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191.
Moral reasoning is concerned with making decisions regarding the appropriate course of action in particular situations and has been highlighted as a critical factor that may facilitate (or impede) the effectiveness of educational programs in promoting positive outcomes. This study examined the trajectories of moral reasoning as measured by the Defining Issues Test (DIT2) for college students and to what extent there are intra-individual (within student) and inter-individual (between student) changes in moral reasoning during this developmental period. The results suggest that moral reasoning was best represented by a linear increase on the mean level and non-signi?cant variability across students. The relationship between moral reasoning and students’ prior academic attainment was also examined. 相似文献
192.
193.
Simon O’Leary 《Journal of Education & Work》2017,30(1):84-105
Enhancing graduate employability is a priority for many stakeholders in higher education and this research explores graduates’ experiences of, and attitudes towards, the inclusion of employability-related support in undergraduate degree programmes. A literature review is supplemented by primary research on a targeted sample of 104 graduates from humanities, sciences, engineering and social sciences, who span several generations and have over 2250 years of employment experience. The findings are triangulated to a workshop with 23 graduate careers advisory professionals. The results signal some important trends in experiences and attitudes, as well as variations by discipline and gender. While one in 10 graduates prefer a disciplinary focus with just indirect attention to employability, nine in 10 want employability to have greater emphasis, albeit those preferences vary between optional and integrated approaches. Experiences of employability-related support signal a significant shift over recent decades in how that support is provided, with professional service groups such as careers taking a much more active role and the overall level of provision rising. A cautionary note however is that the link with the discipline remains critical and the right balance needs to be struck between the provision of such support and embedding it into the curriculum. 相似文献
194.
Roseanna Bourke John O’Neill Judith Loveridge 《The Australian Educational Researcher》2018,45(1):33-50
Classroom assessment practices are greatly influenced by national and local policies on assessment. Typically, these include accountability requirements for schools to evidence and report their students’ learning in the form of specific learning outcomes, calibrated against national benchmark standards of achievement and progression. An implication for teachers is that their understanding of children’s learning is influenced by an official curriculum that is more likely to be weighted towards particular policy priorities, and desired learning outcomes. This means the knowledge, skills and understanding that children develop outside school are less likely to be included in classroom assessment measures or judgments about desirable progress and achievement. This article explores what happens to teachers’ thinking when they learn about their children’s informal learning outside school and begin to relate to learners in a different way. The findings reported here from a New Zealand three-year longitudinal study identified possibilities for teachers to assess expanded conceptions of children’s learning within the classroom, even though the pressures of assessment against National Standards were ever present. We argue that teachers engaging with knowledge of their students’ informal learning act as a catalyst to rethink and re-conceptualise learning more broadly. Incorporating a strong student voice component in assessment, together with a focus on ipsative assessment, enables teachers to mitigate some of the unintended educational consequences of assessment accountability policies and practices. 相似文献
195.
Gary R. Morrison Steven M. Ross Jacqueline K. O’Dell 《Educational technology research and development : ETR & D》1988,36(2):103-115
Presenting narrative text in computer-based instruction (CBI) is more difficult than in print lessons due to limited screen
resolution and display area. The present research aimed at achieving a more compatible match between lesson content and the
attributes of the presentation media. Subjects received either a print or CBI statistics lesson containing low-density (concise)
narrative text, high-density (conventional) text, or the density type they preferred (learner-control). Results showed the
low-density lesson to reduce completion time relative to the high-density version, while yielding equivalent achievement.
Subjects receiving the lesson in the print mode had shorter completion times and higher achievement than their CBI counterparts.
Attitude results showed that CBI was favorably regarded, but perceived as longer and slow-moving than print. Implications
of results for designing instructional material in accord with CBI attributes and learner characteristics are discussed. 相似文献
196.
Margaret Vickers Catherine Harris Florence McCarthy 《Asia-Pacific Journal of Teacher Education》2004,32(2):129-141
Since 1999, pre‐service teachers undertaking the Bachelor of Teaching (Secondary) Program at the University of Western Sydney have participated in an alternate practicum called Professional Experience 3 (PE3). This practicum encourages students to engage in broader educational settings within local communities. Increasingly, a number of service‐learning opportunities have been developed, most notably, senior student tutoring programs and the involvement of students in the Plan‐It Youth project in conjunction with the Department of Education and Training (DET) and the South‐western Sydney Institute of TAFE. A focus of these programs has been to address the issues related to students at risk of leaving school early within the local South‐western Sydney community.
In this paper we discuss the benefits of these programs to the university, pre‐service‐teachers, school students and school communities, and the broader local community. Specifically, we examine service learning as a conduit for the development and maintenance of meaningful symbiotic relationships between the university and the educational community, and pre‐service teachers and the local community. Finally, we look towards the future and highlight the challenges and opportunities for service‐learning programs within the practicum. 相似文献
197.
Marla Harris 《Children‘s Literature in Education》2002,33(1):63-76
This essay examines novels in which children or teens in an urban environment, left on their own for a variety of reasons (such as poverty, war, plague, nuclear disaster, or technological breakdown), join together to form a community that explores alternative versions of home and family. The urban survival novel, to distinguish it from the more popular wilderness survival story, encompasses a wide variety of genres, including fantasy, satire, science fiction, social realism, and historical fiction. These novels involve dramatic shifts of perspective—inside/outside, above/below, before/after—which challenge protagonists (and readers) to see the world around them differently and to confront other points of view. The 1970s ushered in a wave of urban survival fiction that has continued to the present; I speculate on why these survival scenarios have proved so compelling for young adult readers. 相似文献
198.
F. A. Harris 《Learning, Media and Technology》1978,4(1):8-9
The author describes the course for the Diploma in Applied Educational Technology at the University of York. with particular reference to the programme of practical attachments and visits. 相似文献
199.
200.
Koen Van der Bracht Fanny D’hondt Mieke Van Houtte Bart Van de Putte Peter A. J. Stevens 《牛津教育评论》2016,42(2):129-145
Public concerns over the possible effects of school segregation on immigrant and ethnic majority religiosity have been on the rise over the last few years. In this paper we focus on (1) the association between ethnic school composition and religious salience, (2) intergenerational differences in religious salience and (3) the role of ethnic school composition for intergenerational differences in religious salience. We perform analyses on religious salience, one five-point Likert scale item measuring religious salience among 3,612 16-year-old pupils in Belgian secondary schools. National origin was used as a proxy for ethnicity. Ethnic minority pupils in schools with a higher share of ethnic minorities tend to be more religious. This relation holds for Muslim as well as other religious and ethnic minorities. Ethnic school composition also moderates the relationship between migrant generation and religious salience: second generation migrants tend to be more religious in ethnic minority dominated schools. For ethnic Belgians the association is moderated by their religious affiliation: Catholics tend to be more religious, while non-affiliated ethnic Belgians are less religious in schools with a higher share of ethnic minority pupils. 相似文献