Test-Based Learning: Inconsistent Effects Between Higher- and Lower-Level Test Questions     

Julian Roelle  Detlev Roelle  Kirsten Berthold 《Journal of Experimental Education》2019,87(2):299-313

Providing test questions after an initial study phase is a common instructional technique. In theory, questions that require higher-level (deep) processing should be more beneficial than those that require lower-level (shallow) processing. However, empirical evidence on the matter is inconsistent. To shed light on two potential reasons for these inconsistencies, we conducted an experiment (N = 81) to analyze the role of (a) the share of information to which test questions direct learners and (b) the learning activities performed in the initial study phase with respect to the effects between higher- and lower-level test questions. We found that both the share of focused information and the initial learning activities moderated the effects between higher- and lower-level test questions.  相似文献   

A Review of “Class Warfare: Inside the Fight to Fix America's Schools”     

Kirsten Hill 《Educational Studies A Journal of the American Educational Studies Association》2013,49(4):360-365

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Temporary Book Storage Using a Document Management Company     

Meredith Giffin  Kirsten Huhn  Andréa Harland 《资料收集管理》2019,44(1):46-68

Finding an appropriate temporary storage location for books and providing access to them is a significant challenge for libraries undergoing renovations. The current article describes the use of a document management company by an academic library to store 430,000 books for 8 months and provide a retrieval-on-demand service. Aspects covered include the selection of a commercial storage provider with its own retrieval service; details of the move to and from offsite storage; the integration of the service with library processes; communications and user feedback; book usage during the storage period; overall costs; and lessons learned from the experience.  相似文献   

Activating Built Pedagogy: A genealogical exploration of educational space at the University of Auckland Epsom Campus and Business School     

Kirsten Locke 《Educational Philosophy and Theory》2015,47(6):596-607

Abstract

Inspired by a new teaching initiative that involved a redesign of conventional classroom spaces at the University of Auckland’s Epsom Campus, this article considers the relationship between architecture, the built environment and education. It characterises the teaching space of the Epsom Campus as the embodiment of educational policy following its inception in the early 1970s. Heralded as a modernist work of architecture juxtaposing material and textural combinations, the Epsom Campus emerged as a metaphorical vanguard of teaching pedagogy that stood as a symbol of a more progressive and culturally inclusive style of education. With consideration for a different kind of architectural space and pedagogy at the city-based business school, the article extends an understanding of spatiality and learning, and argues the structural architectonics of the teaching space and the built environment confer their own pedagogical value. By drawing on the critical stance of Nietzsche’s genealogical methodology for reading history, strands of historical discourse and ‘vibrant materialities’ are considered so that the ‘built pedagogy’ of both contexts can be activated and explored.  相似文献   

Problematic transitions from school to employment: freeters and NEETs in Japan and Germany     

Matthias Pilz  Kirsten Schmidt-Altmann  Mikiko Eswein 《Compare》2015,45(1):70-93

In the international debate surrounding transitions from school to employment, Japan and Germany are regularly cited as examples of success. This article draws on the Japanese concepts represented by two problematic groups – freeters and NEETs – to demonstrate that over recent years, young people in both countries have also been facing serious problems with the transition process. Interpretation of empirical data also, however, reveals a number of contrasts between them. We focus here on differences in their educational systems and on the role each system plays within its own society. The article also uses divergent recruitment practices and employment structures as vehicles for comparison and interpretation.  相似文献   

Toppling hierarchies? Media and information literacies,ethnicity, and performative media practices     

Kirsten Drotner  Christian Kobbernagel 《Learning, Media and Technology》2014,39(4):409-428

This article suggests how we should study media and information literacies (MIL) and do so at a time, when young people nurture these literacies through multiple media practices and across spaces of learning. Our basic argument is this: in order to gain a robust knowledge base for the development of MIL we need to study literacy practices beyond print literacy and numeracy, and we need to study these practices beyond formal spaces of learning. The argument is unfolded with particular focus on ethnic minority youth since this group routinely figures as under-achieving in studies of school literacy, such as Programme for International Student Assessment. Based on a brief overview of literacy studies in view of digitization and a critical examination of recent studies of youthful media practices and ethnicity, the argument is illustrated through an empirical analysis that draws on results from a nationally representative survey of media uses among Danes aged 13–23 years. The analysis demonstrates that ethnic minority youth offer the most serious challenge to existing literacy hierarchies found in formal education. We discuss the implications of these results for educational policy-making and for future research on MIL, advocating inclusive approaches in terms of media for learning and spaces of learning.  相似文献   

Indigenous records: connecting,critiquing and diversifying collections     

Kirsten Thorpe 《档案与原稿》2014,42(2):211-214

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Information technology and privacy: conceptual muddles or privacy vacuums?     

Kirsten Martin 《Ethics and Information Technology》2012,14(4):267-284

Within a given conversation or information exchange, do privacy expectations change based on the technology used? Firms regularly require users, customers, and employees to shift existing relationships onto new information technology, yet little is known as about how technology impacts established privacy expectations and norms. Coworkers are asked to use new information technology, users of gmail are asked to use GoogleBuzz, patients and doctors are asked to record health records online, etc. Understanding how privacy expectations change, if at all, and the mechanisms by which such a variance is produced will help organizations make such transitions. This paper examines whether and how privacy expectations change based on the technological platform of an information exchange. The results suggest that privacy expectations are significantly distinct when the information exchange is located on a novel technology as compared to a more established technology. Furthermore, this difference is best explained when modeled by a shift in privacy expectations rather than fully technology-specific privacy norms. These results suggest that privacy expectations online are connected to privacy offline with a different base privacy expectation. Surprisingly, out of the five locations tested, respondents consistently assign information on email the greatest privacy protection. In addition, while undergraduate students differ from non-undergraduates when assessing a social networking site, no difference is found when judging an exchange on email. In sum, the findings suggest that novel technology may introduce temporary conceptual muddles rather than permanent privacy vacuums. The results reported here challenge conventional views about how privacy expectations differ online versus offline. Traditionally, management scholarship examines privacy online or with a specific new technology platform in isolation and without reference to the same information exchange offline. However, in the present study, individuals appear to have a shift in their privacy expectations but retain similar factors and their relative importance??the privacy equation by which they form judgments??across technologies. These findings suggest that privacy scholarship should make use of existing privacy norms within contexts when analyzing and studying privacy in a new technological platform.  相似文献   

Creating Quality Assurance in Curriculum: Theory and Practice at a Canadian Community College     

Pamela MacAskill  James Goho  Robert Richard  Kirsten Anderson 《Community College Journal of Research & Practice》2013,37(12):939-958

Quality Assurance in Curriculum is a customized solution to the problems of assuring curricular quality in a dynamic community college environment. It was designed by Red River College, a large, comprehensive community college in Western Canada, to address academic cross-jurisdictional issues in establishing and verifying curriculum. It is a system based on current theory in educational quality, and it uses a three-stage methodology incorporating a variety of survey, planning, and consultation techniques. Benchmarked data figure prominently in assuring academic program curricular conformance is measured according to accepted college mission and accepted standards. Initiated in 2000, each stage of the Quality Assurance in Curriculum strategy has moved from initial concept to preliminary trials through acceptance to full implementation across all academic faculties of the community college.  相似文献   

The Impact of an Early Literacy Initiative on the Long Term Academic Success of Diverse Students     

Stella SiWan Zimmerman  Michael C. Rodriguez  Kirsten L. Rewey  Sandra L. Heidemann 《Journal of Education for Students Placed at Risk》2013,18(4):452-481

The primary goal of the Words Work (WW) early literacy initiative was to prepare diverse students to become successful learners in school. Four groups of students were followed over 6 years: students from traditional Head Start (HS) centers, students from augmented HS centers (WW students), students eligible for HS but not enrolled (waitlist or WL), and a random sample of non-Head Start students (NHS). Students received school readiness instruction at approximately 4 years of age, and their performance on standardized tests was followed from 1st grade through 5th grade. WW students significantly outscored HS, WL, and NHS students of similar backgrounds in reading and outscored WL and NHS students in mathematics on 2nd-grade standardized assessments. In addition, WW students were able to maintain their lead through 5th grade in both reading and mathematics. Based on these results, WW is an effective HS enhancement for minimizing the achievement gap often observed between students who may be at risk for academic difficulty and students who are at low risk.  相似文献