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101.
Feedback is an emotional business in which personal disposition influences what is attended to, encoded, consolidated and eventually retrieved. Here, we examine the extent to which students’ perceptions of feedback and their personal dispositions can be used to predict whether they appreciate, engage with and act on the feedback that they receive. The study is framed in psychological theories of mindset, defensive behaviours and new psychometric measures of the psychological integration of assessment feedback. Results suggest that, in this university population, growth mindset students were in the minority. Generally, students are fostering self-defensive behaviours that fail to nurture remediation following feedback. Recommendations explore the implications for students who engage in self-deception, and the ways in which psychologists and academics may intercede to help students progress academically by increasing their self-awareness. 相似文献
102.
Getting a good and relevant education is difficult enough to achieve within a context where social and economic needs are constantly unsettled by political policy. The public funding of the education sector has become a contested arena irrespective of a government’s ideology. Recent graduates from various disciplines from Town Planning to Philosophy report in university destination surveys that they have only found employment in areas unrelated to their academic training – for instance, in supermarkets, restaurants and other low-level service industries. How has it happened that the universalisation of mass higher education has contributed to a disconnect between the individual’s social aspirations and their economic status? What happened to the tacit promise that an extended period of intellectual development would prepare the individual for a life of valuable social contribution and financial security? Part of the answer lies in the success of higher education itself. Its popularity has changed its transformative capacity and allowed operational efficiencies to overrule academic quality. The university, ideally seen as a repository of intellectual intuition, has been remade into yet another modern corporation concerned with the bottom line and financial security. Why has it been necessary to remake the university in the image of the department store, supermarket or bank, and how has it been achieved without more critique? 相似文献
103.
This article looks at the attitudes of UK academics toward new media, utilizing organizational and sociocultural understandings of fields of scholarly enquiry. It focuses on four traditionally distinct disciplines—art and design, computer science, health science, and politics and international relations—representative of the range of approaches in higher education. Agreement was found among respondents across disciplinary communities about what new media represent and how they support their work. Analysis of semantic differential charts identified two dimensions underlying attitudes—“flexibility” and “fitness for scholarly purposes.” Rather than being anchored by epistemological divisions, new media are assessed by practical viewpoints relating to the activity types they allow, and by traditional measures of reliability. In response to questions about other characteristics of their disciplines (such as reputation and audience diversity), distinctions are in evidence, although in some cases these are not traditional ones. 相似文献
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The purpose of this study was to explore the nature of requisite teacher knowledge for teaching lower-track science students.
Using video accounts, student focus groups, and teacher reflections researchers documented missteps, dead-ends, and unfruitful
trajectories informed by the teacher’s incoming knowledge and compared these instances to necessary modifications informed
by students’ voices and cultural artifacts. Our study revealed the shifting nature of sociocultural and pedagogical content
knowledge of the teacher immersed in a context unlike that he experienced as a student. Results showed that teachers of majority
backgrounds could learn to teach diverse students with at least moderate success from the perspective of their students. Implications
for research and teacher education in diverse settings are discussed. 相似文献
108.
Annemarie Jutel 《Endeavour》2021,45(1-2):100764
One common contemporary usage of the term “diagnostic uncertainty” is to refer to cases for which a diagnosis is not, or cannot, be applied to the presenting case. This is a paradoxical usage, as the absence of diagnosis is often as close to a certainty as can be a human judgement. What makes this sociologically interesting is that it represents an “epistemic defence,” or a means of accounting for a failure of medicine’s explanatory system. This system is based on diagnosis, or the classification of individual complaints into recognizable diagnostic categories. Diagnosis is pivotal to medicine’s epistemic setting, for it purports to explain illness via diagnosis, and yet is not always able to do so. This essay reviews this paradoxical use, and juxtaposes it to historical explanations for non-diagnosable illnesses. It demonstrates how representing non-diagnosis as uncertainty protects the epistemic setting by positioning the failure to locate a diagnosis in the individual, rather than in the medical paradigm. 相似文献
109.
Comprehension Tools for Teachers: Reading for Understanding from Prekindergarten Through Fourth Grade 总被引:1,自引:0,他引:1
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