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91.
Amanda Graham Travis C. Pratt Heejin Lee Francis T. Cullen 《Journal of Criminal Justice Education》2019,30(3):348-375
Citation analysis is a valuable method for tracking the growth and transmission of scientific knowledge. In criminology and criminal justice, such analyses tend to be focused on “classic” works or on highly cited scholars over many years. As an alternative approach, we focus on work that has been cited rather quickly – what we term the “early onset” of impact. In doing so, we identified 221 of the most highly cited peer-reviewed articles, authored by 480 scholars, which were published in criminology and criminal justice journals between 2010 and 2015. Analyses reveal wide variation in substantive topics and methodological approaches, as well as a substantial gender gap with respect to authorship. Additional analyses provide insight into both journal and institutional/program prestige. We conclude with directions for future research and stress the importance of tracking over time articles that appear to be off to an early start with respect to scholarly impact. 相似文献
92.
93.
Graham Webb 《Higher Education》1992,24(3):351-361
This paper raises questions concerning pretexts available to educational developers in justifying their activities. Positivist epistemology is seen as a dominant characteristic of the higher education development discourse, leading to an associated valuing of the practical, empirical and instrumental. An alternative conception of development activities from the stand point of interpretive understanding is then outlined, together with some problems which may be raised with respect to this approach. Finally, critical theory is discussed as providing an epistemological position which avoids some of the problems of the other frameworks, but which carries problems of its own. For each framework, some consequences of the particular approach for higher education developers and their common tasks and activities are outlined. Generally, a shift of emphasis from the practical and instrumental to the reflective and value-orientated is espoused.Based on a paper presented to the joint PRAHE/HERDSA (NZ) conference, CIT Wellington, 1990. 相似文献
94.
ABSTRACTIn this paper, we draw on the ‘dilemma of difference’ to discuss the dangers and affordances of diagnosis within two of the most prevalent, yet under-supported, disabilities affecting school-age children: Attention Deficit Hyperactivity Disorder (ADHD) and Developmental Language Disorder (DLD). The dilemma that exists between denying and thereby ignoring difference on the one hand, versus recognising and potentially stigmatising difference on the other, will be explored and the consequences outlined. Our aim is to achieve a middle ground that conceives of diagnosis as a helpful starting point to enable educators to address barriers to access and participation through appropriate adjustments to curriculum, pedagogy and assessment. 相似文献
95.
Dennis W. Moore Ted Glynn Max Gold 《International Journal of Disability, Development & Education》1993,40(3):193-204
Two and a half years after the initial funding allocation for teacher release hours to establish Support Teacher positions in New Zealand schools, 63 (91%) of the schools with a Support Teacher funding allocation completed a questionnaire on the establishment of the position in the school. Information derived from the questionnaire included qualifications and experience of teachers appointed to the role of Support Teacher, and detail regarding the establishment, practice, and degree of adherence to the Support Team model of operation. Significant difficulties with Support Team establishment and program adherence are reported, notably in selection, training, organizational support, and form of service delivery. The results are discussed in terms of the speed of drift from the model, differences between primary and secondary schools in implementation of the program, the importance of training, and the presence of an active Support Team Management Committee in ensuring effective service delivery. 相似文献
96.
The authors investigated the impact of explicit instruction and peer-assisted writing on students' writing motivation and self-efficacy for writing. Eleven teachers and their 206 fifth- and sixth-grade students participated in a 2 (explicit instruction vs. writing opportunities without explicit instruction) × 2 (peer-assisted writing vs. writing individually) experimental intervention study with a pretest-posttest design. The four experimental conditions were compared with a business-as-usual (BAU) condition. The five-week interventions were implemented in authentic classes by regular class teachers, who received a prior professional development training. Multilevel analyses showed that students who wrote with a peer were more autonomously motivated at posttest than BAU students. Additionally, BAU students and students receiving explicit instruction were more controlled motivated than students who were offered ample writing opportunities while practicing individually. Theoretical and educational implications are discussed in view of realizing a bright pathway towards autonomous writing motivation. 相似文献
97.
Ted Hodgson 《Educational Studies in Mathematics》1996,30(2):159-178
Visualization is a powerful tool for understanding and solving mathematical problems. The use of Venn diagrams to visualize set expressions, however, is problematic for many students and may actually hinder their problem-solving efforts. In this study, 92 university students construct visual representations of eight set expressions. Through the use of a production system model and detailed analyses of students' work and verbal protocols, it is discovered that (1) competent and error-prone students construct and use procedures to complete set translation tasks, and (2) two-thirds of the observed errors arise from the consistent implementation of ill-formed procedures. The procedural origins of students' errors are identified and conjectures are offered regarding the perceptions and experiences that lead to the development of erroneous translation procedures.NotesThis article is based on the author's doctoral dissertation completed in 1992 at Indiana University under the direction of Frank K. Lester. 相似文献
98.
Graham J. McPhail 《Curriculum Journal》2017,28(4):524-538
This paper examines Young and Muller's elaboration of Michael Young's concept of powerful knowledge and considers music's alignment with the characteristics theorised as distinguishing this type of knowledge. Consideration of the concept in relation to music may be timely as music teachers continue to grapple with the problem of knowing what knowledge to include within the parameters of a school curriculum. The concept of powerful knowledge may provide us with a fresh way of considering what school music may have to offer in such a noisy and musically heterogeneous world. This curricular challenge, however, is by no means unique to music, even though it may be exacerbated in music which is so open to the forces of cultural change. I argue that access to this knowledge occurs by placing abstract concepts at the centre of curriculum conception as the means to mediate the space between everyday knowledge and the more vertical discourse of school knowledge. It is in this ‘academic’ space that students can come to understand and utilise music as a form of powerful knowledge, when epistemic understanding illuminates the experiential and aesthetic dimensions of musical experiences. 相似文献
99.
This paper reports on the use of the Course Experience Questionnaire (CEQ) as an instrument to monitor the medical programme at the University of Sydney and in particular to measure improvements in teaching quality with the introduction of the new graduate-entry problem-based programme. In addition, it raises the more general issue of interpretation of CEQ results in courses designed around problembased learning (PBL). Students' perceptions of teaching quality were sought using a whole class questionnaire survey and small group interviews. Students in the new programme rated their course more highly than did students in the old programme with respect to good teaching, appropriate assessment, generic skills and overall satisfaction. These improvements did not hold with respect to the clarity of goals and standards, nor for perceptions of an appropriate workload. The results are interpreted in context and it is argued that particular items in the CEQ do not reflect the educational philosophy or the instructional processes of PBL programmes. 相似文献
100.
Educational integration schemes for children with severe learning difficulties are based partially on the assumption that the presence of these children in schools will increase the extent to which they are accepted by their peers. However, psychological theories of intergroup behaviour suggest that physical presence alone is unlikely to have this effect. In the present study, the intergroup and interpersonal attitudes towards young people with learning difficulties of 128 adolescents in integrated and nonintegrated schools were examined. Results showed no clear differences between the attitudes of children in the two types of school. The frequency of participants’ contact, not the type of school attended, led to more positive expectations about meeting a young person with learning difficulties. In addition, females were found to be more positive than males on several measures. The implications of these results for the methods and content of future research that could inform the process of educational integration are discussed. 相似文献