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Marietta Martinovic Marg Liddell Shane Douglas Muldoon 《Educational Research and Evaluation》2018,24(6-7):437-453
The Inside-Out Prison Exchange Program has been delivered at 2 prisons in Victoria, Australia, Dame Phyllis Frost Centre and Marngoneet Correctional Centre, since 2015. Selected university (outside) students and prisoners (inside) engage in a collaborative learning environment, studying Comparative Criminal Justice Systems. Students critique complex criminal justice material and undertake university standard assessments. The programme was evaluated through pre-test and post-test surveys and focus groups. This paper outlines this evaluation, including the similarities and differences between inside and outside students’ experience, their knowledge of the criminal justice system, the stereotypes and the values, and challenges of the Inside-Out programme. Student views of the criminal justice system and each other were challenged and changed, often in unexpected ways. The knowledge from this evaluation will contribute to the improvement of Inside-Out processes and outcomes, nationally and internationally. 相似文献
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Marietta Del Favero 《Research in higher education》2006,47(3):281-315
This study investigates Braxton and Hargens’ (1996, Variations among academic disciplines: Analytical frameworks and research.
Higher Education: Handbook of Theory and Research. Vol. XI, pp. 1–45) assertion of the profound and extensive effects of academic discipline as it might pertain to administrative
work. Academic deans in research and doctoral institutions nationwide were surveyed to investigate the relationship between
academic discipline and cognitive complexity in their administrative behavior. A bivariate regression showed that being from
an applied field was a significant predictor while the influence of consensus was not significant. Discipline effects waned
when other predictors were added, suggesting that when other factors are considered, the extent to which one is exposed to
their particular disciplinary paradigms becomes more important than mere affiliation with a discipline. Split sample analyses
demonstrated variable influence structures. Findings indicate that the effects of discipline cannot be discounted in framing
studies of administrators’ perceptions of their leadership context and the behavior which necessarily flows from those perceptions. 相似文献
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Papadatou-Pastou Marietta Touloumakos Anna K. Koutouveli Christina Barrable Alexia 《European Journal of Psychology of Education - EJPE》2021,36(2):511-531
Although learning styles (LS) have been recognised as a neuromyth, they remain a virtual truism within education. A point of concern is that the term LS has been used within theories that describe them using completely different notions and categorisations. This is the first empirical study to investigate education professionals’ conceptualisation, as well as means of identifying and implementing LS in their classroom. A sample of 123 education professionals were administered a questionnaire consisting both closed- and open-ended questions. Responses were analysed using thematic analysis. LS were found to be mainly conceptualised within the Visual-Auditory-(Reading)-Kinaesthetic (VAK/VARK) framework, as well as Gardner’s multiple intelligences. Moreover, a lot of education professionals confused theories of learning (e.g., behavioural or cognitive theories) with LS. In terms of identifying LS, educators reported using a variety of methods, spanning from observation and everyday contact to the use of tests. The ways LS were implemented in the classroom were numerous, comprising various teaching aids, participatory techniques and motor activities. Overall, we argue that the extended use of the term LS gives the illusion of a consensus amongst educators, when a closer examination reveals that the term LS is conceptualised, identified and implemented idiosyncratically by different individuals. This study aims to be of use to pre-service and in-service teacher educators in their effort to debunk the neuromyth of LS and replace it with evidence-based practices.
相似文献5.
Anna K. Touloumakos Evangelia Vlachou Marietta Papadatou-Pastou 《Mind, Brain, and Education》2023,17(3):197-208
The term learning styles (LS) describes the notion that individuals have a preferred modality of learning (i.e., vision, audition, or kinesthesis) and that matching instruction to this modality results in optimal learning. During the last decades, LS has received extensive criticism, yet they remain a virtual truism within education. One of the major strands of criticism is the fact that only a handful of studies have systematically put the LS assumptions to the test. In this study, we aimed to explore whether learners who are visual types will be better at learning sign-words (i.e., ecologically valid stimuli) compared to auditory and kinesthetic types. Ninety-nine volunteers (67 females, mean age = 28.66 years) naive to Greek Sign Language (GSL) were instructed to learn 20 GSL sign-words. The volunteers further completed two LS questionnaires (i.e., the Barsch Learning Styles Inventory and the Learning Channels Inventory) and they also reported what their LS they believed was. No evidence of a difference in learning sign-words among individuals with different LS (as identified by either of the LS questionnaires or by direct self-report) was found, neither using a frequentist nor using a Bayesian approach to data analysis. Moreover, inconsistencies between the way participants were classified based on the different measures and direct self-report were detected. These findings add further support to the criticism of the LS theory and its use in educational settings. We suggest that research and practice resources should be allocated to evidence-based approaches. 相似文献
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Leonidas Kyriakides Bert P. M. Creemers Dona Papastylianou Marietta Papadatou-Pastou 《Scandinavian Journal of Educational Research》2014,58(4):453-478
A framework based on research on bullying and on educational effectiveness was offered to schools to assist them in developing strategies and actions to improve their learning environment, their policy for teaching, and their evaluation mechanisms in order to reduce bullying. At the beginning and end of the intervention, the Revised Olweus Bully/Victim Questionnaire and a teacher questionnaire measuring three school factors (school policy for teaching, school learning environment, and school evaluation) were administered to the experimental and control groups. This experimental study reveals that the intervention had both a direct impact on the reduction of bullying and an indirect impact through improving the school factors. Implications for research into supporting schools to reduce bullying are given. 相似文献
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To assure that gerontology students meet their educational objectives and are prepared to assume professional roles, gerontological program assessment is imperative. This paper situates gerontological academic program assessment within the framework of the American Association of Higher Education's principles of assessment. It presents clear guidelines for the assessment of gerontological programs and courses. These guidelines incorporate indirect and direct assessment methods to examine both processes and outcomes of gerontological education. Also presented are guidelines for the communication of results, recommendations, and plans for follow-up to stakeholders. 相似文献
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Marietta Del Favero Janice M. Hinson 《Community College Journal of Research & Practice》2013,37(5):389-408
The press for implementing technology based instructional delivery systems in community and technical colleges is well documented. Yet faculty face numerous challenges in integrating technology into instruction (AL-Bataineh & Brooks, 2003; Groves & Zemel, 2000; Khoury, 1997). Stimulating faculty ownership in technology, diffusion of technology use throughout institutions, and linking technology use to the faculty reward system are key concerns addressed in this proposed tool for evaluating faculty technology integration performance. The tool is based on research on faculty development (Howery, 1997) and the technology adoption process (Hall, Loucks, Rutherford, & Newlove, 1975). Stimulating development of faculty expertise linked to technology goals is the goal of applying the tool. 相似文献
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Marietta Del Favero 《高等教育研究与发展》2006,25(3):277-292
This empirical study examined a sample of 210 academic deans in research and doctoral institutions in the United States to investigate the relationship between academic discipline and the preparation of deans for their leadership role. Respondents reported relying on experience in past administrative posts and past relationships with faculty leaders as the most highly valued approaches to learning what the deans’ job entails. Findings suggest that how deans understand their role is very much related to the unique experiences they have accumulated as a faculty member. Despite the low reliance overall on trial‐and‐error as a learning approach, deans in pure fields reported relying more on trial‐and‐error than deans from applied fields. This finding suggests that academic discipline cannot be discounted in considering the preparation of faculty for leadership roles. 相似文献
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