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181.
Towards good teaching by correspondence 总被引:2,自引:2,他引:0
The work of tutors, in receiving, considering, teaching, assessing and returning the written work of students is exceptionally important in the Open University. Teaching by correspondence is central and personal in Open University teaching. Haifa million assignments are exchanged between students and tutors every year. Apart from a small number of introductory training documents, the latest of which is Teaching for the Open University, little has been written and made nationally available on this essential element of Open University pedagogy. This paper is drafted by two Tutors and a Staff Tutor in the East Midlands, Sue Cole, Maggie Coats and Helen Lentell respectively.. 相似文献
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Mature Female Entrants to Higher Education: Closing the Gender Gap in the UK Labour Market 总被引:1,自引:0,他引:1
Within the wider drive in higher education to promote students' use of information and communications technology (ICT) it is assumed that the Internet will be a key application. Popular conceptions of a 'wired' generation of students at ease with on-line learning persist through official literature and the media. From this basis, the present paper takes an empirical perspective in students' use of the Internet, via focus group interviews with 77 students in two UK universities, and explores the factors underlying their use (and non-use) of the Internet in university. Four crucial themes were identified, namely: (i) the ways in which students were introduced to using the Internet; (ii) operational problems encountered when using the Internet as an information resource; (iii) treatment of information retrieved from the Internet; (iv) the social element of learning in on-line environments. These factors are examined in detail and discussed in relation to the future presentation and organisation of students' Internet use in university settings. 相似文献
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Richard J. Stiggins Maggie Miller Griswold Karen Reed Wikelund 《Journal of Educational Measurement》1989,26(3):233-246
The classroom assessment procedures o f 36 teachers in grades 2 to 12 were studied in depth to determine the extent to which they measure students" higher order thinking skills in mathematics, science, social studies, and language arts. A wide variety o f assessment documents were analyzed, teachers were observed asking oral questions in their classrooms, and each teacher was interviewed. The results revealed that paper-and-pencil assessment documents were dominated by recall questions across all grade levels. However, inference was assessed also, especially in mathematics. Oral questions tended to tap recall too, with analysis and inference reflected to some extent. Across grades, subjects, and forms o f assessment, comparison and evaluation questions were rare. Although these teachers had been trained to teach thinking skills to some extent, they were less often trained to assess such skills. Those who were trained tended to ask a higher proportion o f thinking skills questions than those who were not. The training implications o f the results are discussed. 相似文献
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Steve Herne Celia Burgess‐Macey Maggie Rogers 《The International Journal of Art & Design Education》2008,27(3):264-278
This article focuses on a carnival in the curriculum project designed to revitalise the arts in the experience of students in Higher Education preparing to become primary school teachers. It argues the relevance of a combined arts or trans‐disciplinary artform in the remit of a visual arts education journal and explores carnival as a complex, inclusive, multifaceted and multidimensional cultural practice with deep historical and social roots. It locates carnival within theory and the debate about the arts in schools in the UK from the early 1980s. Drawing on the analysis of interviews with students and teachers in carnival project schools, issues and themes such as student involvement, creativity, artists in schools, and cross‐curricular learning are explored, concluding that carnival in the curriculum provides an opportunity for agency within the regulated official curriculum. 相似文献
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