The Use of Time by Academic and Related Staff     

Stephen Court 《Higher Education Quarterly》1996,50(4):237-260

This paper reviews surveys of the use of time by academic staff between 1962 and 1994. It reports on the findings of a time diary survey in 1994 of the use of time by academic and academic-related staff at British'old'universities during working weeks in term-time and vacation. The results of the time diary survey are analysed according to respondents'sex, staff grade, type of week, age, type of work, and time when work took place. The results are compared with results of previous surveys, and trends through time are suggested. In conclusion, the paper considers the recent mass expansion of higher education, the effects of this in increasing the workload of university staff, and measures to ameliorate this situation.  相似文献   

Editors' Introduction     

Diane Haager  Christine Espin 《Learning disabilities research & practice》2009,24(3):121-121

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How an understanding of Bakhtin's theory of the chronotope can assist progression in classroom writing     

Paul Thompson  Christine Hall 《English in Education》2004,38(1):5-20

Our argument in this paper is that the model of literary progression which Bakhtin (1981, 1986) expounds in his writing on the chronotope can generate insight into the processes through which pupils improve their writing. We suggest more generally that there are concepts and clues in Bakhtin's historical model of the development of the European novel and in his theory of dialogue which can be helpful in both the evaluation and teaching of classroom writing.  相似文献   

Alternative technologies and social studies textbooks     

Stephen T. Kerr 《Publishing Research Quarterly》1992,8(4):33-43

In order to determine the potential of alternative technologies in social studies education, we must understand the goals of such education, the capabilities of the technologies, and teachers’ and students’ responses to new technologies. The author suggests that the new technologies can contribute to the goals of learning about the past, learning about democratic life and institutions, and making students knowledgeable as consumers and producers of information. One major obstacle is a lack of time and money for teachers to experiment with the technologies. Stephen T. Kerr is professor of education in the College of Education at the University of Washington. His research focuses on the application of new technologies in schools and other educational environments, and particularly on the ways in which technology affects the social structure (roles and expectations, instructional patterns, organization) of those institutions. He has done work on human-computer interaction, as well as on how new communication technologies have changed the educational system of the former USSR.  相似文献   

News     

Stephen Toney 《Archives and Museum Informatics》1992,6(4):18-19

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Environmental attitudes of pre-service teachers: A conceptual and methodological dilemma in cross-cultural data collection     

Kevin Watson  Christine M. Halse 《Asia Pacific Education Review》2005,6(1):59-71

Human generated environmental problems are significant issues of global concern. Despite this, varying attitudes towards environments continue to exist across the globe, impacting on environmental decision-making and action at local, national and international levels. This paper probes some of the similarities and differences in environmental attitudes amongst pre-service teachers in Australia, Republic of Maldives and Indonesia. Data were collected using an established environmental attitude questionnaire and individual interviews. The three communities exhibited a similar range of environmental attitudes using the established questionnaire but significant differences emerged when the interview data were analysed phenomenographically. These differences reflect diversity within and across cultural groups that cannot be satisfactorily explained by the theory underpinning the established questionnaire. Consequently, a revised conceptual framework is proposed.  相似文献   

Children Talking to Learn     

Christine Craig 《Literacy》1994,28(2):2-5

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Evaluation projects in Leicestershire     

Stephen Hoy 《Health information and libraries journal》1991,8(3):200-201

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Examining the Impact of Opportunity Bursaries on the Financial Circumstances and Attitudes of Undergraduate Students in England     

Anne West  Carl Emmerson  Christine Frayne  Audrey Hind 《Higher Education Quarterly》2009,63(2):119-140

Notwithstanding the expansion of higher education across the OECD, there continues to be concern about the levels of participation amongst those from disadvantaged backgrounds. In response to this, a new form of financial support for students from low-income families, the 'opportunity bursary', was introduced for a limited period in England from 2001/02. Surveys of two cohorts of opportunity-bursary applicants were carried out and these suggested possible psychological, behavioural and economic impacts. Fewer opportunity-bursary recipients than non-recipients reported that part-time work had interfered with their studies and more reported that the bursary had made them less worried about meeting the costs of going to university. There was some evidence that the scheme led to increased retention in the first year of university study; it also appeared to lead to lower levels of debt, in particular bank overdrafts or credit card debt.  相似文献   

Reading Progress Monitoring for Secondary‐School Students: Reliability,Validity, and Sensitivity to Growth of Reading‐Aloud and Maze‐Selection Measures     

Renáta Tichá  Christine A. Espin  Miya Miura Wayman 《Learning disabilities research & practice》2009,24(3):132-142

The validity and reliability of curriculum‐based measures in reading as indicators of performance and progress for secondary‐school students were examined. Thirty‐five grade 8 students completed reading aloud and maze‐selection measures weekly for 10 weeks. Criterion measures were the state standards test in reading and the Woodcock–Johnson III Test of Achievement. Different time frames for each measure were compared. Most alternate‐form reliability coefficients were above .80. Criterion‐related validity coefficients ranged from .77 to .89. No differences related to time were found. Only maze selection reflected significant growth, with an average increase of 1.29 correct choices per week. Maze growth was related to the reading performance level and to change on the Woodcock–Johnson III from pre‐ to posttest.  相似文献