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351.
Sam Collyer 《Educational Psychology in Practice》2012,28(2):159-176
An exploratory survey of Assistants in Scottish educational psychology services (EPSs) was undertaken, guided by four questions: Who are Assistants? Why are they employed/not employed? What do Assistants do? How are Assistants supported and supervised? Twenty-one Assistants and 15 managers were interviewed. It was found that Assistants worked under seven job titles; all were committed to becoming educational psychologists (EPs). Recruitment issues and improving EPS research capacity were drivers for employment. The Assistants’ roles were largely research based; however a majority worked directly with young people. Induction and supervision were valued but not consistent. Further discussion includes issues of competence and remit, and the relationship of Assistant and professional role. 相似文献
352.
Katerina Bogomolova Amir H. Sam Adam T. Misky Chinmay M. Gupte Paul H. Strutton Thomas J. Hurkxkens Beerend P. Hierck 《Anatomical sciences education》2021,14(3):385-393
In anatomical education three-dimensional (3D) visualization technology allows for active and stereoscopic exploration of anatomy and can easily be adopted into medical curricula along with traditional 3D teaching methods. However, most often knowledge is still assessed with two-dimensional (2D) paper-and-pencil tests. To address the growing misalignment between learning and assessment, this viewpoint commentary highlights the development of a virtual 3D assessment scenario and perspectives from students and teachers on the use of this assessment tool: a 10-minute session of anatomical knowledge assessment with real-time interaction between assessor and examinee, both wearing a HoloLens and sharing the same stereoscopic 3D augmented reality model. Additionally, recommendations for future directions, including implementation, validation, logistic challenges, and cost-effectiveness, are provided. Continued collaboration between developers, researchers, teachers, and students is critical to advancing these processes. 相似文献
353.
Mappings between the structure and function of a system or device affect the formation of accurate mental models. This study
investigated the performance effect of a more natural cognitive mapping between instruments and aircraft on an aircraft instrument
comprehension (AIC) task. Treatments for the experimental groups were identical except that aircraft instrument displays were
modified slightly to incorporate natural and unnatural mappings between structure and function. Students who received natural
mappings during instruction performed significantly better than those who received the standard treatment containing an unnatural
mapping. Questionnaire responses confirmed the difficulty of interpreting the standard treatment. The results suggest that
instruction for the AIC and similar tasks should be expanded to take into account learners' mental models and perhaps to encourage
mapping strategies. 相似文献
354.
Kelly E. Matthews Alison Cook-Sather Anita Acai Sam Lucie Dvorakova Peter Felten Elizabeth Marquis 《高等教育研究与发展》2019,38(2):280-293
ABSTRACTA body of literature on students as partners (SaP) in higher education has emerged over the last decade that documents, shares, and evaluates SaP approaches. As is typical in emerging fields of inquiry, scholars differ regarding how they see the relationship between the developments in SaP practices and the theoretical explanations that guide, illuminate, and situate such practices. In this article we explore the relationship between theory and practice in SaP work through an analysis of interpretive framing employed in scholarship of SaP in teaching and learning in higher education. Through a conceptual review of selected publications, we describe three ways of framing partnership that represent distinct but related analytical approaches: building on concepts; drawing on constructs; and imagining through metaphors. We both affirm the expansive and creative theorising in scholarship of SaP in university teaching and learning and encourage further deliberate use and thoughtful development of interpretive framings that take seriously the disruptive ethos and messy human relational processes of partnership. We argue that these developmental processes move us toward formulating theories of partnership praxis. 相似文献
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Educational Assessment, Evaluation and Accountability - Accountability—the monitoring and use of student performance data to make judgements about school and teacher effectiveness—is... 相似文献