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101.
By 2010 the UK government intends to widen access and provide experience of higher education to half of those aged up to 30.
Unlike many institutions, University of Paisley (UP) has exceeded its individual target on access. It has done this by providing
entry routes for students with ‘non-traditional’ qualifications. It is feared that low entry qualifications will adversely
influence performance and progression statistics as wider access is pursued. Drawing on a student-attrition theory, performance
and progression are investigated using data for students enrolling at UP for the first time in 2000. At UP non-traditional
entry coincided with the enrolment of many students over 21. The relationships between age and performance and between age
and progression are nonlinear and involve interactions with gender. Also, there are interactions between entry qualification
and field of study. These relationships and interactions could complicate the important task of translating wider access into
academic success. 相似文献
102.
Teachers' failure to use the microcomputer‐based laboratory (MBL) more widely may be a result of not recognizing its capacity to transform laboratory activities. This research aimed to increase understanding of how MBL activities designed to be consistent with a constructivist theory of learning support or constrain student construction of understanding. The first author conducted the research with his Year 11 physics class of 15 students. Dyads addressed 10 tasks in thermal physics using a predict–observe–explain format. Data sources included video and audio recordings of students and teacher during four 70‐minute sessions, students' computer data and written notes, semistructured student interviews, and the teacher's journal. Analysis of students' discourse identified many instances in which students' initial understandings of thermal physics were mediated in multiple ways by the screen display. The findings are presented as eight assertions. Recommendations are made for developing pedagogical strategies incorporating MBL activities that will likely catalyze student construction of understanding. © 2004 Wiley Periodicals, Inc. J Res Sci Teach 41: 165–185, 2004 相似文献
103.
Russell Tytler 《Research in Science Education》1988,18(1):160-168
Conclusion These case studies offer strong support for the notion that learning occurs naturally and inevitably when it flows out of
a student's desire to extend her own interests and experiences. This view was expressed strongly by the progressives (Dewey
[1963], and Kilpatrick [1928, 1952:315]) and more recently by Wilson (1971). They also represent “instances of autonomy” that
challenge our normal assumptions of student behaviour.
There are, of course, matters of the transmission of those “storehouses of knowledge” that represent the disciplines, and
matters of practicality in motivating and managing a class of students pursuing their own interests (Tytler 1983), that would
make it impractical to centre all teaching around the IRP or its equivalent. The need to include IRP's at a significant place
within the curriculum, however, is indicated not only by the student outcomes that have emerged in this study, but from the
fact that an increasing number of teachers have found it to be a satisfying method, involving a more powerful and natural
view of the student in relation to the educational process (Tytler, ibid).
The case studies have something to say about all such activities (other possibilities are described in Boomer [1983]) that
invite students to take responsibility for the serious development of their interests. They stand as examples of the way students
work outside the classroom, but also as celebrations of student independence and autonomy. Too often the schooling practices
we subscribe to tend to invalidate students' own life experiences. These case studies provide a challenge to us to find educative
ways that can match the range of abilities and dispositions that students bring with then to school. 相似文献
104.
Editors’ introduction to Keeping cultures alive: Archives and Indigenous human rights 总被引:1,自引:1,他引:0
Keeping Cultures Alive investigates the relationship between Indigenous human rights and the archives through an interdisciplinary and comparative
lens, bringing together papers by Indigenous and non-Indigenous experts in Indigenous studies, human rights, law and archival
science. It explores Indigenous human rights in an international context with particular reference to the implications of
the international human rights agenda for current and future archival practice in Australia, Canada, New Zealand and the United
States. 相似文献
105.
106.
Allyn Fives Dan Russell Norean Kearns Rena Lyons Patricia Eaton John Canavan Carmel Devaney Aoife O'Brien 《Journal of Research in Reading》2014,37(2):215-232
This paper investigates whether children's academic self‐beliefs are associated with reading achievement and whether the relationship is modified by gender and/or age. Data were collected from children at risk of reading failure, that is, emergent readers (6‐ to 8‐year‐olds) in socioeconomically disadvantaged areas reading at a level below the population mean. The authors' own measure of attitude to reading and perceived competence was used. The study found a significant positive association between attitude to reading in class and vocabulary and phonemic awareness and a significant negative association between perceived competence at reading in class and single‐word reading and spelling. Girls' attitude to reading and perceived competence were more positively associated with reading achievement, and this was most evident in the first grade. Perceived competence was inflated among those with the poorest reading and also among boys, in association with reading‐related skills found most challenging by children in this sample. 相似文献
107.
Kathryn Kennedy Tara Tobin Cataldo Valrie Davis Sara Russell Gonzalez Carrie Newsom 《期刊图书馆员》2013,64(3):428-443
Five science librarians share their experiences with the evaluation of continuing resources at an academic university and discuss implications caused by the evaluation process. Four of the authors were new to collection evaluations at the time of the Serial Evaluation Project. These new librarians faced many challenges, both personally and professionally, in dealing with the cancellation process. Although the differences in approaches to collection analysis are discussed somewhat, they are not a focus of the article. 相似文献
108.
Katy Kavanagh Webb Tamara Rhodes Eleanor Cook Christine Andresen Roger Russell 《图书馆管理杂志》2013,53(7):757-776
ABSTRACTA research project was undertaken by a university library system to develop a sustainable user experience strategy. A task force was convened to conduct a pilot project with members from both libraries in the system to assess staffing responsibilities, guidelines, processes, and data-gathering procedures. The team tested an electronic resources list common to both libraries. In describing the methods employed by the task force in their research, this article outlines the benefits and drawbacks of staffing configurations to initiate user experience practices in an academic library setting. 相似文献
109.
David M. Keating Jessica C. Russell Jennifer Cornacchione Sandi W. Smith 《Journal of Applied Communication Research》2013,41(2):160-180
Difficult conversations among family members can impact the health and structure of familial relationships. The reported study investigated potential antecedents and outcomes of difficult family conversations. Perceived consequences of, reasons behind, responses to, and results of difficult conversations were considered, and the family communication patterns (FCP) framework guided the examination. Although the majority of respondents feared negative consequences prior to conversations, most reported positive results. The type of response received from conversational partners was associated with the eventual result. Counter to predictions, data analysis found no relationships among the family communication styles proposed by FCP and the antecedents and outcomes of difficult family conversations. These results suggest that the need for engaging in difficult conversations may outweigh family communicative norms and potential family consequences. Practical implications of the findings, including how therapists or counselors might communicate the benefits of discussing difficult topics generally and of avoiding negative reactions during such conversations, are considered. 相似文献
110.
Laura D. Russell 《Journal of Applied Communication Research》2013,41(3):275-292
While commonly construed as an ethic and/or balanceable life quality, work rarely is looked upon as being a disease. Drawing from theories of structuration as well as work–life balance literature, this study examines how societal trends of production and efficiency impact the embodied nature of human life, particularly for self-proclaimed workaholics. Through conducting a narrative analysis of texts written by workaholics, the author investigates how individuals reconstruct meanings for their work through their use of diagnostic and therapeutic terminology. Themes for the analysis center on how workaholics define and diagnose workaholism, express their experiences of this addiction, and reconstruct their lifestyles through recovery. The findings underscore the benefits of intersecting health discourse with occupational and ethical discourses surrounding work. Meanwhile, the author cautions that framing work as a disease focuses attention on individuals' problems and thus runs the risk of overlooking potentially “ill” societal conditions that warrant further concern. Suggestions are offered for promoting discussions that raise explicit awareness of the embodied interconnections between work and health. 相似文献