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81.
There is widespread recognition that higher education institutions (HEIs) must actively support commencing students to ensure
equity in access to the opportunities afforded by higher education. This role is particularly critical for students who because
of educational, cultural or financial disadvantage or because they are members of social groups currently under-represented
in higher education, may require additional transitional support to “level the playing field.” The challenge faced by HEIs
is to provide this “support” in a way that is integrated into regular teaching and learning practices and reaches all commencing
students. The Student Success Program (SSP) is an intervention in operation at the Queensland University of Technology (QUT)
designed to identify and support those students deemed to be at risk of disengaging from their learning and their institution.
Two sets of evidence of the impact of the SSP are presented: First, its expansion (a) from a one-faculty pilot project (Nelson
et al. in Stud Learn Eval Innov Dev 6:1–15, 2009) to all faculties and (b) into a variety of applications mirroring the student life cycle; and second, an evaluation of the
impact of the SSP on students exposed to it. The outcomes suggest that: the SSP is an example of good practice that can be
successfully applied to a variety of learning contexts and student enrolment situations; and the impact of the intervention
on student persistence is sustained for at least 12 months and positively influences student retention. It is claimed that
the good practice evidenced by the SSP is dependent on its integration into the broader First Year Experience Program at QUT
as an example of transition pedagogy in action. 相似文献
82.
Previous studies on nonhuman primates have shown inconsistencies in their processing of first- and secondorder relational
properties of facial stimuli. Using greeble stimuli sharing configural properties with faces, this study assessed configural
processing in baboons. Five baboons were trained to recognize a positive stimulus among pairs of greebles in a two-alternative
forced choice task. They were then tested with new stimulus pairs involving either a first-order version, with modifications
in global qualitative spatial relations, or a second-order version, with modifications of finer spatial relations. Performance
remained above chance in all test conditions, including when only second-order cues were available, but it was higher for
first-order trials. It is proposed that an extensive training with greebles led to the processing of second-order relational
properties. These results demonstrate that configural sensitivity is not restricted to faces in baboons and suggest that a
common mechanism may support configural processing for face and nonface stimuli. 相似文献
83.
This article written by Peter Lloyd Bennett, educational psychologist, and Carole Dyehouse, headteacher, provides a personal account of how one primary school responded to the death of a pupil. The authors describe the process by which bereavement within the school community became a valued learning opportunity within the school curriculum. Involving the parents as soon as possible was considered important and the responses of the parents of the bereaved child influenced the arrangements made by the school. Staff were available to children to help them come to terms with their bereavement and the tragic nature of the child's death. Decisions about the arrangements involved the school management team, the governors, the teaching staff, the non-teaching staff and the pupils represented by the school council consisting of elected members of each class. Staff were sensitive to children who were enabled to contribute in their own way and all parents were encouraged to involve themselves at the level at which they felt comfortable. At the end of this honest and moving article, the authors provide reflective and analytical comments about their shared experiences and offer a list of resources that will be of great relevance to practitioners. 相似文献
84.
85.
The current debate about academic freedom has been marked by a lack of clarity and consistency as to what academic freedom actually means. Sometimes it is described solely in terms of individual freedoms; at others in terms of an interplay between individual, collegial and institutional freedoms. Sometimes it is presented as a set of rights; at others, as a pairing of rights and responsibilities. This paper presents an empirical investigation of the range of understandings of academic freedom experienced amongst social scientists in Australian universities. The investigation was undertaken from a phenomenographic perspective and five different ways of understanding academic freedom were constituted, based on two primary dimensions of variation in views: the types of constraints regarded as an appropriate part of academic freedom; and the role of self and other (i.e., peers, institution, society) in creating academic freedom. The structural relationships found between different ways of viewing academic freedom in this study provides a broader framework within which to interpret the range of views found in the literature and public debate. 相似文献
86.
Carole Pearce 《Learned Publishing》2003,16(1):54-60
African scholarly publishing faces multiple challenges in a vast continent where scholars themselves are handicapped by poor facilities and often find it difficult to publish in scholarly journals abroad. The Journal of Social Development in Africa attempts to meet these challenges by offering a dedicated service to scholars, improved reviewing practices, marketing on the Internet, expanding email communication, and by attempting to collaborate and network with similar publishers in Africa and abroad. 相似文献
87.
88.
A national scheme to develop and accredit university teachers 总被引:1,自引:0,他引:1
Abstract In 1991 the UK Staff and Educational Development Association (SEDA) developed and launched a national scheme for the training and qualification of teachers in higher education. Teachers are accredited if they demonstrate eight specified objectives underpinned by seven specified values. Programmes of staff development which assess teachers’ attainment of these objectives and values are recognized by SEDA. By the start of November 1996, SEDA had recognized 30 programmes and a similar number of programmes were at various stages of preparation for recognition. More than seven hundred teachers are undertaking recognized programmes or are already accredited. The paper describes the development and operation of the scheme; starts to locate the scheme in a wider framework of competence, preparation and accreditation of all staff who teach in higher education; and explores some of the operational, educational and philosophical issues faced by the scheme. 相似文献
89.
Carole Kayrooz Margot Pearson Kathleen M. Quinlan 《International Journal for Academic Development》2013,18(2):64-71
Abstract In the current turbulent environment as we face pressures for efficiency and commercialization, good intentions will not be sufficient. Reflection on what the future holds for us is timely. In this article two case examples of academic development, drawn from the experience of staff at The Australian National University's Centre for Educational Development and Academic Methods, are presented and analysed. A key issue for the field of academic development emerging from this critical examination of the cases is how units and those working in them are positioned in relation to academic colleagues, academic practitioners, and senior officers who are university leaders and managers. Through the case studies and discussion the article explores issues of our location; it concludes that reflection on our models and theories, and critical rethinking of our practice, are essential first steps in deciding on our own professional development. 相似文献
90.
This paper reports some of the findings from a study undertaken to obtain an insight into the experiences of learners engaging with web conferencing. A small group of work-based adult learners with substantial experience of learning in a virtual classroom provided accounts of and reflections on their experiences using a blog and group interview. Qualitative analysis of data led to findings which support some existing best practice guidelines for facilitators and also provide additional insight into issues that impact on learners’ experiences. This paper presents recommendations for facilitators and explores some of the issues raised by learners which are not commonly addressed in other guidelines, including the effective use of breakout rooms, the management of minimalist learners and the need to respect learners’ privacy. A facilitation approach which allows learners to develop autonomy and exert control in the virtual classroom and which acknowledges diversity of learning preferences is suggested. Whilst the recommendations made may not be appropriate in all learning contexts, they are presented as a starting point to help other facilitators review and develop their own practice. 相似文献