What makes marking reliable? Experiments with UK examinations   总被引：2，自引：0，他引：2  

Jo‐Anne Baird  John F. Bell 《Assessment in Education: Principles, Policy & Practice》2004,11(3):331-348

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The information requirements and information-seeking behaviours of health and social care professionals providing care to children with health care needs: a pilot study     

Jackson R  Baird W  Davis-Reynolds L  Smith C  Blackburn S  Allsebrook J 《Health information and libraries journal》2007,24(2):95-102

OBJECTIVES: The objectives of this work were to identify the sources of information currently received, information-seeking behaviours, information requirements and preferences for future information provision amongst health and social care professionals providing care to children with health care needs. METHODS: Data were collected using a cross-sectional postal questionnaire survey. RESULTS: A wide range of information resources was reported as being available to professionals. However, a large proportion of respondents found it necessary to perform additional searches for information, suggesting that current resources were not satisfying their needs. The majority of professionals reported a preference for electronic formats, whilst a smaller proportion preferred hard copy materials. Participants promoted the use of informal networks as a means of support and exchange of information. CONCLUSION: Supplementing the information that is provided in electronic and hard copy formats, by enhancing informal networks, may be the most effective way of meeting the information needs of this group of professionals.  相似文献   

Effects of college programme characteristics on graduates’ performance     

Adela García-Aracil 《Higher Education》2015,69(5):735-757

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Students’ Perspectives on LGBTQ-Inclusive Curriculum     

Shannon D. Snapp  Hilary Burdge  Adela C. Licona  Raymond L. Moody  Stephen T. Russell 《Equity & Excellence in Education》2015,48(2):249-265

Implementing curriculum that is inclusive of lesbian, gay, bisexual, transgender, queer, and questioning (LGBTQ) people has the potential to create an equitable learning environment. In order to learn more about students’ experiences of LGBTQ-inclusive curriculum, 26 high school students with diverse racial/ethnic, sexual, and gender identities were recruited from the Gay Straight Alliance (GSA) Network in California. Students participated in focus groups conducted by telephone by GSA staff, sharing their experiences of LGBTQ-inclusive curriculum in school. Qualitative coding methods, including grounded theory, were used to identify themes and interpret students’ responses. Data revealed that LGBTQ-inclusive curriculum was most often taught in social sciences and humanities courses as stand-alone lessons. LGBTQ-inclusive curriculum rarely met standards of social justice education, though opportunities for critical conversations about systemic oppression regularly emerged. For instance, teachers often failed to intervene in LGBTQ bullying and missed teachable moments conducive to inclusive curriculum. Some students learned positive LGBTQ lessons and highlighted the ways such curriculum reflected their identities and created a supportive school climate. Implications for equitable education are discussed.  相似文献   

The Role of the Reading Specialist: It's Not Just Teaching Students to Read     

R. Baird Shuntan 《The Educational forum》2013,77(2)

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Successfully adapting to change     

James R. Baird 《TechTrends》1989,34(5):36-39

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The European university landscape: A micro characterization based on evidence from the Aquameth project   总被引：2，自引：0，他引：2  

Cinzia Daraio  Andrea BonaccorsiAldo Geuna  Benedetto LeporiLaurent Bach  Peter BogetoftMargarida F. Cardoso  Elena Castro-MartinezGustavo Crespi  Ignacio Fernandez de LucioHarold Fried  Adela Garcia-AracilAnnamaria Inzelt  Ben JongbloedGerhard Kempkes  Patrick LlerenaMireille Matt  Maria OlivaresCarsten Pohl  Tarmo RatyMaria J. Rosa  Cláudia S. SarricoLéopold Simar  Stig SlipersaeterPedro N. Teixeira  Philippe Vanden Eeckaut 《Research Policy》2011,40(1):148-164

This paper provides a new and systematic characterization of 488 universities, from 11 European countries: Finland, France, Germany, Hungary, Italy, Netherlands, Norway, Portugal, Spain, Switzerland and UK. Using micro indicators built on the integrated Aquameth database, we characterize the European university landscape according to the following dimensions: history/foundation of university, dynamics of growth, specialization pattern, subject mix, funding composition, offer profile and productivity.  相似文献   

Beyond the Rhetoric: A framework for evaluating improvements to the student experience     

Jeanette Baird  George Gordon 《Tertiary Education and Management》2013,19(3):193-207

A framework is described to assist institutions in evaluating the extent to which activities described as “quality improvements” or “quality enhancements” are likely to directly improve the student experience. The framework classifies ways of improving the student experience into “coaching improvements”, “umpiring improvements”, and “facilities improvements”, while also considering the location of improvements along a “risk avoidance—quality assurance—quality enhancement” continuum. The utility of this framework is explored through case studies of sector‐wide initiatives in Scotland and Australia. If used to stimulate internal discussion, the framework can help institutions to better balance their efforts to improve the student experience.  相似文献   

Accountability of university governing bodies in Australia: Issues for proponents of corporate models     

Jeanette Baird 《Tertiary Education and Management》2013,19(1):72-82

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Applying the Own it,Learn it,Share it framework to the flexible Pink Time assignment to scaffold student autonomy online and in person     

Baird  Timothy D. 《Educational technology research and development : ETR & D》2021,69(1):105-108

This response to Lee and Hannafin’s A design framework for enhancing engagement in student-centered learning: own it, learn it, and share it (OLSit) (Lee and Hannafin, Educational Technology Research and Development 64:707–734, 2016) discusses its helpful design guidelines from a practitioner’s perspective. OLSit provides a blueprint for chance-taking with student-centered learning. Here, I apply this blueprint to a flexible assignment colleagues and I designed to promote intrinsic motivation and engagement, called Pink Time (PT), which asks students to “skip class, do whatever you want, and grade yourself.” Together, OLSit and PT are well suited for this moment of disruption and pivot to remote learning. Students’ stereotypes about what is “valid” in the classroom may be important limitations. But iterative and effective communication can shape students’ perceptions and scaffold their efforts. In the future, scholars and practitioners should consider how grades undermine online SCL strategies like OLSit and PT.

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