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1.
This paper uses Rittel and Webber’s categorisation of wicked problems in order to interrupt discourses around school behaviour. Each of the 10 characteristics suggested by Rittel and Webber are examined using the English education system as a vehicle by which to consider and interrogate their complexity. This endeavour is crucial as although the characteristics of wicked problems naturally overlap, the cannot, and should not, be conflated if we wish to understand how different facets of a wicked problem shed light, and create shadows, that impact on all members of a school community. That school communities can be wicked settings adds nuance to the complexity of the problems that we face when educating students whose behaviours challenge the norms of their educational environment. 相似文献
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Judy C. Stribling Joshua E. Richardson 《Journal of the Medical Library Association》2016,104(2):159-164
Objective
The authors explored the feasibility and possible benefit of tablet-based educational materials for patients in clinic waiting areas.Methods
We distributed eight tablets preloaded with diagnosis-relevant information in two clinic waiting areas. Patients were surveyed about satisfaction, usability, and effects on learning. Technical issues were resolved.Results
Thirty-seven of forty patients completed the survey. On average, the patients were satisfied in all categories.Conclusions
Placing tablet-based educational materials in clinic waiting areas is relatively easy to implement. Patients using tablets reported satisfaction across three domains: usability, education, and satisfaction. 相似文献4.
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Recent research on student learning in higher education has identified clear associations between variations in students’ perceptions of the academic environment and variations in their study behaviour. This study investigated a general theoretical model linking students’ demographic characteristics, perceptions and study behaviour with measures of outcome, and in particular, compared three accounts of the causal relationship between perceptions and study behaviour. Data were obtained from 469 postgraduate students at six British business schools. Path analysis was used to assess the causal relationships among the students’ age and gender, their scores on the Course Experience Questionnaire, their scores on the Revised Approaches to Studying Inventory and their ratings of general satisfaction with their programmes. This yielded evidence for the causal efficacy of most of the paths identified in the general theoretical model. In particular, as in the case of students taking more traditional academic subjects, there exists a bidirectional causal relationship between variations in students’ perceptions of the academic environment and variations in their study behaviour. 相似文献
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The emerging reading and spelling abilities of 24 deaf and 23 hearing beginning readers were followed over 2 years. The deaf children varied in their language backgrounds and preferred mode of communication. All children were given a range of literacy, cognitive and language-based tasks every 12 months. Deaf and hearing children made similar progress in literacy in the beginning stages of reading development and then their trajectories began to diverge. The longitudinal correlates of beginning reading in the deaf children were earlier vocabulary, letter-sound knowledge, and speechreading. Earlier phonological awareness was not a longitudinal correlate of reading ability once earlier reading levels were controlled. Only letter name knowledge was longitudinally related to spelling ability. Speechreading was also a strong longitudinal correlate of reading and spelling in the hearing children. The findings suggested that deaf and hearing children utilize slightly different reading strategies over the first 2 years of schooling. 相似文献
8.
Trade in Australian education services has expanded rapidly over recent years. The sector is the third largest exporter of
Australian services. In 2001–2002, exports of education were about $A 4.2 billion. Government assistance to the sector includes
export market development, regulation of education standards, and funding education activities; university research and development,
for example. This paper examines the case for further government intervention in the export of education, and the appropriate
forms of assistance if further government intervention is justified. The paper predominately focuses on assisting higher education
exports because this activity dominates education exports. 相似文献
9.
To investigate the effects of different kinds of curriculum, the Course Experience Questionnaire (CEQ) and a short form of the Approaches to Studying Inventory (ASI) were administered to 225 2nd-year students at six different schools of occupational therapy. Their curricula were classified as problem-based, subject-based or hybrid. Their scores on the scales of the CEQ and ASI were closely related, insofar as they shared more than half of their respective variance. Problem-based curricula were associated with higher scores on the scales of the CEQ concerned with appropriate assessment and emphasis on independence. With the ASI, problem-based curricula were associated with lower scores on all of the scales concerned with a reproducing orientation, and with higher scores on the scale concerned with a deep approach. These findings suggest that the implementation of a problem-based curriculum has desirable effects on the quality of learning, and these are at least in part mediated by students' perceptions of their academic environment. 相似文献
10.
Because the characteristics of children vary greatly from age to age, the knowledge and techniques that their caregivers need to have likewise vary a great deal. Similarly, the pleasures and the stresses of caring for different age groups also vary. Not surprisingly, most caregivers have preferences in terms of the age of children they prefer to work with.Gerri Ginsburg and Marcy Whitebook are Directors of the Child Care Employee Project, a national clearinghouse for information on child care staff working conditions. Derk Richardson teaches at the University of California Child Care Center in Berkeley. 相似文献