Editorial     

Philip J. Hills 《International Journal of Information Management》2011,31(6):491-492

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Editorial     

Philip Hills 《International Journal of Information Management》2011,31(1):1-2

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CHANGING VISIONS OF EXCELLENCE IN ONTARIO SCHOOL POLICY: THE CASES OF LIVING AND LEARNING AND FOR THE LOVE OF LEARNING     

Rosa Bruno‐Jofré  George Hills 《Educational theory》2011,61(3):335-349

In this essay, Rosa Bruno‐Jofré and George Hills examine two major Ontario policy documents: 1968's Living and Learning and 1994's For the Love of Learning. The purpose is, first, to gain insight into the uses of the term “excellence” in the context of discourse about educational aims and evaluation, and, second, to explore how these uses may have changed over time. Bruno‐Jofré and Hills employ the conceptual framework developed by Madhu Prakash and Leonard Waks to elucidate the varied notions of excellence contained in the two reports. Bruno‐Jofré and Hills argue that Living and Learning is an eclectic report that creates continuity by aligning itself with the pedagogically progressive tradition in Ontario; that propounds a holistic conception of excellence centered on the all‐around development of the self; and that seeks simultaneously to secure a sense of being Canadian while dealing with rapidly emerging social fragmentation. For the Love of Learning, in contrast, attempts to combine a technical view of excellence in education (stressing various literacies and skills as measurable indicators) with the principles of caring and the goals of social responsibility. Each report can be seen as an attempt to respond to the expectations of a population that had become increasingly diverse in the interval between the two reports. What is cause for concern in terms of policymaking, Bruno‐Jofré and Hills conclude, is the turn away from broader, more comprehensive and coherent views of excellence in education toward narrower and more fragmented accounts that are preoccupied with various types of literacy or loosely related vocational and other skills. The effect of this shift is to leave educational policy and practice in the schools essentially rudderless.  相似文献   

Bridging the Gap Between Degree Programme Curricula and Employability Through Implementation of Work-related Learning     

J. M. Hills  G. Robertson  R. Walker  M. A. Adey  I. Nixon 《Teaching in Higher Education》2013,18(2):211-231

This article investigates the gap between employers' requirements of graduates and the skills which graduates are furnished with through degree programmes in the higher education (HE) sector in the UK. A survey of 88 subject review reports prepared by the Quality Assurance Agency (QAA) for environmentally related units in the UK showed little emphasis on employability issues. Surveys of first destination statistics of a cohort of graduates from two biological degrees and from national data showed that a significant proportion of graduates were in non-science-based activities. The non-knowledge-based learning outcomes from one degree were investigated, and showed that employability aspects were partially covered in the programme, but were not always associated with secure assessments. The concept of work-related learning is defined and a conceptual framework for HE practitioners is presented that could be used when designing curricula to better map programme learning outcomes onto graduate employment.  相似文献   

DIVERSITY AND THE EFFECT OF SELECTIVE ADMISSIONS     

John R.  Hills 《Journal of Educational Measurement》1966,3(3):235-242

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KEEPING COLLEGE PREDICTION EQUATIONS CURRENT     

John R.  Hills Marilyn L.  Bush Joseph A.  Klock 《Journal of Educational Measurement》1966,3(1):33-34

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Through a glass darkly: A naturalistic study of students' understanding of mathematical word problems     

George L.C. Hills 《Instructional Science》1981,10(1):67-93

A father is now 20 years older than his son. In 8 years, the father's age will be 5 years more than twice the son's age. Find their present age.Word problems, such as this one, are a perennial source of difficulty for students of school mathematics. Unfortunately, very little is known about why they are problematic, mainly because so little is known about how students understand such problems or the strategies they use in their efforts to solve them. Traditional research into word problems has shed precious little light on this question owing, in no small part, to its almost singular preoccupation with results of pupils' activities—as expressed in some sort of test score, and to its tendency to all but ignore what students actually do when confronted with problems of this kind.This study was carried out as one facet of a larger research project designed to gain more insight into some of the ways in which students understand school mathematics. It focuses on the efforts of one pupil, a twelve-year-old girl in grade seven, to come to terms with solving word problems using an algebraic approach. Strategies associated with both the structured and the unstructured clinical interview were used in order to reveal what was involved in her attempts to make sense of the word problems in her grade seven mathematics textbook.Based on the information gained in the interview, a rational reconstruction of the student's problem-solving strategy is proposed, and compared with the strategies normally prescribed in contemporary school mathematics textbooks. What emerges from this comparison is the finding that, while there appear to be systematic and fundamental differences between the procedures prescribed by the text and those actually used by the pupil in working through certain problems, these differences are undetectable in the finished product; either in the answer itself or in the rough or finished work. What this suggests, among other things, is that if, as educators and/or researchers, we limit our attempts to understand how students go about learning to solve word problems (or how they approach any other part of the school mathematics curriculum, for that matter) to examining what they commit to paper, we are apt to be seriously misled concerning what they genuinely understand and what they fail to understand. In short, if we are to learn more about why pupils experience difficulties with word problems we must begin to pay serious attention to what they say and do as they work their way through them.This study was supported by a Research and Development Grant from the Faculty of Education, Queen's University.  相似文献   

Treadmill Adaptation and Verification of Self-Selected Walking Speed     

Paulo S. Roberto Amorim  Andrew Hills  Nuala Byrne 《Research quarterly for exercise and sport》2013,84(2):380-385

Abstract

Eighty-two male college students were divided into three equal-size groups for the purpose of testing the transfer effects between motor skills judged similar in perceptual components but different in motor components.

Criterion measures of gross movement ability and static balance were analyzed and practice tasks similar to these criterion measures in perceptual components but different in motor components were developed. All subjects were pretested on the criterion measures, after which groups 1 and 2 practiced 3 min. per day for 28 days on the practice tasks while group 3 performed unrelated isometric exercises. On the post-test, the experimental groups were found to be significantly superior to the control group on gross movement accuracy and static balance. It was implied that the transfer resulted from the similarity in perceptual components of the two motor skills, and that perceptual abilities were subject to improvement through practice.  相似文献   

On the use of student ratings of faculty in determination of pay,promotion and tenure     

Dr. John R. Hills 《Research in higher education》1974,2(4):317-324

Student ratings of faculty have traditionally been obtained in a manner designed to be useful to the individual faculty member or to other students. It is now sometimes proposed that the resulting data be used to determine faculty pay, promotion, and tenure. Recent articles and the reviews of past literature on ratings are analyzed to determine whether student ratings are usually associated with teaching effectiveness, whether they are sometimes biased by irrelevant factors, whether faculty can effectively revise their behaviors to improve their ratings, and whether improved ratings result in improved teaching effectiveness. The results tend to indicate that student ratings of faculty as they are currently collected cannot be trusted for considerations of pay, promotion, and tenure.  相似文献   

Changers and the Changed: Moral Aspects of Coming Out in Physical Education     

Brenda Jo Light Bredemeier  Ellen Brooke Carlton  Laura Ann Hills  Carole Ann Oglesby 《Quest (Human Kinetics)》2013,65(4):418-431

In this paper we draw from interviews with four lesbian sportswomen and physical educators whose personal journeys inform us about the difficulties and rewards of challenging homophobia and heterosexism. Our co-participants discussed their life stories in terms of the interrelationships among sport, moral, and lesbian identities and their coming out process. Analyses of these narrations revealed three major themes associated with coming out in sport and physical education settings: integrity, compassion, and community. Each of these themes is discussed in terms of our co-participants' experiences and interpretations of moving from fear and isolation to a sense of community and empowerment.  相似文献