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191.
This paper argues for the use of ‘developmental’ evaluation as a design-based research tool for sustainable curriculum innovation in professional higher education. Professional education is multi-faceted and complex with diverse views from researchers, professional practitioners, employers and the world of politics leaving little consensus about the nature of educational ‘problems’, let alone educational ‘solutions’. Developmental evaluation is an emerging approach to evaluating innovations and/or organisations that are in a continuous state of change; it asks the evaluators to not simply appraise a final design, but to work with designers through processes of rapid reconnaissance, mapping the territory and emergent modelling. This paper provides an account of how the adoption of the dispositions and approaches of developmental evaluation increased the trustworthiness of decision-making in the design of a new post-graduate teacher education degree in Australia. The principles of developmental evaluation as a design thinking approach have application in other complex curriculum settings. 相似文献
192.
Shirley M. Chambers Russell W. Kay 《International Journal of Disability, Development & Education》1992,39(1):47-59
THIS LIMITED REVIEW of research on the social integration of children with disabilities in mainstreaming programs showed that there are several factors which may explain the apparent inconsistencies within the research literature. The diverse groups of individuals involved necessitate that attention be paid to pertinent variables and that care must be taken when findings are generalized to other groups of children with disabilities. An issue of particular concern was the simplistic measuring techniques employed in some research, particularly where studies relied on a single technique such as sociometry. There is limited evidence to support the increased use of multivariate statistical procedures as a means of producing more consistent findings. While most studies reviewed did not incorporate special treatments, that is other than integrated settings, invariably such treatments produced positive outcomes. Studies involving research designs which used the social acceptance of normal children as the basis for assessing social integration frequently resulted in negative findings. 相似文献
193.
ABSTRACTThis article reflects on the implications for practitioners, researchers and policy-makers of the future of the humanities in primary schools in the light of the challenges facing future generations. There is wide divergence in the four jurisdictions of the UK. The humanities are perceived as important, in principle, though curriculum frameworks differ. However, the status of the humanities is often uncertain, in practice, given the current emphasis on outcomes in literacy and numeracy. There is a lack of robust research on how, and by whom, the humanities are taught. The more theoretical articles suggest that the humanities, broadly conceived, are an essential aspect of young children’s education – to enable a deeper understanding of human culture and identity, and to develop the qualities and values needed in a diverse world. Additionally, curricular breadth is required alongside a realisation that narrowly focusing on propositional knowledge is limiting. While this has implications for the whole curriculum, History, Geography and Religious Education have key roles in meeting these aims and in engaging and motivating young children. A stronger policy steer is called for, to ensure that schools give more priority to humanities education, with greater investment in professional development in Initial Teacher Education and beyond. 相似文献
194.
Do Children with Autism Use the Speaker's Direction of Gaze Strategy to Crack the Code of Language? 总被引:7,自引:1,他引:7
Normal toddlers infer the referent of a novel word by consulting the Speaker's direction of Gaze. That is, they use the Speaker's Direction of Gaze (SDG) strategy. This is a far more powerful strategy than the alternative, the Listener's Direction of Gaze (LDG) strategy. In Study 1 we tested if children with autism, who have well-documented impairments in joint attention, used the SDG or the LDG strategy to learn a novel word for a novel object. Results showed that although 70.6% of children with mental handicap passed the test by making the correct mapping between a novel word and a novel object, via the SDG strategy, only 29.4% of children with autism did so. Instead, their reliance on the LDG strategy led to mapping errors. In Study 2 a group of normal children, whose chronological age (24 months old) was eqated with the verbal mental age of the 2 clinical groups in Study I, was tested using a similar procedure. Results showed that 79% of this normal group passed the test by making the correct mapping between a novel word and a novel object using the SDG strategy. Taken together, the results from both studies suggest that children with autism are relatively insensitive to a speaker's gaze direction as an index of the speaker's intention to refer . This result is consistent with previous findings showing that children with autism are relatively "blind" to the mentalistic significance of the eyes. Discussion centers on how the absence of an SDG strategy might disrupt specific aspects of language development in autism. 相似文献
195.
University Leaders’ Strategies in the Global Environment: A Comparative Study of Universitas Indonesia and the Australian National University 总被引:1,自引:0,他引:1
In a global environment in which global, national and local nodes relate freely within common networks, all research universities
must pursue strategies for building global capacity and facilitating cross-border staff and student movement and research
collaboration. The study compares readings of the global environment, global and international activities and relationships,
and global capacity and strategy, in two leading national universities, one in a middle level developing country (Indonesia)
and the other in a middle level developed country (Australia). The main tool of investigation was interviews with parallel
groups of institutional leaders and leaders of academic units and research centres, in conjunction with study of the national
and local contexts. It was apparent that in both cases, while global elements are increasingly important in university strategy,
mission and identity, resource capacity remains highly dependant on national government and students. This belies the romantic
myth of the ‘stand-alone’ corporate university in the global marketplace. The two cases also differ in some respects. While
both universities are peak national institutions, and each respects the other, the Australian university is more strongly
placed in the global environment and practical dealings between them are asymmetrical. The study helps to illuminate the dynamics
of global stratification and hierarchy between developed and developing nations and institutions in higher education. 相似文献
196.
Simon Barrie Paul Ginns Michael Prosser 《Assessment & Evaluation in Higher Education》2005,30(6):641-656
This paper describes an evidence‐based quality assurance system for teaching and learning, which takes as its starting point a well‐researched theoretical perspective on student learning in higher education. We argue this explicit use of a relevant theoretical base promotes coherence between quality assurance and improvement processes. We outline the principal features of our university's quality assurance strategy, systems and processes, and describe how the university's teaching quality assurance policy and systems have been implemented. We then consider the extent to which the project has achieved its goals of fostering an evidence‐based approach to teaching consistent with the student learning perspective on which the policy and systems are based. We also present data on student learning experiences showing reliable changes in the quality of the student learning experience. We discuss the applied significance of these changes, with a particular focus on changes in the experiences of commencing first year university students. 相似文献
197.
Congruence between Mothers' and Fathers' Differential Treatment of Siblings: Links with Family Relations and Children's Well-Being 总被引:2,自引:1,他引:2
Susan M. McHale Ann C. Crouter Shirley A. McGuire Kimberly A. Updegraff 《Child development》1995,66(1):116-128
We studied patterns of mothers' and fathers' differential treatment of firstborn (average age 10.5 years) and secondborn (average age 8 years) school-age siblings, and we examined the links between parents' differential treatment and children's well-being and dyadic family relationships. Mothers, fathers, and both siblings in 110 families were interviewed in their homes. For each dimension of parental behavior that we assessed (i.e., differential affection and discipline) we created groups of families that reflected mothers' and fathers' levels of differential treatment (e.g., discipline the firstborn more, equal treatment, discipline the secondborn more). Although we detected substantial correspondence between the 2 parents' differential treatment, we found a sizable group of families in which parents' reports were incongruent (i.e., 1 parent reported equal and the other differential treatment). Parental patterns were linked to differences between the siblings' well-being and both sibling and parent-child relationships, with younger siblings exhibiting greater vulnerability to differential treatment. Incongruence in differential warmth was associated with marital distress. 相似文献
198.
Much is made of the potential of lifelong learning for individuals and organisations. In this article we tend to make much less of it, certainly with respect to its use in universities to discipline academics. Nevertheless, we argue that academics now need to re-learn the positions they occupy and the stances they take in response to the marketisation of Australian universities. In particular, we suggest that the position of (pure) critique no longer commands attention in Australian contexts of higher education, although the paper does not suggest a disregard for a critical stance purely for the sake of participation. It is in understanding the interconnections between position and stance , and how they might be strategically performed during the everyday practices of academics, that a more promising way of engaging with the venalities of the market is envisaged; a strategy that could be described as 'sailing into the wind'. In discussing these matters, the paper draws on semi-structured interviews with academics located in university faculties/departments/schools of education along Australia's eastern seaboard. 相似文献
199.
A theoretical framework for understanding applied learning processes is now warranted given the frequency with which these processes are now being utilised. Drawing in part from the literature on applied education in schools as well as theories of vocational learning such a framework is offered here that seeks to explain these learning processes in terms of the interplay of multiple accounts of influences at micro, meso and macro levels. This framework integrates current and emerging theories around practical learning, and provides insights into vocational and workplace education processes. We clarify how features of our framework complement broader current debates and concepts in the literature on vocational and work-related learning, particularly focusing on influences for that learning at the micro level of individuals’ experiences and understandings entailed in embodied cognition, or knowing through practice. Moreover, the value of this framework is demonstrated through its application to two very different case studies of learning processes in workplace settings. In conclusion, some implications for further theoretical and practical work in this area are advanced. 相似文献
200.
Guoli Yan Xuejun Bai Chuanli Zang Qian Bian Lei Cui Wei Qi Keith Rayner Simon P. Liversedge 《Reading and writing》2012,25(5):951-979
We explored the effect of stroke removal from Chinese characters on eye movements during reading to examine the role of stroke
encoding in character identification. Experimental sentences were comprised of characters with different proportions of strokes
removed (15, 30, and 50%), and different types of strokes removed (beginning, ending, and strokes that ensured the configuration
of the character was retained). Reading times, number of fixations and regression measures all showed that Chinese characters
with 15% of strokes removed were as easy to read as Chinese characters without any strokes removed. However, when 30%, or
more of a character’s strokes were removed, reading characters with their configuration retained was easiest, characters with
ending strokes removed were more difficult, whilst characters with beginning strokes removed were most difficult to read.
The results strongly suggest that not all strokes within a character have equal status during character identification, and
a flexible stroke encoding system must underlie successful character identification during Chinese reading. 相似文献