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Tertiary Education and Management - External quality audits have been introduced in many parts of the world including Asia Pacific, Asia, Africa, Europe, and the Middle East. While external quality... 相似文献
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Elia Psouni Andreas Falck Leni Boström Martin Persson Lisa Sidén Maria Wallin 《Child development》2019,90(1):35-50
Effects of joint attention were addressed on 3- to 4-year-olds’ performance in a verbal false-Belief Test (FBT), featuring the experimenter as co-watcher rather than narrator. In two experiments, children (N = 183) watched a filmed-FBT jointly with a test leader, disjointed from a test leader, or alone. Children attending jointly with a test leader were more likely to pass the FBT compared with normative data and to spontaneously recall information indicating false-belief understanding, suggesting that joint attention strengthens the plausibility of the FBT and renders plot-critical information more salient. In a third experiment (N = 59), results were replicated using a typical, image-based FBT. Overall findings highlight the profound impact of experimenter as social context in verbal FBTs, and link recall of specific story features to false-belief understanding. 相似文献
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In Australia a desire to increase the return of investment in educational research has led to interest in different aspects of research impact, including the nature of links between research and schooling. One significant group in such links is postgraduate students who are also teachers or educational administrators. Responses were obtained from 1267 postgraduate students to questions about their perceptions of new developments in schools and of research, including their own studies. Differences between postgraduate students who were involved in school-level education and those who were not involved at this level were also investigated. Colleagues within their school were named as the major source of new developments, but two-thirds also saw the universities as important sources. The most common type of new development described was in the area of curriculum. Research was the most frequently cited basis for new ideas and development in schools, with a large majority stating that research had at least some impact on their work and on education generally in their region, the research frequently being introduced or mediated by colleagues. Areas being addressed by these students in their own research and projects were, in the main, of relevance to schools, most commonly in the areas of curriculum and educational processes and structures. Finally, the importance of postgraduate students as linkage agents between research and schools is stressed. 相似文献
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There has been a considerable amount of work on what knowledge student teachers need to develop to become effective teachers. The purpose of this study was to look at the development of knowledge of student physical education teachers in England. Six secondary student physical education teachers completed a journal on a monthly basis throughout their one‐year course. The student teachers and their mentors were interviewed in school towards the end of their course in June. Responses were analysed inductively. Results showed that knowledge important to develop, knowledge developed and knowledge which still needs to be developed at the end of the course was all related to content knowledge and pedagogical knowledge which they could apply in the immediate practical teaching situation. The results are discussed in relation to the development of student physical education teachers knowledge for teaching. 相似文献
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Pedro Passos Duarte Araújo Keith Davids Luis Gouveia João Milho SidóNio Serpa 《Journal of sports sciences》2013,31(13):1421-1429
Abstract Previous work on dynamics of interpersonal interactions in 1 vs. 1 sub-phases of basketball has identified changes in interpersonal distance between an attacker and defender as a potential control parameter for influencing organizational states of attacker–defender dyads. Other studies have reported the constraining effect of relative velocity between an attacker and defender in 1 vs. 1 dyads. To evaluate the relationship between these candidate control parameters, we compared the impact of both interpersonal distance and relative velocity on the pattern-forming dynamics of attacker–defender dyads in the sport of rugby union. Results revealed that when interpersonal distance achieved a critical value of less than 4 m, and relative velocity values increased or were maintained above 1 m · s?1, a successful outcome (i.e. clean attempt) for an attacker was predicted. Alternatively, when values of relative velocity suddenly decreased below this threshold, at the same critical value of interpersonal distance, a successful outcome for the defender was predicted. Data demonstrated how the coupling of these two potential, nested control parameters moved the dyadic system to phase transitions, characterized as a try or a tackle. Observations suggested that relative velocity increased its influence on the organization of attacker–defender dyads in rugby union over time as spatial proximity to the try line increased. 相似文献
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The article draws on findings from the PhD Examination Project at the SORTI Research Centre of The University of Newcastle, Australia. It focuses on an analysis of the roles of examiner and supervisor, in relation to the candidate, as seen through the lens of Habermas's ‘Ways of Knowing’ theory. On the basis of this, it has been postulated that the dominant text in the PhD examination process may work to constrain the generation of new knowledge rather than encourage it. The paper explores practical implications for research training and questions the current well being of the doctoral regime. 相似文献
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Private for-profit higher education has grown rapidly in many parts of the world. This growth is attributed to many factors, including a broadening of the student population and the recognition that wider access to higher education will be economically beneficial to individuals, governments and society as a whole. In Australia, the number of students in private for-profit higher education is rising, with dramatic projections for the next 10 years. The Australian government has set a target to increase the participation of students in higher education, with a focus on increasing the access and success of students from disadvantaged backgrounds. It is unclear, however, what role the burgeoning private for-profit institutions will play in meeting the government's targets, and what incentives will be provided for them to increase the access and participation of students from disadvantaged groups. This paper analyses the key drivers of growth in private for-profit higher education in Australia, and discusses issues around quality and standards. It examines the strengths and limitations of the sector, and the extent to which it contributes to diversity, access and the participation of students from disadvantaged backgrounds. It argues that the sector needs clear government directions to improve levels of access, and new government policies to encourage public-private collaborations to help ensure sustainability. The paper also briefly touches on the need for a review into the current structure of Australia's higher education sector as a whole, and whether higher education would benefit from the formation of public community colleges with the explicit aim of widening access for disadvantaged student groups. Further, the paper suggests that encouraging such public-private collaboration may be beneficial to ensure access and participation of students from all walks of life, including disadvantaged groups. 相似文献