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91.
Joyce Bruce 《School Leadership & Management》2013,33(1):53-65
Schools are currently suffering from considerable ‘innovation overload’ with multiple changes being demanded by the Education Reform Act and other sources. Tom Peters (1988) has argued that a similar turbulent situation exists in US business and industry and suggests that the most successful companies are those which are able to ‘Thrive on Chaos’. LEAs and schools need knowledge and skills about school improvement and this article attempts to provide research‐based information to help them cope with innovation and improve teaching and learning. School improvement is seen as a combination of previous research on the management of change and school effectiveness. Eight factors which seem to be related to effective schools are listed and knowledge about the change process is used to consider how a school could be improved. In order to offer practical help to LEAs and schools a set of guidelines is provided and recent research findings are discussed under each heading. The article concludes with an outline of a possible LEA school improvement project, involving a set of stages. 相似文献
92.
Metacognition and Self-Regulated Learning Constructs 总被引:1,自引:0,他引:1
Rayne A. Sperling Bruce C. Howard Richard Staley Nelson DuBois 《Educational Research and Evaluation》2013,19(2):117-139
Demographic variables, findings from the Metacognitive Awareness Inventory (Schraw & Dennison, 1994), the Learning Strategies Survey (Kardash & Amlund, 1991), and the Motivated Strategies for Learning Questionnaire (Pintrich, Smith, Garcia, & McKeachie, 1991), as well as accuracy ratings of test performance, were examined in 2 studies. Findings indicated convergence of self-report measures of metacognition, significant correlations between metacognition and academic monitoring, negative correlations between self-reported metacognition and accuracy ratings, and positive correlations between metacognition and strategy use and metacognition and motivation. Limitations of the studies and implications for theory development and future research are discussed. 相似文献
93.
Bruce I. Wolford John F. Littlefield 《Community College Journal of Research & Practice》2013,37(3):257-272
More than 75 percent of post‐secondary institutions offering education programs in prisons are community and vocational/ technical colleges. The predominance of community colleges among correctional education providers is a major change from the early 1970's when two‐thirds of such programs were provided by four‐year institutions. Over 260 community colleges provide programs and services to the 26,000 inmates participating in higher education. Results of a survey on correctional post‐secondary education indicate that these programs are in many ways different from those educational institutions provide on their own campuses. For example, they generally, have different admission standards, are administered by part‐time staff, and rely upon part‐time and adjunct faculty. Community and junior college administrators are urged to closely examine the operation and quality of their correctional programs and the need for evaluative research on the long‐term effects of these programs is also stressed. 相似文献
94.
95.
Yu Hang Zheng Andrew Palombella Jenn Salfi Bruce Wainman 《Anatomical sciences education》2019,12(1):52-60
Several studies have shown significant improvements in the attitudes and perceptions of healthcare professional students toward interprofessional education (IPE) immediately following intervention with IPE courses. However, there remains little evidence on the lasting effects of IPE courses and the long-term influences of these IPE experiences are poorly documented. The purpose of this study is to assess the long-term effects of an intensive, ten-week interprofessional gross anatomy dissection course at McMaster University. Attitudes and perceptions of past participants towards interprofessional learning were evaluated, now that they have started working with other healthcare professionals outside of the IPE course setting. Thirty-four past participants who have clinical experience working in interprofessional settings or are currently working in the healthcare field completed a follow-up questionnaire consisting of a modified Readiness for Interprofessional Learning Scale (RIPLS) and open-ended questions. Quantitative analysis revealed a significant decrease in their attitude towards teamwork and collaboration and respect for other health professions, but a significant improvement in their understanding of roles and responsibilities compared to their results immediately after the IPE intervention. Qualitative analysis of open-ended questions revealed several themes such as developing interprofessional competencies, developing relationships, and remembering the strengths of the IPE dissection course. The results of this study indicate that the IPE experience in anatomy was highly valued by the students and that past participants maintain a clear understanding of their scope of practice, but the reality of clinical practice may have eroded gains made in the program. Anat Sci Educ. © 2018 American Association of Anatomists. 相似文献
96.
Fifty years of the compounding effects of Moore's Law have led to enormous advances in computer processing power. Increased network speeds, the availability of big data, and machine learning techniques have accelerated the development of artificial intelligence; this promises to dramatically change many industries, including libraries. This article offers some thoughts on the effects of automation on employment, the social and political fallout, and the threats and opportunities for academic and public libraries. 相似文献
97.
This paper offers a brief review of the use of metacognition by proficient and poor performers in academic and psychomotor tasks as well as highlights the parallels and provides directions for future research. Metacognition is knowledge about one's own cognitive processes [Flavell, J.H. (1979). Metacognition and cognitive monitoring: A new area of cognitive-developmental inquiry. American Psychologist, 34, 906–911.]. To date, the study of the use of metacognition by children with different levels of abilities (from those having a learning disability to those identified as gifted) has been mostly restricted to the cognitive abilities in academic areas such as reading, writing, or mathematics. The structure of knowledge has been more extensively explored in the expertise literature in the performance of both academic and psychomotor tasks. Similarities have been noted in the characteristic differences between experts and novices in both these types of tasks. Studies have begun to explore the use of metacognition in psychomotor tasks such as key strokes, ball throwing–catching, and running. It seems that, as with the structure of knowledge, parallels also exist in the use of metacognition by poor and proficient performers in academic and psychomotor tasks. 相似文献
98.
Rapid Feedback Assessment Methods: Can We Improve Engagement and Preparation for Exams in Large-enrollment Courses? 总被引:1,自引:0,他引:1
Sehoya H. Cotner Bruce A. Fall Susan M. Wick J. D. Walker Paul M. Baepler 《Journal of Science Education and Technology》2008,17(5):437-443
Scratch-off immediate feedback assessment technique (IF-AT) forms and classroom response systems (clickers) can increase student
engagement and interaction and help students prepare for exams by indicating the type and level of questions they will encounter.
We used the IF-AT throughout the semester in three sections of a lower-division biology class; in two, students worked on
IF-AT questions in small permanent groups, and in one, students alternated between IF-AT and clickers each week. At the end
of the semester, students answered surveys about instant feedback techniques. Students appreciated prompt feedback on their
understanding of course material, enjoyed the group interaction and opportunities to learn from each other, and continued
to have positive perceptions of instant feedback activities and to take them seriously throughout the semester. While appreciating
the versatility of clicker questions, we find that the ease of use, low cost, effectiveness, and improved classroom climate
of the IF-AT method are particularly commendable. 相似文献
99.
Bruce Wainman Akanksha Aggarwal Sapriya K. Birk Jaskaran S. Gill Katrina S. Hass Barbara Fenesi 《Anatomical sciences education》2021,14(6):788-798
The novelty of three-dimensional visualization technology (3DVT), such as virtual reality (VR), has captured the interest of many educational institutions. This study’s objectives were to (1) assess how VR and physical models impact anatomy learning, (2) determine the effect of visuospatial ability on anatomy learning from VR and physical models, and (3) evaluate the impact of a VR familiarization phase on learning. This within-subjects, crossover study recruited 78 undergraduate students who studied anatomical structures at both physical and VR models and were tested on their knowledge immediately and 48 hours after learning. There were no significant differences in test scores between the two modalities on both testing days. After grouping participants on visuospatial ability, low visuospatial ability learners performed significantly worse on anatomy knowledge tests compared to their high visuospatial ability counterparts when learning from VR immediately (P = 0.001, d = 1.515) and over the long-term (P = 0.003, d = 1.279). In contrast, both low and high visuospatial ability groups performed similarly well when learning from the physical model and tested immediately after learning (P = 0.067) and over the long-term (P = 0.107). These results differ from current literature which indicates that learners with low visuospatial ability are aided by 3DVT. Familiarizing participants with VR before the learning phase had no impact on learning (P = 0.967). This study demonstrated that VR may be detrimental to low visuospatial ability students, whereas physical models may allow all students, regardless of their visuospatial abilities, to learn similarly well. 相似文献
100.
Conclusion Implementing a curriculum is a function of what is promoted in a curriculum document, developed as school policy by the principal and staff, and put into practice by a teacher. All of these require engaging in extensive professional activity and concultation with the community. Consequently planning for the extended use of information technology by focusing on what may be promised by new curriculum documents, while ignoring political priorities and pressures, professional development issues, and community beliefs about education, exposes education to considerable risk.This paper has endeavored to demonstrate that curriculum developments in New Zealand are situated in a context which generates very different understandings of the objectives for the curriculum, depending on whether one heeds politicians, the business community, administrators in education, or teachers. Parents as well as teachers are vulnerable to the pressures arising from a heightened social emphasis on information technology, and their ideas about what should be provided in school are strongly shaped by that emphasis. Parental anxieties about future employment prospects for their children are not lessened by documents intended to guide teachers but emerge as being unable to provide a convincing rationale for the change.There is a real risk, therefore, that the promise of information technology's benefits to education and the wider community in New Zealand may turn out to be at best an illusion, and at worst, a foil for a social experiment of major proportions. Technology is perceived to be playing a significant role in both the deconstruction of the welfare state, and the establishment of a radically monetarist economy. Perhaps presenting the issues in a single broad conspectus may facilitate others' reflection on possibly extended meanings forthe information age, and theglobal village. 相似文献