Policy-Practice Proximity: The Scope for College-Based Higher Education and Cross-Sector Collaboration in Wales     

Miriam Griffiths 《Higher Education Quarterly》2003,57(4):355-375

In relation to the size of its population, Wales has a relatively large number of higher education institutions, several of which are small and located in rural areas. Compared with other parts of the United Kingdom, only a small number of higher education students are taught in Welsh further education colleges. Nevertheless, efforts have been made to increase higher education provision in the colleges, beginning in the late 1980s with the encouragement of franchising arrangements by the Wales Advisory Body and later with a joint initiative by the Higher and Further Education Funding Councils for Wales to expand some sub‐degree higher education in the colleges by direct funding. These developments represent just one strand of activity linking the higher and further education sectors in Wales and have not been a subject of major or regular policy attention. For reasons of scale and geography, and through the enabling structures and processes serving both funding councils, cross‐sector initiatives and collaboration have generally been given high priority in strategies to widen access and build progression. The administrative devolution reflected in these arrangements has been increased by political devolution since 1999, with as yet unclear implications for the future development of higher education in the colleges.  相似文献   

Using Information and Communication Technology (ICT) to Foster Literacy and Facilitate Discourse Within the Classroom     

Miriam Alfassi 《Educational Media International》2013,50(3):137-148

The literacy skills of students is an issue of great policy importance which has attracted considerable interest in the literature. At the same time, much recent work has been done on the efficacy of learning communities. This paper examines the extent to which fostering learning communities can improve literacy skills. It is shown that it is possible to achieve large improvements in writing and reading by fostering a community of learners that focuses on scientific inquiries utilizing computer technology. The results lend support to the hypothesis that learning communities may be an important instrument in enhancing the reasoning, problem solving and learning strategies of students. This suggests that more work needs to be done in this area of educational research.

Les compétences des élèves en lecture sont un sujet d'extrème importance qui a provoqué un intérêt considérable dans la littérature. Au même moment beaucoup de travaux récents ont été menés sur l'efficacité des établissements d'enseigement. Cet article examine jusqu'à quel point il faut encourager des communautés d'apprentissage peut améliorer les compétences en lecture. Il montre qu'il est possible d'obtenir des améliorations importantes pour la lecture et l'écriture en développant une communauté d'apprenants qui se concentre sur les résultats scientifiques des enquêtes utilisant la technologie de l'ordinateur. Les résultats confirment l'hypothèse que les communautés d'apprentissage peuvent être un instrument important pour améliorer le raisonnement, la solution des problèmes et les stratégies d'apprentissage des élèves. L'article suggère qu'il faut travailler davantage dans ce domaine de la recherche en éducation.

Die Lese- und Rechtschreibfähigkeit von Studenten hat einen hohen politischen Rang, der auch ein entsprechendes Interesse in der Fachliteratur erzeugt hat. Gleichzeitig ist in der letzten Zeit viel Arbeit in die Untersuchung der Wirksamkeit von Lerngemeinschaften gesteckt worden. Dieses Papier überprüft, in welchem Umfang die Förderung der Lerngemeinschaften den Bildungsgrad verbessern kann. Es wird gezeigt, daß es möglich ist, große Verbesserungen im Schreiben und in der Lesefähigkeit durch Förderung einer Lerngemeinschaft, die sich auf wissenschaftliche Anfragen per Nutzung von Computertechnologie konzentriert, zu erreichen. Die Resultate stützen die Hypothese, dass Lerngemeinschaften ein wichtiges Instrument zur Verbesserung von Argumentationsfähigkeit, Problemlöseverhalten und das Entwickeln von Lernstrategien der Kursteilnehmer sein können. Daher sollte die Arbeit in diesem Bereich der pädagogischen Forschung verstärkt werden.  相似文献   

The future is not what it used to be: Changing views on contemporary color photography     

Nora W. Kennedy  Meredith Reiss  Katherine Sanderson 《文物保护研究》2016,61(3):91-97

Attitudes and approaches toward the collection, use, and care of color photographs have evolved enormously since the official arrival of commercially viable color photographic processes in the early twentieth century. This article traces the evolution of collection, exhibition, and preservation practices for works of art in color photography over the last few decades, as represented by one institution, The Metropolitan Museum of Art.  相似文献   

The expected value of possession in professional rugby league match-play     

Thomas Kempton  Nicholas Kennedy  Aaron J. Coutts 《Journal of sports sciences》2016,34(7):645-650

This study estimated the expected point value for starting possessions in different field locations during rugby league match-play and calculated the mean expected points for each subsequent play during the possession. It also examined the origin of tries scored according to the method of gaining possession. Play-by-play data were taken from all 768 regular-season National Rugby League (NRL) matches during 2010–2013. A probabilistic model estimated the expected point outcome based on the net difference in points scored by a team in possession in a given situation. An iterative method was used to approximate the value of each situation based on actual scoring outcomes. Possessions commencing close to the opposition’s goal-line had the highest expected point equity, which decreased as the location of the possession moved towards the team’s own goal-line. Possessions following an opposition error, penalty or goal-line dropout had the highest likelihood of a try being scored on the set subsequent to their occurrence. In contrast, possessions that follow an opposition completed set or a restart were least likely to result in a try. The expected point values framework from our model has applications for informing playing strategy and assessing individual and team performance in professional rugby league.  相似文献   

Establishing a Center to Support Faculty Research     

Laura Goodwin  Elizabeth Kozleski  Rodney Muth  Lynn K. Rhodes  Kim Kennedy White 《Innovative Higher Education》2005,30(4):251-268

This article describes the establishment in fall 2002 of a School of Education Research Center designed to support faculty in increasing productivity and quality in research. Details are provided about center goals, services, staffing, space, resources, and logistics during the first year of operation. In addition, data are shared about faculty usage of the Center, the level of faculty satisfaction with center services in the first year, and initial increases in faculty productivity. The article concludes with plans for continued data collection to monitor the impact of the Center, a discussion of lessons learned at this point in the Center's development, and possibilities for the evolution of the Center. All authors are at the University of Colorado, Denver. Laura Goodwin, Ph.D., University of Colorado at Boulder, is Interim Associate Vice Chancellor for Faculty Affairs and continues to serve as a Faculty Research Associate. Elizabeth Kozleski, Ed.D., University of Northern Colorado, is the Associate Dean for Research in the School of Education. Lynn Rhodes, Ed.D., Indiana University, is the Dean of the School of Education. Rodney Muth, Ph.D., Claremont Graduate School, is a professor of Administrative Leadership and Policy Studies in the school and chaired the Research Center Advisory Board. Kim Kennedy White, M.A., University of Oregon, was the original School of Education Research Center Coordinator and was responsible for collecting most of the data included in this study.  相似文献   

Attitudes and Mathematics     

Miriam F. Iben 《比较教育学》1991,27(2):135-151

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THE CHILD AND POSTMODERN SUBJECTIVITY     

David Kennedy 《Educational theory》2002,52(2):155-167

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From Equality to Quality in Education: Shifts in Ideology     

Miriam Henry  Gary Maclennan 《Asia-Pacific Journal of Teacher Education》1980,8(3-4):91-99

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Perception of suprasegmental features of speech by children with cochlear implants and children with hearing AIDS   总被引：1，自引：0，他引：1  

Most T  Peled M 《Journal of deaf studies and deaf education》2007,12(3):350-361

This study assessed perception of suprasegmental features of speech by 30 prelingual children with sensorineural hearing loss. Ten children had cochlear implants (CIs), and 20 children wore hearing aids (HA): 10 with severe hearing loss and 10 with profound hearing loss. Perception of intonation, syllable stress, word emphasis, and word pattern was assessed. Results revealed that the two HA groups significantly outperformed the CI group in perceiving both intonation and stress. Within each group, word pattern was perceived best, and then intonation and emphasis, with syllable stress perceived poorest. No significant correlation emerged between age at implantation and perception of the various suprasegmental features, possibly due to participants' relatively late age at implantation. Results indicated that CI use did not show an advantage over HA use in the perception of suprasegmental features of speech. Future research should continue to explore variables that might improve this perception.  相似文献   

Studying children's knowledge base of one-sided levers as force amplifiers     

Miriam Leuchter  Britta Naber 《科学教学研究杂志》2019,56(1):91-112

Attention to core concepts in science and engineering in early education has grown recently, and understanding levers as force amplifiers can be recognized as one of these. Previous studies focused on two-sided levers and do not provide sufficient information about children's knowledge of levers as force amplifiers, nor about their learning and its support from an education perspective. It is important to consider load distance and force distance separately, as may be done in one-sided levers, to understand children's knowledge of levers as “simple machines” thoroughly. Moreover, children's zone of proximal development and the possibilities to foster their knowledge should be explored to understand important features of teaching. We thus directed two studies with 6- to 7-year-old children. In study 1, we conducted a paper-and-pencil test in the context of wheelbarrows (N = 370; age M = 6.62). We investigated whether it is possible to empirically separate the features load, load distance, and force distance as well as to determine their level of difficulty. Our study showed that children's concepts of the three aspects load, load distance, and force distance are fragmented, with children finding it continuously more difficult to judge load, load distance, and force distance correctly. In study 2, we developed a 20-min intervention with a controlled 2 × 2 pre-post follow-up design for exploring the zone of proximal development of 304 6- to 7-year-old children in the domain of one-sided levers as force amplifiers, focusing on force distance and load distance. We implemented a structured learning environment that encouraged the children to manipulate wheelbarrows and supported them with pictures and/or verbal prompts. 6- to 7-year-old children had a higher learning gain when they were exposed to scaffolds that combined pictures and verbal prompts in the posttest as well as in the follow-up test four weeks later compared to the control group.  相似文献