排序方式: 共有45条查询结果,搜索用时 15 毫秒
41.
Elliot P. Douglas Mirka Koro-Ljungberg Maura Borrego 《European Journal of Engineering Education》2010,35(3):247-257
The purpose of this paper is to explore some challenges and promises when the epistemological diversity embedded in qualitative research traditions is introduced to research communities with one dominant research paradigm, such as engineering education. Literature is used from other fields and empirical data are used from engineering education, including the practices of the European Journal of Engineering Education and the Journal of Engineering Education, with the expectation that the ideas that are presented are relevant to a broad range of education disciplines. A number of challenges are identified as the epistemological diversity of qualitative research is introduced to the primarily positivist field of engineering education. Ultimately, embracing epistemological diversity holds the promise of researchers being able to ask: ‘What questions and answers become possible from these newly created positions and what can be learned from these alternative approaches?’. 相似文献
42.
This qualitative study examines two US interdisciplinary graduate programs which involve faculty and students from different
disciplines. Haworth and Conrad’s engagement theory of quality graduate education was applied. It was found that when interdisciplinary
programs facilitate engagement by supporting diversity, participation, connections, and interactive teaching and learning,
students report positive experiences. Engagement is particularly achievable when an interdisciplinary administrative unit
(e.g., a school or center) grants degrees and serves as a tenure home for faculty. Students earning degrees in traditional
departments had more difficulty connecting interdisciplinary requirements to their disciplinary work, and were often faced
with incompatible program requirements or advice from faculty members. Although they desire to do interdisciplinary work,
the students and faculty in traditional departments are required to meet additional and often conflicting requirements. Engagement
may further be complicated because these participants feel divided between collaborations, social networks, and expectations
that pull them in different directions. 相似文献
43.
运用“概念图”评价工科学生的跨学科知识集成——以“绿色工程”课程的跟踪研究为案例 总被引:1,自引:0,他引:1
概念图作为一项评测学生跨学科知识集成的工具开始受到工程教育学界的重视.概念图能够呈现学生对多学科概念和概念间的复杂联系的理解.本文通过对"绿色工程"设计课程的为期一年的跟踪研究证明了概念图方法尤其适合评测学生跨学科知识的学习性进步.本研究探讨了在跨学科评定环境中使用概念图出现的问题以及解决问题的建议. 相似文献
44.
Anglica Risquez Elaine Vaughan Maura Murphy 《Assessment & Evaluation in Higher Education》2015,40(1):120-134
In the context of increased emphasis on quality assurance of teaching, it is crucial that student evaluations of teaching (SET) methods be both reliable and workable in practice. Online SETs particularly tend to raise criticisms with those most reactive to mechanisms of teaching accountability. However, most studies of SET processes have been conducted with convenience, small and cross-sectional samples. Longitudinal studies are rare, as comparison studies on SET methodological approaches are generally pilot studies followed shortly after by implementation. The investigation presented here significantly contributes to the debate by examining the impact of the online administration method of SET on a very large longitudinal sample at the course level rather than attending to the student unit, thus compensating for the inter-dependency of students’ responses according to the instructor variable. It explores the impact of the administration method of SET (paper based in-class vs. out-of-class online collection) on scores, with a longitudinal sample of over 63,000 student responses collected over a total period of 10 years. Having adjusted for the confounding effect of class size, faculty, year of evaluation, years of teaching experience and student performance, it is observed that the actual effect of the administration method exists, but is insignificant. 相似文献
45.
Heilmann John Moyle Maura Sparrow Tracey Meurer John 《Early Childhood Education Journal》2022,50(7):1233-1245
Early Childhood Education Journal - A rich literature describes the efficacy of coaching programs for early care and education (ECE) teachers. ECE teachers can provide unique insights into the... 相似文献