A critical friend from BJET?     

John Cowan  Yi-Ching Chiu 《British journal of educational technology : journal of the Council for Educational Technology》2009,40(1):58-60

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Creative learning 3-11 and how we document it – Edited by Anna Craft
Creative LEARNING—Activities and games that REALLY engage people – By Robert W Lucas     

John Cowan 《British journal of educational technology : journal of the Council for Educational Technology》2009,40(3):583-584

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Copyright & You     

Sandra Wertz  Esther R. Sinofsky 《TechTrends》2000,44(1):10-11

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IT support for external assessors?     

Sabina Siebert  John Cowan 《British journal of educational technology : journal of the Council for Educational Technology》2009,40(5):948-949

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Consortium for Research on Educational Accountability and Teacher Evaluation     

Peter Airasian  Sandra Horn 《Journal of Personnel Evaluation in Education》1998,11(4):381-383

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Social trajectories or disrupted identities? Changing and competing models of teacher professionalism under New Labour   总被引：2，自引：0，他引：2  

Sandra Leaton Gray  Geoff Whitty 《Cambridge Journal of Education》2010,40(1):5-23

Since the 1988 Education Reform Act, the teacher’s role in England has changed in many ways, a process which intensified under New Labour after 1997. Conceptions of teacher professionalism have become more structured and formalized, often heavily influenced by government policy objectives. Career paths have become more diverse and specialised. In this article, three post‐1997 professional roles are given consideration as examples of these new specialised career paths: Higher Level Teaching Assistants, Teach First trainees and Advanced Skills Teachers. The article goes on to examine such developments within teaching, using Bourdieu’s concept of habitus to inform the analysis, as well as Bernstein’s theories of knowledge and identity. The article concludes that there has been considerable specialization and subsequent fragmentation of roles within the teaching profession, as part of workforce remodelling initiatives. However, there is still further scope for developing a greater sense of professional cohesion through social activism initiatives, such as the children’s agenda. This may produce more stable professional identities in the future as the role of teachers within the wider children’s workforce is clarified.  相似文献   

Reconceptualising moderation in asynchronous online discussions using grounded theory     

Panos Vlachopoulos  John Cowan 《Distance Education》2010,31(1):23-36

This article reports a grounded theory study of the moderation of asynchronous online discussions, to explore the processes by which tutors in higher education decide when and how to moderate. It aims to construct a theory of e‐moderation based on some key factors which appear to influence e‐moderation. It discusses previous research on the definition and practice of e‐moderation, and then describes the study, which involved four e‐moderators working in two different university contexts. Key themes on e‐moderation, which emerged using a grounded theory approach, are discussed. It proposes a framework for e‐moderation and suggests that as a facilitative activity, it should be sufficiently contained within a ring‐fenced learning arena. Factors outside and inside the ring‐fence that appear to influence e‐moderation and their implications for future theory development and validation are discussed.  相似文献   

Does money matter for schools?     

Helena Holmlund  Sandra McNallyMartina Viarengo 《Economics of Education Review》2010

There is considerable disagreement in the academic literature about whether raising school expenditure improves educational outcomes. Yet changing the level of resources is one of the key policy levers open to governments. In England, school expenditure has increased by about 40% since 2000. Thus assessing whether such spending has had an impact on educational outcomes is of paramount importance. We address this issue using data of better quality than what are often available in similar studies and test our identification assumption by use of a falsification test. We find that the increase in school expenditure over recent years has had a consistently positive effect on outcomes at the end of primary school. Back-of-envelope calculations suggest that the investment may well be cost-effective. There is also some evidence of heterogeneity in the effect of expenditure, with higher effects for students who come from economically disadvantaged backgrounds.  相似文献   

The first year university experience: using personal epistemology to understand effective learning and teaching in higher education   总被引：1，自引：0，他引：1  

Jo Brownlee  Sue Walker  Sandra Lennox  Beryl Exley  Sharyn Pearce 《Higher Education》2009,58(5):599-618

Personal epistemological beliefs, or beliefs about knowing, provide a way in which to understand learning in a range of educational contexts because they are considered to act as filters for all other knowledge and beliefs. In particular, they provide a useful framework for investigating learning and teaching for first year students in tertiary education, who are typically considered to hold less sophisticated epistemological beliefs. Using semi-structured interviews, this study investigated the nature of beliefs about knowing and learning of 35 first year teacher education and creative writing students at a large metropolitan university in Australia. The interview analysis indicated that a relationship existed between individuals’ core beliefs about knowing and their beliefs about learning. This relationship has implications for the way in which we support first year students’ learning as they transition into university and progress through their courses.  相似文献   

Evidence‐based practice and evaluation: from insight to impact     

Sandra Dunsmuir  Emma Brown  Suzi Iyadurai  Jeremy Monsen 《Educational Psychology in Practice》2009,25(1):53-70

With the growing emphasis on accountability and evidence‐based practice, evaluation has become increasingly important in the contexts in which educational psychologists (EPs) practice. This paper describes a Target Monitoring and Evaluation (TME) system, derived from Goal Attainment Scaling (GAS) which was developed to evaluate outcomes of a wide range of interventions that were established as a result of an EP and an assistant EP involvement in two local authorities. Pupils made progress on between 94% and 97% of targets, and outcomes were significantly better than the baseline for both groups. Results are considered in terms of the value and usefulness of TME as an evaluation system and key issues relating to its implementation within EP practice are discussed.  相似文献