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61.
Anthony Kelly 《Educational Research and Evaluation》2013,19(3):277-297
Acknowledging the realities and responsibilities of power is a precondition to using it wisely. The claim that there has been a shift in power away from the formal providers of education towards the individual consumer is one that needs closer investigation. This paper uses the mathematics of cooperative multiperson game theory to analyse the relative strengths of the various representative groupings on three different models of school governing bodies. Only a basic knowledge of mathematics is assumed as the various coalitions are analysed and compared, and conclusions drawn about the relative power of major and minor factions. Voting strategies, suggested payoffs for winning coalitions and implications for committee-forming are fully examined. The paper is based on the author's direct experience of school amalgamations in the border region of Ireland. An extended consideration of the theory of voting in multiperson games can be found in his book Decision-Making and Game Theory (2002, Cambridge University Press). 相似文献
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Teachers in American study-abroad programs usually receive little, if any, training before the trip, because ‘teaching is teaching’. The cultural differences between Chinese and American university classrooms, however, affect the students' ability to learn and the teacher's ability to teach in profound ways. Foreign teachers in China require at least a basic understanding of the educational, moral and political dimensions of their classrooms if they wish to maximize the learning potential of their Chinese students. Faculty teaching abroad should be prepared for the politics of their new university department, including management styles that can hamper efforts to acclimatize to the new setting. 相似文献
64.
ABSTRACTThis article suggests that situations in which multiple research teams are convened under similar conditions present an opportunity to discover factors that lead to productive collaboration. It argues that social network analysis of research team outputs becomes more valuable when paired with data about research participant perceptions; and that any variables used as indicators of collaboration need to be calibrated using datasets from multiple studies with cross-team comparisons. The article provides an example of the kind of methodology needed to achieve this, describing a study with data from four research teams based at an Australian university campus, reporting their research performance over four years under conditions in which many variables were controlled and with results augmented by a survey of participant perceptions. Findings from the study indicate that there were exceptions to hypothesized associations between participant perceptions of collaboration and specific social network analysis measures over co-authorship data. The article suggests that, given the methodological challenges of studying research teams in the field, multiple datasets combining findings such as those in the present study are a path towards the development of indicators of productive higher education research collaboration. 相似文献
65.
AbstractHow does a small community college library, without marketing experience or budget, advocate for its value to a campus community and its administrators? We did so by creating an engaging, bright, and easy-to-read “pocket-graphic.” In this column, we reflect on the process of shaping a multi-use product out of a mountain of data. Through research in design practices, field observations of popular information tools, and an uncomfortable step into braggadocio, we learned to articulate the successes of our library. Our “pocket-graphic” told our story, yes – but it also provoked surprise, questions (“you really have all that?”) and delight in the lesser known successes (“you really DO all that!”). In the process, we connected our students more deeply to helpful services and resources, faculty to supportive instruction, and positively changed the tone of conversation with all our stakeholders. By turning data points into selling points, we found insights and a focus that moved our own development forward, helping ourselves to define improved priorities for advancing our critical role in student success. 相似文献
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Jane M. Watson Ben A. Kelly 《International Journal of Science and Mathematics Education》2008,6(4):741-767
This paper considers the development of school students’ ability to define three terms that are fundamental to statistical
literacy: sample, random, and variation. A total of 738 students in grades 3, 5, 7, and 9 were asked in a survey to define
and give an example for the word “sample.” Of these, 379 students in grades 7 and 9 were also asked about the words “random”
and “variation.” Responses were used to describe developmental levels overall and to document differences across grades on
the understanding of these terms. Changes in performance were also monitored after lessons on chance and data, emphasizing
variation for 335 students. After 2 years, 132 of these students and a further 209 students who were surveyed originally but
did not take part in specialized lessons, were surveyed again. The difference after 2 years between the performance of students
who experienced the specialized lessons and those who did not was considered, revealing no differences in performance longitudinally.
For students in grades 7 and 9, the association of performance on the three terms was explored. Implications for mathematics
and literacy educators are discussed. 相似文献
68.
Several tasks used in research studies are presented with assessment rubrics and examples of the development of student understanding. The tasks focus on students’ appreciation of variation in several contexts and illustrate the need to discuss variation in the classroom and to ask students specifically about it during assessment. 相似文献
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