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131.
Mary Ainley Laura Enger Gregor Kennedy 《International Journal of Educational Research》2008,47(2):109-121
In this investigation mixed methods were used to examine flow within the context of a writing task. Forty-four secondary students aged between 15 and 18 years completed a computer-based writing task requiring them to examine information and then write on one of two topical issues. We examined the level of agreement between end-of-task ratings based on two approaches to measuring flow, the four-channel model ratio of challenge and skill, and a classification based on ratings of absorption, timelessness and effort. Flow groups that emerged were significantly associated but not entirely consistent. A range of additional data sources concerning students’ on-task experiences illustrated different patterns of task engagement. The variability between indicators suggests that flow cannot be reliably identified through any narrow set of measures. Just as the flow experience is complex so a range of indicators is needed to identify when and how students experience flow in their learning. 相似文献
132.
Hilary Inwood Alysse Kennedy 《The International Journal of Art & Design Education》2020,39(3):585-599
This article explores how art and design education can contribute to the imperative of climate change and help societies adapt to living more sustainably. Drawing on methods from arts‐based research and qualitative case study, it reports on an investigation into what can be learned from creating environmental art installations with preservice teachers (those training to be K‐12 teachers), as part of an environmental art education programme in a leading Canadian university. Findings support that preservice teachers experienced behavioural and attitudinal shifts towards sustainability after engaging in the processes of creating environmental art; involvement in the programme also provided opportunities for building community, engaging multiple domains of learning, modelling sustainable art‐making practices and prompting environmental activism. The results of this study inform a developing pedagogy for environmental art education in higher education settings. 相似文献
133.
Donald Kennedy John Perky Carolyn Lougee Marsh McCall Paul Robinson James Gibb Clara N. Bush Judith Brown George Dekker Bill King William Chace Carlos Camargo J. Martin Evans Ronald Rebholz Carl Degler Barbara Gelpi Renato Rosaldo Clara N. Bush William Mahrt Halsey Rayden Herbert Lindenberger Albert Gelpi Gregson Davis Diane Middlebrook David Kennedy Dennis Phillips Harry Papasotiriou Paul Robinson Martin Evans Ron Rebholz George Dekker Bill Chace Van Harvey Jim Sneehan David Riggs Clara N. Bush 《Minerva》1989,27(2-3):223-411
134.
135.
Using Focus Groups,Expert Advice,and Cognitive Interviews to Establish the Validity of a College Student Survey 总被引:1,自引:0,他引:1
Ouimet Judith A. Bunnage JoAnne C. Carini Robert M. Kuh George D. Kennedy John 《Research in higher education》2004,45(3):233-250
This study focused on how the design of a national student survey instrument was informed and improved through the combined use of student focus groups, cognitive interviews, and expert survey design advice. We were specifically interested in determining (a) how students interpret the items and response options, (b) the frequency of behaviors or activities associated with the response options, (c) if the items are clearly worded and specific enough to produce reliable and valid results, and (d) if the items and response categories accurately represent students' behaviors and perceptions. We collected focus group data from 8 colleges and universities as part of a nationally funded research project on student engagement. The findings provide additional insight into the importance of using focus groups and cognitive interviews to learn how students interpret various items and what different responses really mean. 相似文献
136.
Co-operative learning in primary schools has recently become the focus of a good deal of research and the importance of language and communication to this kind of learning has been well established. Jim Ewing and his colleagues in Dundee have been investigating the effects of co-operative learning experiences on children's attitudes and linguistic skills and here describe a study which demonstrates the clear gains to be derived from co-operative learning as a means of classroom organisation. 相似文献
137.
Kerry J. Kennedy 《Asia-Pacific Journal of Teacher Education》1993,21(2):101-110
Both nationally and internationally, teacher education is coming under scrutiny from governments and bureaucrats. There is a popular view that once again educators have got it wrong and strong action is now needed to provide the kind of teacher education that can support the objectives of governments in areas such as industry restructuring and improving international economic competitiveness. In Australia, strong pressures are being exerted on the political, industrial and labour market fronts to reform teacher education. This paper reviews efforts that have been made to date and advocates the regulation of the profession by the profession as the only means by which teaching can be given the kind of status that will be necessary to protect it from outside interference. 相似文献
138.
Rodney B. Thiele Grady J. Venville Dr David F. Treagust 《Research in Science Education》1995,25(2):221-230
To aid the explanation of abstract science concepts, authors of textbooks employ learning tools such as analogies to help
students learn. Analogies are believed to allow new material to be more easily assimilated with students' prior knowledge
by linking it to their previous experiences. Continuing research on analogies in science textbooks and science teaching is
providing a clearer picture of the types of analogies that are available (Duit, 1991), their ranges of presentation style
(Curtis & Reigeluth, 1984; Thiele & Treagust, 1992), and their efficacy to effect students' conceptual understandings (Harrison
& Treagust, 1993). 相似文献
139.
140.
Kerry J. Kennedy Lo Yiu Chun Gregory P. Fairbrother 《International Journal of Educational Research》2004,41(7-8):534-542
The study reported here used the OECD scenarios on the future of schooling to probe the views of a sample of educators identified as having the potential to influence education policy formation in Hong Kong. The results indicated that among this sample, there were multiple perspectives on the future of schooling and these were related to the very public education reform agenda that was currently being implemented in Hong Kong schools. The future of schooling was seen to be dependent on the role of the political process in articulating a clear vision, school leadership and teacher capacity. Lack of any one of these was seen as an impediment to achieving change in Hong Kong schools. 相似文献