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Sara Hammer Lindy Abawi Peter Gibbings Hazel Jones Petrea Redmond Syed Shams 《高等教育研究与发展》2018,37(4):730-743
Within the higher education context, capstone units can be viewed as a significant means of assuring intended learning outcomes for programmes. They provide students with the opportunity to consolidate and apply prior and new disciplinary learning, as well as employability skills and graduate attributes. This paper describes the first stage of an initiative in a regional, Australian university to develop a capstone quality review framework that can be applied across disciplines. A deductive, thematic analysis of relevant literature, guides and institutional strategic documents using a constant comparison method was used to develop a collectively agreed upon set of capstone quality domains and related criteria. These would enable reviewers to assess whether capstone curricula were fit-for-purpose. Capstone domains and criteria were validated and revised using a multi-stage, moderated review of 10 capstone units. This validation process affirmed that to avoid issues with reviewer inter-rater reliability, future use of our framework should emphasise calibrating reviewer interpretation to ensure greater levels of shared understanding of underlying concepts. It further suggested the desirability of incorporating aspects of teacher self-assessment, teacher feedback and student results. Provided these findings are accounted for, we conclude that the proposed capstone review domains and criteria could be used for quality review and enhancement, or capstone benchmarking processes, regardless of discipline area. 相似文献
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Dawn X. Henderson Rachelle Redmond Barnes 《International Journal of Inclusive Education》2016,20(7):726-742
Increasing disparities in out-of-school suspension and dropout rates have led a number of school districts to develop alternative models of education to include alternative learning centres (ALCs). Using an exploratory mixed methods design, this study explores dimensions of social inclusion among ALCs, located in the southeastern region of the USA. In the first phase, case-study analyses across two sites contextualised student experiences from the perspective of students, teachers, and assistant principals. In the second phase, data explored student outcomes among a sample of 593 students across 28 ALCs in the school district. Qualitative findings revealed varying dimensions of social inclusion through access, success through empowerment, and participation and engagement. Quantitative findings revealed a majority of students transitioned back to the traditional school environment. There were no clear student or school advantages associated with student transitions; however, high school students were more likely to transition back to the traditional school environment than middle school students. Discussion centres on the challenges school districts experience in promoting social inclusion and implications for inclusive models of education. 相似文献
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Extending Previous cG×I Findings on 5‐HTTLPR's Moderation of Intervention Effects on Adolescent Substance Misuse Initiation 下载免费PDF全文
Gabriel L. Schlomer H. Harrington Cleveland Mark E. Feinberg Pedro S. A. Wolf Mark T. Greenberg Richard L. Spoth Cleve Redmond Eric P. Tricou David J. Vandenbergh 《Child development》2017,88(6):2001-2012
This study addresses replication in candidate gene × environment interaction (cG×E) research by investigating if the key findings from Brody, Beach, Philibert, Chen, and Murry (2009) can be detected using data (N = 1,809) from the PROSPER substance use preventive intervention delivery system. Parallel to Brody et al., this study tested the hypotheses that substance misuse initiation would increase faster from age 11 to age 14 and be higher at age 14 among: (a) 5‐HTTLPR short carrier adolescents versus long homozygotes, (b) control versus intervention adolescents, and (c) 5‐HTTLPR short carriers in the control condition versus all other participants. The hypotheses were generally supported and results were consistent with Brody et al.'s cG×I finding. Results are discussed in light of replication issues in cG×E research and implications for intervention. 相似文献
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Paul Redmond 《Tertiary Education and Management》2006,12(2):119-135
The drive to widen access and participation in higher education is rapidly transforming the sector. Despite this, through
an interplay of social, cultural and gender-related factors, students from ‘widening participation’ backgrounds can all too
frequently become, within their own institutions, ‘outcasts on the inside’: formally accepted by the university without ever
acquiring, still less embodying, the traditional social and cultural advantages bestowed by HE. Thus, the irony of widening
participation would seem to be that by entering higher education an already disadvantaged educational habitus should be reinforced not transformed. Based on a three-year ethnographic study, this paper explores the factors motivating
widening participation students to enrol in higher education, the nature of their experiences, and the extent to which higher
education represents an attempt at social repositioning. 相似文献
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Petrea Redmond Hannah Gutke Linda Galligan Angela Howard Tara Newman 《Gender and education》2017,29(3):332-351
Issues of gender imbalance in leadership have long been a significant issue in universities, as is the case across most industries. This paper explores the experiences of seven females who have successfully achieved senior leadership positions at a regional university in Australia. While the experiences of these women differ in many ways, there are certainly similarities in the challenges and adversities that they have faced, and their perceptions of what has allowed them to experience success in their leadership roles. This paper provides a number of recommendations for women aspiring to be leaders in higher education, such as committing to ongoing development, taking opportunities when presented, developing resilience, developing a track record, and seeking support, and also recommendations for institutions. 相似文献
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Redmond J Harford J 《Paedagogica Historica: International Journal of the History of Education》2010,46(5):639-654
In 1932, the Irish government, facing an economic downturn, introduced a marriage ban which required that female primary school teachers were required to resign on marriage. This followed a series of restrictive legislative measures adopted by Irish governments throughout the 1920s which sought to limit women's participation in public life and the public sector. Such a requirement emerged in several countries in response to high unemployment and applied principally to women's white-collar occupations, leading some commentators to argue that it stemmed from a social consensus rather than an economic rationale. Despite opposition to the ban from the Irish National Teachers' Organisation (INTO) on the basis that it was unconstitutional, would lead to fewer marriages and that married women were in fact more suited to teaching children, it remained in place until 1958. Although the ban is much referred to as part of the gender ideology that informed legislation in the early years of independent Ireland, the particular history of married women teachers has been little researched in the academic context. Over 50 years since the rescinding of the ban, this article examines its impact through an analysis of primary sources, including government cabinet minutes and the public commentary of the INTO and positions this history within the international context. 相似文献
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Redmond Petrea Smart Victoria Powell Alwyn Albion Peter 《Educational technology research and development : ETR & D》2021,69(5):2895-2915
Educational technology research and development - Technology has significantly impacted our work and leisure spaces, but education is still working to build a bridge between the technological... 相似文献
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Petrea Redmond Yehuda Peled 《British journal of educational technology : journal of the Council for Educational Technology》2019,50(4):2040-2054
The ubiquitous nature of technology in the world has not yet translated into the ubiquitous use of technology to transform learning and teaching. Teachers lack the confidence and competence to integrate technology across a broad range of tools within a range of contexts. Technological pedagogical content knowledge (TPACK) has become a common framework to explore technology within teaching and teacher education. However, little research exists to explore the similarities and differences of TPACK between different teacher education programmes, within different countries or even different disciplines, especially in a secondary context. Using a self-report online survey, this study sought to compare and contrast TPACK results from pre-service teachers studying in secondary teacher education programmes in Australia and Israel. Findings suggest that TPACK is higher in Australia, and in both countries for those students who were aged over 26. There were no significant differences between gender and disciplines reported. The paper also discusses broad-scale implications for the future of research in TPACK. 相似文献
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