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1.
Linda Leach 《高等教育研究与发展》2016,35(4):772-786
Student engagement has become increasingly important in higher education in recent years. Influenced internationally by government drivers to improve student outcomes, many countries and institutions have participated in surveys such as the National Survey of Student Engagement (NSSE) and its progeny, the Australasian Survey of Student Engagement (AUSSE). Findings from these surveys are used to make comparisons, for example, between disciplines within an institution, and between different institutions. The intention is positive – to generate institutional improvement. However, some researchers are raising issues with the design and use of instruments like the NSSE, particularly as it becomes dominant in countries such as the USA, Canada, Australia, New Zealand, South Africa, China and Ireland. Questions have also been raised about discipline differences in student engagement. This article reports on a study conducted in New Zealand. It draws on data from an AUSSE to answer the question: what can we learn about discipline differences in student engagement from AUSSE data in one institution? It uses analysis of variance and post hoc procedures to identify significant differences between disciplines. Findings show that: there were significant differences between disciplines on all six engagement scales; some discipline differences are influenced by assumptions in the AUSSE; findings on differences between hard and soft disciplines are both similar to and different from previous studies; AUSSE data not be compared across disciplines within an institution; and the AUSSE scales need to go beyond the current focus on measuring students’ behaviours. 相似文献
2.
Pauline Hagel Rodney Carr Marcia Devlin 《Assessment & Evaluation in Higher Education》2012,37(4):475-486
Student engagement has rapidly developed a central place in the quality agenda of Australian universities since the introduction of the Australasian Survey of Student Engagement (AUSSE). The AUSSE is based on one developed in the USA. The main arguments given for adopting this survey in Australia are that it provides a valid instrument for measuring engagement and that it enables international comparisons. However, the survey instrument and scales have been adopted with little scrutiny of these arguments. This paper examines these arguments by considering different perspectives of engagement, examining the importance of contextual differences and evaluating the AUSSE engagement scales in the light of both. The paper concludes that the AUSSE results should be used by universities and policy‐makers with caution. 相似文献
3.
Press releases concerning the Australasian Survey of Student Engagement (AUSSE) results warn that university students in Australia and New Zealand are less engaged than their peers at United States institutions. Such warnings about student engagement and interactions then become targets for improvement on Australasian universities’ strategic plans. In considering New Zealand university students’ survey responses, we examined AUSSE and the US National Survey of Student Engagement (NSSE) data for 2009 and 2010 with respect to all items that load on the five scales these instruments share. We argue that most of the observed differences in responses, response distributions and subsequent scale scores can be attributed to differences in educational pathways and cultures between the USA and New Zealand. Consequently, considerable caution in these trans-Pacific comparisons is warranted, particularly when formulating policy and practices to improve student engagement in New Zealand based on methods that have been employed in different educational contexts. 相似文献
4.
Sue Bennett 《Educational technology research and development : ETR & D》2010,58(4):459-480
Case-based learning has long been used to bring students into contact with the complexity of real-world situations. Despite
this popularity and considerable history, research into how case analysis can support future problem-solving has been limited.
The study reported in this paper investigated learners’ understanding of multimedia instructional design and development derived
from the analysis of two richly detailed cases, and how this understanding then supported learners in their own design projects.
A qualitative case study approach was used to follow a class of Masters students engaged in a technology-supported, case-based
learning environment. Student work from case analysis, group project and reflective tasks was the key data source, complemented
by interviews with students and their instructor, observations of class meetings, and the collection of online discussion
list records and electronic resource files. The study found that the case analysis task raised learners’ awareness of design
approaches and project management strategies, and that discussion and reflection play critical roles in developing students’
understanding. The study also highlighted some limitations of the case approach, suggesting the need for strategies that support
learners’ thinking and reasoning. 相似文献
5.
Susana Caires Leandro S. Almeida 《European Journal of Psychology of Education - EJPE》2007,22(4):515-528
This paper explores the student teachers’ perceptions about the most positive aspects of the supervision provided during their
teaching practice. The authors developed a study based on the reflections of a group of 224 student teachers about their cooperating
teacher’s and university supervisor’s performance. Student teacher’s appraisals regarding their supervisors, the learning
and progress perceived as resulting from their co-working with more experienced teachers, and the emotional aspects of this
relationship are among the main aspects analysed in the study. Results show the importance attributed to the supervisors’
personal features and to the quality of the interactions established with their student teachers. These aspects were clearly
regarded as an essential aspect of the student teachers’ emotional balance and resistance to the difficulties emerged during
their entrance in the teaching profession. Some differences were perceived in terms of the students teachers’ evaluations
regarding the moment of the practicum (beginning versus end) and the type of supervisor (university versus school). Some enquiry
and suggestions for future research emerge as final contributions. 相似文献
6.
7.
Aviva Klieger Yehuda Ben-Hur Nurit Bar-Yossef 《Journal of Science Education and Technology》2010,19(2):187-198
The study examines the professional development of junior-high-school teachers participating in the Israeli “Katom” (Computer
for Every Class, Student and Teacher) Program, begun in 2004. A three-circle support and training model was developed for
teachers’ professional development. The first circle applies to all teachers in the program; the second, to all teachers at
individual schools; the third to teachers of specific disciplines. The study reveals and describes the attitudes of science
teachers to the integration of laptop computers and to the accompanying professional development model. Semi-structured interviews
were conducted with eight science teachers from the four schools participating in the program. The interviews were analyzed
according to the internal relational framework taken from the information that arose from the interviews. Two factors influenced
science teachers’ professional development: (1) Introduction of laptops to the teachers and students. (2) The support and
training system. Interview analysis shows that the disciplinary training is most relevant to teachers and they are very interested
in belonging to the professional science teachers’ community. They also prefer face-to-face meetings in their school. Among
the difficulties they noted were the new learning environment, including control of student computers, computer integration
in laboratory work and technical problems. Laptop computers contributed significantly to teachers’ professional and personal
development and to a shift from teacher-centered to student-centered teaching. One-to-One laptops also changed the schools’
digital culture. The findings are important for designing concepts and models for professional development when introducing
technological innovation into the educational system. 相似文献
8.
In this article we describe a case study analyzing how a Faculty-in-Residence program fosters student engagement. Using Cox
& Orehovec’s typology to add granularity to the National Study on Student Engagement’s criteria for student engagement, we
suggest best practices for the implementation of these in-situ faculty engagement programs. 相似文献
9.
Aviva Klieger Nurit Bar-Yossef 《International Journal of Science and Mathematics Education》2011,9(4):771-791
Professional development (PD) of teachers comprises a major challenge in many countries. The empirical relations between teaching–learning
processes and student achievements occupy educators who construct teachers’ in-service training programs. Student achievements
serve as a measure for testing improvements in learning. Many investigators view teachers’ content–didactic knowledge as influencing
the quality of teaching and student achievements. Large-scale assessments (national and international evaluation frameworks)
in the Israeli educational system offer teachers opportunities for improving their teaching–learning processes and student
achievements. We developed a program for the PD of science teachers based on the curriculum and large-scale assessments. The
model is long term and integrates theoretical and practical knowledge. The activities should be effective and cooperative
and should use diverse teaching methods and integrate advanced technologies. This article presents considerations for the
construction of the program, its goals, its performance, teachers’ reports on the components, and the contribution of the
program’s components to their PD. 相似文献
10.
Madhavan Mukund 《Resonance》2007,12(8):27-48
Functional programming has roots in Alonzo Church’s lambda calculus. A functional program is a collection of functions that
work together to transform data. Though Lisp brought functional programming to public attention in the 1950s, it was John
Bacus’s 1977 Turing Award lecture criticizing the limitations of imperative programming languages that led to a resurgence
of of interest in this field. The 1970s and 1980s saw a number of advances, leading to the development of the language Haskell,
which carefully combined ideas from many earlier languages. In this article, we explore some basic notions of functional programming
via Haskell.
Madhavan Mukund has been on the Computer Science faculty at Chennai Mathematical Institute since 1992, where he is currently
Professor. His research interests are primarily in formal methods for specifying and verifying computing systems. He is the
Secretary of the Indian Association for Research in Computing Science (IARCS) and the National Coordinator of the Indian Computing
Olympiad. 相似文献
11.
James L. Myers 《Asia Pacific Education Review》2006,7(2):162-172
In a case study, I applied philosophical hermeneutic principles in an advanced level EFL writing class in Taiwan. A “fusion
of horizons” occurs at the junction of two intertwined interpretations: one from our socio-historical tradition and the other
from our experience of novel phenomena. I explored students’ hermeneutic horizons in relation to Nietzsche’s textWill and Wave. Data collection was through classroom observations, informant interviews, and an analysis of three students’ interpretive
essays. The results indicated that students experienced particular difficulties comprehending metaphors and the author’s purpose.
Comprehension was a painstaking effort for most students because of their perceived ambiguity of Nietzsche’s message. Nevertheless,
the text evoked personal stories and new perspectives for some students 相似文献
12.
Liesje Coertjens Jelle Boeve-de Pauw Sven De Maeyer Peter Van Petegem 《International Journal of Science and Mathematics Education》2010,8(3):497-522
The environmental agenda is gaining momentum as an international policy issue. This is reflected in an increase in environmental
education research focussing on children’s awareness and attitudes toward the environment. In this study, we focused on this
issue from a school effectiveness perspective and evaluated (a) which student characteristics predict environmental attitudes
and awareness, (b) whether schools make a difference in their students’ environmental attitudes and awareness and (c) if school
effects are different for students with varying levels of science ability. The cross-sectional Flemish data of the Organisation
for Economic Co-operation and Development’s Programme for International Student Assessment 2006 (4,999 students in 156 schools)
were re-analysed using a multivariate multilevel model to address these issues. Results show that gender, immigrant status,
socioeconomic status and educational track are important in explaining students’ environmental attitudes and awareness. Furthermore,
the results show that schools do matter; schools in which science is taught in a more hands-on manner are associated with
higher student environmental awareness whilst environmental learning activities are associated with more pro-environmental
attitudes amongst students. After controlling for student characteristics, these school effects do not differ between more
science-literate children and their less or average science-literate peers. 相似文献
13.
This study investigated teacher educators’, prospective teachers’, and K-12 teachers’ opinions about the effectiveness of
ICT related courses and the ways to improve the courses in Turkey’s pre-service teacher education programs. The researchers
used both quantitative and qualitative research approaches within the data collection and analysis processes. The data were
collected from 111 teacher educators, 1,330 prospective teachers, and 1,429 K-12 teachers through questionnaires; and from
6 teacher educators, 6 prospective teachers, and 6 K-12 teachers through interviews. Even though a majority of the participants
felt that ICT related courses are effective, most participants recommended that these courses need to be redesigned to be
more beneficial in practice. 相似文献
14.
Evangelia P. Galanaki Helen D. Vassilopoulou 《European Journal of Psychology of Education - EJPE》2007,22(4):455-475
The present study is a critical review of the research literature concerning the links between the teacher and children’s
loneliness. More specifically, the issue of children’s loneliness in the school is summarized. Research data documenting that
loneliness is a risk factor in children’s development are briefly reviewed. Next, hypotheses and research data are reviewed
on the following aspects: (I) the association between children’s loneliness and the quality of the teacher-child relationship
from the viewpoint of attachment theory; (II) the teacher’s attitude toward children’s loneliness and his or her perceptions
of his or her effectiveness in dealing with it; (III) the teacher’s ability to identify lonely children; and (IV) the children’s
perceptions of the role of the teacher in the emergence and alleviation of their loneliness. Finally, on the basis of the
existing data, critical questions are formulated, suggestions for future research are made, and educational implications for
teacher training and school-based interventions are discussed. 相似文献
15.
The use of portfolio assessment is a valuable tool for teachers to use with young children to better understand how young
children develop and learn. An intentional data collection and documentation system becomes a very powerful assessment tool,
one that is authentic and based on children’s capabilities and strengths. Children, educators, parents, and administrators
are able to see the collection of items that celebrates the child. This article will describe several aspects of the portfolio
system including: what a portfolio is; it’s purposes; how to create the portfolio; and, how to use the portfolio with families. 相似文献
16.
Seon-Young Lee 《Asia Pacific Education Review》2010,11(4):497-513
In the process of children’s talent development, fathers have been largely ignored compared to mothers who are mostly identified
as the initial and primary influence for their children. Though modern fathers are becoming more engaged in childrearing and
interacting more with their children and changes in family systems lead to new challenges and demands for defining parental
roles today, fathers are still predominately portrayed as the principal breadwinners of families. Literature including both
empirical and anecdotal data has documented positive and promising outcomes of paternal involvement for children’s talent
development though fathers’ roles are not always differentiated from mothers’ roles and little research studied fathers and
gifted children, exclusively. This paper includes a comprehensive review of fathers’ contributions to children’s talent development
and discussion about issues and suggestions for research involving fathers and talent development. 相似文献
17.
We measured student knowledge and motivation at the beginning and end of a three-week general psychology course. Two large
lecture sections (N = 215 and N = 154) were compared; one used a cooperative learning process, and one did not. Student knowledge significantly improved
in both sections, but there was no additional benefit derived from using cooperative learning. Interestingly, student motivation
significantly decreased in the cooperative learning section. With recognition of the study’s limitations, we conclude that cooperative learning has
limited efficacy in large enrollment, compressed courses.
Dawn Vreven is an Assistant Professor of Psychology at the University of Wisconsin Oshkosh. She received her Ph.D. from Brown University.
Her research interests include visual perception and cognition.
Susan McFadden is a Professor of Psychology at the University of Wisconsin Oshkosh. She received her Ph.D. from Drew University. She co-edits
the “Teaching Tips” column for the Association for Psychological Science’s Observer and has published a number of articles on teaching and learning.
This work was supported by the University of Wisconsin Oshkosh’s Scholarship of Teaching and Learning Program. 相似文献
18.
Paul B. McKimmy 《TechTrends》2004,49(1):20-23
Conclusions Technology-mediated delivery strategies have recently proved successful for the University of Hawai’i-Manoa’s College of Education.
The success of these strategies is manifested by programs enrolled to capacity, the financial stability of these programs
and the establishment of a consistent schedule of offerings. It is, however, clearly a challenge for students to become comfortable
with technology-mediated instruction. Hawai’i students have risen to the challenge, expressing appreciation for support structures
such as a technology orientation and troubleshooting support. Based on students’ reflections, they view the challenge of increasing
their own technology literacy as one that benefits their future teaching endeavors.
While technology-mediated delivery changes the level of direct social interaction within the programs, students appear to
appreciate the flexibility it provides. They also value the improved access to programs that such delivery has provided to
Hawai’ is neighboring islands. Student feedback and reflection confirms that the College has improved its ability to serve
the island state of Hawaii and affirms technologymediated delivery as an appropriate solution for addressing geographical
challenges. These reflections should encourage the College’s continued exploration of new strategies for technology-mediated
delivery. 相似文献
19.
This study analyzes the effects of several factors related to high school, such as the kind of school (public or private),
the type of education (general or vocational), school location and peers on undergraduate performance from students of the
University of Barcelona (Spain). Particular attention is given to the functional form and to the collection of “unobservables”.
Empirical results show that variables related to high school, such as having attended in a private religious school or peer
effects of their school contemporaries, are determinant in university final grades. In addition, students’ ability, some household’s
characteristics and the 1990 Education Act are also important. 相似文献
20.
Erin E. Turner Corey Drake Amy Roth McDuffie Julia Aguirre Tonya Gau Bartell Mary Q. Foote 《Journal of Mathematics Teacher Education》2012,15(1):67-82
Research repeatedly documents that teachers are underprepared to teach mathematics effectively in diverse classrooms. A critical
aspect of learning to be an effective mathematics teacher for diverse learners is developing knowledge, dispositions, and
practices that support building on children’s mathematical thinking, as well as their cultural, linguistic, and community-based
knowledge. This article presents a conjectured learning trajectory for prospective teachers’ (PSTs’) development related to
integrating children’s multiple mathematical knowledge bases (i.e., the understandings and experiences that have the potential to shape and support children’s mathematics learning—including
children’s mathematical thinking, and children’s cultural, home, and community-based knowledge), in mathematics instruction.
Data were collected from 200 PSTs enrolled in mathematics methods courses at six United States universities. Data sources
included beginning and end-of-semester surveys, interviews, and PSTs’ written work. Our conjectured learning trajectory can
serve as a tool for mathematics teacher educators and researchers as they focus on PSTs’ development of equitable mathematics
instruction. 相似文献