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Gail Crimmins Gregory Nash Kristel Alla Ginna Brock Bree Hickson-Jamieson 《Assessment & Evaluation in Higher Education》2016,41(3):427-441
There has been a threefold increase in the employment of casual academics in Australian universities within the last 20 years, to the extent that most teaching and marking is now undertaken by casual academics, also known as sessional staff. Yet, casualised teaching and assessment has been considered a risk to student engagement and success, and casual academics report a lack of professional development and increased feelings of marginalisation within the academy. Concurrently, the quality assurance of teaching and assessment in higher education has become a central focus of the government-funded regulatory organisation, the Tertiary Education Quality and Standards Agency (TEQSA). Situated within this context, we report on an assessment moderation process that could support casual academics’ contextualised professional development, generate a sense of connectedness and collegiality and fulfil the requirements of TEQSA. Such processes may ensure that workforce growth in the higher education system supports a robust quality assurance and regulatory framework. 相似文献
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Epshteyn AA Maher S Taylor AJ Holton AB Borenstein JT Cuiffi JD 《Biomicrofluidics》2011,5(4):46501-465016
The design and fabrication of a membrane-integrated microfluidic cell culture device (five layers,≤500 μm total thickness) developed for high resolution microscopy is reported here. The multi-layer device was constructed to enable membrane separated cell culture for tissue mimetic in vitro model applications and pharmacodynamic evaluation studies. The microdevice was developed via a unique combination of low profile fluidic interconnect design, substrate transfer methodology, and wet silane bonding. To demonstrate the unique high resolution imaging capability of this device, we used oil immersion microscopy to image stained nuclei and mitochondria in primary hepatocytes adhered to the incorporated membrane 相似文献
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Alla Keselman 《科学教学研究杂志》2003,40(9):898-921
Early adolescents may lack the cognitive and metacognitive skills necessary for effective inquiry learning. In particular, they are likely to have a nonnormative mental model of multivariable causality in which effects of individual variables are neither additive nor consistent. Described here is a software‐based intervention designed to facilitate students' metalevel and performance‐level inquiry skills by enhancing their understanding of multivariable causality. Relative to an exploration‐only group, sixth graders who practiced predicting an outcome (earthquake risk) based on multiple factors demonstrated increased attention to evidence, improved metalevel appreciation of effective strategies, and a trend toward consistent use of a controlled comparison strategy. Sixth graders who also received explicit instruction in making predictions based on multiple factors showed additional improvement in their ability to compare multiple instances as a basis for inferences and constructed the most accurate knowledge of the system. Gains were maintained in transfer tasks. The cognitive skills and metalevel understanding examined here are essential to inquiry learning. © 2003 Wiley Periodicals, Inc. J Res Sci Teach 40: 898–921, 2003 相似文献
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Most college students experience stress and an increasing number also experience anxiety. This stress and anxiety has negative impacts on academic performance, as well as psychological well-being. In the K–12 setting, social-emotional learning (SEL) interventions have been consistently associated with improvements in outcomes related to stress and anxiety. However, little to no research has been conducted on effective ways for college instructors to help students in this area utilizing SEL. We developed a semester-long SEL program as an easy-to-implement and scientifically driven program to address this striking void. In statistics courses at two separate institutions (N?=?46), students completed weekly activities that fostered SEL-based skills and mindsets conducive to alleviating anxiety and appraising stressors in a productive manner. In our exploratory analyses, we empirically assessed the efficacy of our program utilizing a number of pre- and post- measures, including stress appraisal and various dimensions of anxiety. Significant improvements were noted in students’ ability to appraise stressors as positive challenges, rather than threats. Noteworthy improvements were also seen in students’ ability to recognize the resources available to help them cope with stressors, as well as decreases in math anxiety. These preliminary findings demonstrate that SEL programs implemented in a college setting have the potential to impact students’ psychological well-being and, in turn, their academics. 相似文献
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Public libraries that practice effective dialogic communication are more likely to build trust with their communities. Applying principles of dialogic communication as a theoretical framework, this study examines how public libraries in Canada and the USA use Twitter to build long-term positive relationships with their publics. Content analysis of 28,788 Twitter messages sent to and from thirteen library @names revealed that libraries tend to employ the ‘dialogic cluster’ principles more often than the ‘technical and design cluster’ ones. However, ‘technical and design cluster’ messages were more likely to be retweeted. The number of followers was found to be positively related to the frequency of trust messages that the Twitter users send to a library @name. The authors discuss communication practices to actively engage publics in dialogic communication on Twitter. 相似文献
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Jaak Jürimäe Kristel Võsoberg Anna-Liisa Tamm Katre Maasalu Liina Remmel Vallo Tillmann 《European Journal of Sport Science》2017,17(7):867-873
Various inflammation parameters are increased with childhood obesity, but few comparable data are found in lean growing athletes. This study aims to characterize differences in 12 simultaneously measured inflammatory parameters between pubertal rhythmic gymnasts (RG) and untrained controls (UC), and to examine the relationship between body composition and inflammatory markers. Sixty 10–12-year-old girls were divided into RG (n?=?30) and UC (n?=?30). Fat mass (FM) and fat free mass (FFM) were measured by dual-energy X-ray absorptiometry. Leptin and 12 inflammatory parameters (interleukin [IL]-2, IL-4, IL-6, IL-8, IL-10, vascular endothelial growth factor, interferon-gamma [IFN-γ], tumor necrosis factor-alpha, IL-1α, IL-1β, monocyte chemotactic protein-1 and epidermal growth factor) were measured from fasting blood samples. No differences were seen in 12 inflammatory markers between studied groups. As expected, leptin (RG: 2.4?±?1.1; UC: 7.6?±?4.2?ng?ml?1) and FM (RG: 7.3?±?2.3; UC: 11.8?±?5.1?kg) were lower (p?<?.05) in RG compared to UC. In the whole group of lean pubertal girls, 69.0% of the variability in body FM was determined by leptin, and 11.2% of the variability in body FFM was explained by IFN-γ. In conclusion, measured 12 inflammatory biomarkers were not different between RG and UC, despite lower leptin and FM in RG. In lean pubertal girls, IFN-γ was independently associated with FFM, and leptin with FM. 相似文献
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Alla T. Alzhanova-Ericsson Christina Bergman Patrik Dinnétz 《Journal of Further & Higher Education》2017,41(1):1-15
The value and importance of lectures in higher education is part of a modern education discourse worldwide. This study aims to estimate the importance of lectures for prospective teachers of kindergarten, preschool and early primary school. We analysed academic achievements of prospective teachers who had either mandatorily or voluntarily attended lectures in the subject of teaching and learning mathematics. Students’ examination grades in a maths course with mandatory or voluntary lecture attendance were analysed with a logistic model testing the association between lecture attendance requirement and grades. We show that mandatory lecture attendance (1) more than double the odds of students receiving a pass grade when their situated and tacit knowledge was examined and (2) quadrupled the odds of students achieving the highest grade (pass with distinction) when both their understanding of elementary mathematics and their situated and tacit knowledge of teaching and learning mathematics were examined. Our study provides evidence for a significant positive role of lecture attendance for students acquiring skills in Teaching and Learning Mathematics. While attending lectures students receive situated tacit knowledge of the subject which is otherwise difficult, if not impossible, for them to obtain in a different way. The observed improvement may have an additional positive effect in being a step towards overcoming a maths anxiety, which is otherwise relatively common among prospective teachers. 相似文献
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Kristel M. Gallagher 《College Teaching》2017,65(4):164-171
Students often struggle to recall information on tests, frequently claiming to experience a “retrieval failure” of learned information. Thus, the retrieval of information from memory may be a roadblock to student success. I propose a relatively simple adjustment to the wording of test items to help eliminate this potential barrier. Specifically, I examined whether embedding salient information from class lectures in test items as retrieval cues enhanced student performance on tests. In two studies, including both an upper- and lower-division course, student performance on identical test items with and without retrievals was compared. Student performance varied significantly depending on whether retrieval cues were embedded in the items, and in both courses the difference was at least a half letter grade (study 2) or more (study 1). These results suggest that the selective use of retrieval cues on tests may be an effective strategy for helping students overcome retrieval failure on tests. 相似文献