidance - This study examined the impact of intervention components, working alliance, and career indecision on the change in psychological...  相似文献   

From tourist to treasure hunter: a self-guided orientation programme for first-year students     

Thompson K  Kardos R  Knapp L 《Health information and libraries journal》2008,25(1):69-73

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Does site architecture matter? The political implications of public- versus private-oriented social network sites in China     

Chris Chao Su  Francis L. F. Lee  Gongcheng Lin 《亚洲交流杂志》2017,27(2):134-153

Political communication researchers have shown that social network site (SNS) use and online network characteristics can impinge on people’s political attitudes and behavior. Nevertheless, individual SNSs have varying site architecture, basic design features, and functionalities, which may influence usage and online network characteristics. This study thus examines whether site architecture matters for understanding the political implications of SNSs. Specifically, this article conceptualizes the distinction between public-oriented and private-oriented SNSs. It contends that the two types of SNSs would have varying impact on political behavior through the kinds of online networks that they tend to sustain. Analysis of a survey of university students in Guangzhou, China (N?=?897), shows that respondents using public-oriented SNSs tended to have a relatively more ‘public’ online network – larger, involving more strangers, and with more connections to public actors. Some of these network characteristics in turn affected political discussion behavior. The analysis thus demonstrates how SNS architecture can indirectly impinge on individual-level political outcomes.  相似文献   

The Dorothy Howard Collection: revealing the structures of folklore archives in museums     

Mike Jones  Kate Darian-Smith  Deborah Tout-Smith  Gavan McCarthy 《档案与原稿》2017,45(2):100-117

In 2015–16 researchers from the University of Melbourne and Museums Victoria undertook a collaborative project which sought to visualise archival data from the museum as a means to investigate the structure and context of the Dorothy Howard Collection. This article introduces Dorothy Howard’s work, which is part of the internationally significant Australian Children’s Folklore Collection, and looks at the project’s processes and outcomes, including the initial visualisations produced. In doing so, the authors highlight the data-intensive nature of such work, suggest the potential of visualisations to reveal collection structures, and outline possibilities for future projects and collaborations.  相似文献   

Picture naming and developmental reading disorders     

Kate Nation 《Journal of Research in Reading》2005,28(1):28-38

One of the most frequently cited papers from the twenty‐five years of the Journal of Research in Reading is ‘Object‐naming deficits in developmental dyslexia’ by Maggie Snowling, Bente van Wagtendonk and Carolyn Stafford, published in 1988. Looking back at the paper some sixteen years after its publication, it is striking to note how topical some of the issues discussed by Snowling and colleagues remain. This commentary revisits some of these issues and examines how subsequent research has consolidated and extended Snowling et al.'s findings and conclusions.  相似文献   

Does Religious Education as an examination subject work to promote community cohesion? An empirical enquiry among 14- to 15-year-old adolescents in England and Wales     

Leslie J. Francis  Tania ap Siôn  Ursula McKenna  Gemma Penny 《British Journal of Religious Education》2017,39(3):303-316

This study begins by examining the way in which, in both England and Wales, Religious Education has become implicated in political discussion regarding the role of education in promoting community cohesion. The relationship between taking Religious Education as an examination subject and attitude towards religious diversity (as an affective indicator of community cohesion) is then explored among 3052 14- to 15-year-old students. After controlling for contextual factors (school type and geographical location), personal factors (sex and age), psychological factors (psychoticism, neuroticism and extraversion) and religious factors (Christian affiliation, worship attendance, personal prayer and belief in God), a small but significant positive association was found between taking Religious Education as an examination subject and attitude towards religious diversity. This finding may be interpreted as supporting the view that Religious Education works to promote community cohesion, although the wider debate that the community cohesion agenda has generated among religious educators needs further exploration.  相似文献   

Alternatives to Multilevel Modeling for the Analysis of Clustered Data     

Francis L. Huang 《Journal of Experimental Education》2016,84(1):175-196

Multilevel modeling has grown in use over the years as a way to deal with the nonindependent nature of observations found in clustered data. However, other alternatives to multilevel modeling are available that can account for observations nested within clusters, including the use of Taylor series linearization for variance estimation, the design effect adjusted standard errors approach, and fixed effects modeling. Using 1,000 replications of 12 conditions with varied Level 1 and Level 2 sample sizes, the author compared parameter estimates, standard errors, and statistical significance using various alternative procedures. Results indicate that several acceptable procedures can be used in lieu of or together with multilevel modeling, depending on the type of research question asked and the number of clusters under investigation. Guidelines for applied researchers are discussed.  相似文献   

Validity of alternative approaches for the identification of learning disabilities: operationalizing unexpected underachievement     

Fletcher JM  Denton C  Francis DJ 《Journal of learning disabilities》2005,38(6):545-552

This article reviews the validity of models based on (a) aptitude-achievement discrepancies, (b) low achievement, (c) intraindividual differences, and (d) response to instruction for the classification and identification of learning disabilities (LD). Models based on aptitude-achievement discrepancies and intraindividual differences showed little evidence of discriminant validity. Low achievement models had stronger discriminant validity but do not adequately assess the most significant component of the LD construct, unexpected underachievement. All three of these status models have limited reliability because of their reliance on a measurement at a single time point. Models that incorporate response to instruction have stronger reliability and validity but cannot represent the sole criterion for LD identification. Hybrid models combining low achievement and response to instruction most clearly capture the LD construct and have the most direct relation to instruction. The assessment of students for LD must reflect a stronger underlying classification that takes into account relations with other developmental disorders as well as the reliability and validity of the underlying classification and resultant identification system.  相似文献   

'The visual helps me understand the complicated things': pupil views of teaching and learning with interactive whiteboards   总被引：3，自引：0，他引：3  

Kate Wall  Steve Higgins  Heather Smith 《British journal of educational technology : journal of the Council for Educational Technology》2005,36(5):851-867

This study is one element of a government‐sponsored evaluation into the introduction of interactive whiteboards (IWBs) to Years 5 and 6 in English primary schools. This element of the research aimed to gather information regarding pupil views of IWBs and the impact these tools can have on teaching and learning. To extend current literature, the method targeted pupils’ views of how IWBs can impact on metacognition: thinking about learning. Using a template that has been developed by the Centre for Learning and Teaching at Newcastle University, pupils were encouraged to talk about learning in different contexts: this methodology and its rationale are described. The results show that overall comments from the pupils are positive, with the resulting themes encompassing how the IWB can facilitate and initiate learning and impact on preferred approaches to learning. The pupils describe how different elements of software and hardware can motivate, aid concentration, and keep their attention. On the negative side, pupils candidly describe their frustration when there are technical difficulties, their desire to use the board themselves and their perceptions of teacher and pupil effects. As IWBs are becoming more and more prevalent in schools, we discuss implications and make re‐commendations for teachers and manufacturers.  相似文献