Can Academic Freedom be Justified? Reflections on the Arguments of Robert Post and Stanley Fish     

Martyn Hammersley 《Higher Education Quarterly》2016,70(2):108-126

It is widely recognised that academic freedom is currently under threat. But there is also considerable dispute about the meaning of the term. In this paper I examine two recent and important accounts of the nature of academic freedom that seek to distinguish it clearly from free speech. Such a distinction is, in my view, essential. The aim of the paper is to clarify and resolve differences between these two accounts, and thereby to develop further the conceptualisation of academic freedom.  相似文献   

The evaluation of a software package giving practice in arithmetic for children with mild learning difficulties     

Peter Evans  Martyn Rouse 《Studies in Educational Evaluation》1985,11(1):55-62

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The Good,the Bad and the Gullible     

Martyn Hammersley 《British Journal of Sociology of Education》1985,6(2):243-248

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Supporting students' preparation for the viva: their pre-conceptions and implications for practice     

Martyn Clark 《Teaching in Higher Education》2013,18(1):71-87

In universities theories and concepts are created and used within a disciplinary context, and some understanding of this context is necessary if students fully are to make sense of their studies. Thus, we investigate computer scientists' perspectives on their discipline. Biglan characterises Computer Science as being hard, rather than soft and as being applied, rather than pure. Therefore, Computer Science is associated with the engineering disciplines. Although many computer scientists support this view, others see the discipline as being identified more properly with Mathematics and/or the sciences. We suggest some reasons for the difference of opinion and highlight the implications for what students might learn about the disciplinary context.  相似文献   

Computer-aided searching of bibliographic data bases: Online estimation of the value of information     

David R. Morehead  William B. Rouse 《Information processing & management》1985,21(5):387-399

The study presents and synthesizes the results of a series of five experiments on human information-seeking behavior in three different information-seeking environments. The first three experiments utilized a highly-controlled, simulated information-seeking task developed to study human search strategies in citation networks. Emphasis in the fourth and fifth experiments was placed on assessing the value of information for humans in realistic search environments. Subjects search on a topic of their own choice in a data base of fiction in Experiment Four and a data base of technical literature in Experiment Five. After summarizing the experimental results, a conceptual model of how humans value information is presented. The model is then used as a basis for a broad interpretation of the empirical results. Implications of both the empirical and modeling results are considered for the areas of information retrieval logic, system flexibility, retrieval methods, types of aiding, online estimation of information value, and computerizing versus computer-aiding.  相似文献   

Human-computer interaction in information seeking tasks     

David R. Morehead  William B. Rouse 《Information processing & management》1983,19(4):243-253

The third in a series of experiments utilizing a simulated online bibliographic information seeking environment called DBASE is discussed. Variables considered in the study are computer aiding, availability of citation lists, data base structure, and type of search task. Effects of these variables on six performance measures are examined using analysis of variance. Linear discriminant analysis is utilized to provide a more fine-grained analysis of important problem features and to form a basis for investigating differences among individual searchers and the dynamic nature of information seeking tasks.  相似文献   

Analysis of monograph obsolescence at two levels of an interlibrary loan network     

Sandra H. Rouse  William B. Rouse 《Information processing & management》1979,15(5):219-225

Requests for monographs generated within an interlibrary loan network are analyzed for half-life statistics. It is suggested that demand represents use of the literature more completely than satisfied requests or circulation statistics. Demand in this study is characterized as either regional demand or statewide demand and is related to the level of the network where final processing of the request occurs. A negative exponential distribution is found to adequately characterize both levels of demand as a function of publication date for four subject categories. Corrected demand data is obtained by removing the growth rate of most of the available literature represented by American book publisher output. Based on over 10,000 interlibrary loan requests, negative exponential distributions describe the raw data as well as the corrected data. A shorter half-life was found for regional library demand (10.47 yr) than that found for statewide library demand (15.75 yr). Applying the correction factor to reflect the growth rate of the available literature tends to increase the half-life when compared to the raw data, and changes the ordering of subject classes with respect to ascending half-lives.  相似文献   

Using Prompt Fading to Teach Self‐Questioning to Fifth Graders with LD: Effects on Reading Comprehension     

Christina A. Rouse  Sheila R. Alber‐Morgan  Jennifer M. Cullen  Mary Sawyer 《Learning disabilities research & practice》2014,29(3):117-125

Students with LD who struggle with reading comprehension can benefit from instruction on how to read strategically. One strategy that has been demonstrated to increase reading comprehension is self‐questioning. In this study, two fifth graders with LD were taught to self‐generate questions using a prompt fading procedure. The participants were provided with expository reading passages with embedded questions. As each participant demonstrated proficiency with answering the embedded questions correctly, the embedded questions were systematically faded and replaced with a prompt for the students to generate their own questions. A multiple baseline across participants design demonstrated that the self‐questioning intervention resulted in improvements in reading comprehension for both students. Additionally, the students demonstrated evidence of maintenance and generalization of reading comprehension outcomes.  相似文献   

Chemical castration     

Glastonbury M 《New scientist (1971)》1973,57(838):684-685

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Participatory Action Research as Change Strategy: A Case of Developing Inclusive Teaching and Learning Practices in an Adult Education Centre in Gauteng East District of South Africa     

Ngwenya  Nthabiseng  Makoelle  Tsediso Michael  van der Merwe  Martyn 《Interchange》2021,52(3):393-414

Adult education is one of the platforms of skills development for the mostly disadvantaged people of South Africa who did not get formal education owing to past segregation and apartheid laws. Recently this sector has implemented inclusive education and is in the process of transforming and changing to achieve inclusion. This interpretative-qualitative case study within participatory action research explored the role of participatory action research as a change strategy to develop inclusive teaching practices and enhance adult student learning in an adult education context. Data were collected through semi-structured interviews, participant observations, documentary analysis, focus group interviews and group interpretative meetings in all four phases, i.e. planning, observation, action and reflection. After the group data analysis with co-researchers during group interpretative meetings and the researcher’s analysis using an interpretative-thematic inductive qualitative data analysis framework, the study found that participatory action research is viable as an educational change strategy, as it enhances collaboration among adult education teachers and improves their ability to be reflective and critical in their practice, which is fundamental in the development of inclusive teaching practices.

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