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101.
Neil Harrison Susan Page Michelle Finneran 《The Australian Educational Researcher》2013,40(3):339-351
This paper maps ethical and epistemological issues around attempts by a university to negotiate with the traditional custodians of the Sydney basin, the Darug, to facilitate the intergenerational transmission of knowledge within their community, and through the university curriculum. The theory and practice of research raised some important methodological questions about what constitutes knowledge in Aboriginal and western contexts. The project brought us to reflect upon the epistemological basis of our research to consider whether it was history, ethnography, cultural resource management or memory work. As we worked through these issues during the process of consultation and negotiation with Senior Darug, the inquiry began to focus on how a university can acknowledge a commitment to its community. Such a commitment for a university must be built around attentiveness and respect, rather than an epistemology of control. We find that respecting the power structures and organisation of an Aboriginal community is a crucial step for a university in performing such a commitment. Respect for the established power relations in these communities constitutes the very basis of a generative methodology. 相似文献
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103.
David Murphy Wyatt Merritt Stephen Gibbons 《Journal of Criminal Justice Education》2013,24(2):235-250
Many criminal justice (CJ) undergraduates earn academic credit for completing internships. There is widespread recognition that these activities offer a range of potential benefits for students, yet many questions remain unanswered. The extent to which students and agency supervisors differ in their views about internships, for example, has thus far gone unexamined. This study, based on self-report surveys, explores these differences. Specifically, we compare how student and agency supervisors evaluate the importance of internships and the benefits commonly associated with them. With the goal of determining how long it takes to realize these benefits, we also examine opinions about the optimal duration of internships. Findings suggest that while students and their agency supervisors generally agree that internships are an important component of an undergraduate education in CJ and that a considerable amount of time must be invested to achieve the primary benefits, they tend to prioritize these benefits differently. 相似文献
104.
As places of learning, schools inevitably foreground cognition. Neglected in schools and in the literature is the body, often an inconvenience or barrier to learning rather than a site of perception and understanding. Where the body is considered, it is primarily concerned with pedagogy and children rather than analysing the broad range of embodied experience: teachers' sensuous experience is side-lined; classrooms are central, with toilets and staffrooms and corridors usually ignored; policy and architecture largely unconsidered. Furthermore, ironically, the focus in the literature also foregrounds the body within its contribution to cognition rather than centring the fleshy experience of sensing. This paper therefore addresses these omissions and focuses on the sensorium—movement, the haptic, hearing, smell/taste and visual—providing a framework to analyse the truly embodied experience of the school environment. It argues that as well as being culturally bound, the sensorium is delineated and encoded within the educational ideology and architecture of schools, prescribed by senior leaders to manage and police the flesh within their school walls. 相似文献
105.
Merve Halici Page 《The Journal of educational research》2018,111(3):371-381
The purpose of this study was to investigate and compare the impact of task-based instruction (TBI) and traditional instruction (TI) on the motivation and vocabulary development in secondary language education. The focus of the study was to also find out the perceptions of teachers about implementing these two instructional methods in their teaching practices. The participants were 97 students and 2 teachers engaged in the 7th grade EFL program at a private school in Istanbul, Turkey. Data was collected quantitatively from a vocabulary check test and motivation scale, as well as qualitatively from semi-structured interviews. The findings revealed that implementing TBI had positive impact on students' vocabulary development as well as their motivation. In line with these findings, it was also suggested that teachers perceived TBI to be a more effective method to be incorporated in secondary grade language practices. Based on the gathered findings, suggestions for redesigning and implementing the existing 7th grade EFL program were provided. 相似文献
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107.
Judith A. Thomas Dan Wadsworth Ying Jin Jim Clarke Rachel Page Michelle Thunders 《高等教育研究与发展》2017,36(5):1061-1071
Online self-testing as part of the online learning environment (OLE) provides practice questions on key concepts with immediate feedback – in a ‘no-risk’ environment. OLE activity was analysed for 471 on-site and distance students enrolled in health science courses to determine total activity on the OLE and usage of online self-tests. The study also aimed to determine whether utilisation of self-tests differed by final grade, particularly between students who just pass (C grades and Restricted pass) and those who fail (D and E grades). Results indicated that on-site students were significantly more active on the OLE compared to distance students. However, these groups engaged similarly with self-tests and achieved a similar distribution of grades. A significant positive relationship was found between final grade achieved and percentage of self-tests attempted. This relationship was significant regardless of study status (on-site or distance), course studied or total activity logged. A more targeted analysis of C?+?R vs. D?+?E students showed that although these two groups were similar on overall usage of the OLE, C?+?R students utilised self-tests to a significantly greater extent. Recommendations from this study are that students (particularly those struggling to achieve academic success) should be directed towards online self-tests. 相似文献
108.
Women with histories of child sexual abuse (CSA) are more likely than those without such experiences to report a variety of negative sexual outcomes. This study examines the explanatory power of a CSA summed composite versus dichotomous (presence/absence) measurement in predicting a comprehensive negative sexual behavior outcome. Study participants were obtained from a community based sample examining women's sexual decision-making. The continuous CSA measurement reflects cumulative histories of CSA through a composite score capturing abuse specific characteristics. Using a cross-validation approach, the sample (n = 835) was randomly split and the explanatory power of each measure was examined through a series of multiple linear regressions comparing model fit indexes and performing a formal likelihood ratio test of one model against another. All CSA measures explained a similar percentage of variance but overall the CSA summed composite explained the data significantly better in terms predicting negative sexual experiences and revictimization than a binary measure as demonstrated with the likelihood ratio test. The results were replicated by cross-validating the predictive power of the CSA composite score between the split samples. Consistency of CSA regression estimates for the summed composite between training and validation samples were also confirmed. Given the superiority of the CSA summed composites over the binary variable, we recommend using this measure when examining associations between CSA histories and negative sexual experiences and revictimization. 相似文献
109.
Guy A. Bingham Darren J. Southee Tom Page 《European Journal of Engineering Education》2015,40(4):410-431
This paper examines the traditional engineering-based provision delivered to Product Design and Technology (B.Sc.) undergraduates at the Loughborough Design School and questions its relevancy against the increasing expectations of industry. The paper reviews final-year design projects to understand the level of transference of engineering-based knowledge into design practice and highlights areas of opportunity for improved teaching and learning. The paper discusses the development and implementation of an integrated approach to the teaching of Mechanics and Electronics to formalise and reinforce the key learning process of transference within the design context. The paper concludes with observations from the delivery of this integrated teaching and offers insights from student and academic perspectives for the further improvement of engineering-based teaching and learning. 相似文献
110.
Two-dimensional spatial manipulation of microparticles in continuous flows in acoustofluidic systems
Lu Gao C. Wyatt Shields IV Leah M. Johnson Steven W. Graves Benjamin B. Yellen Gabriel P. López 《Biomicrofluidics》2015,9(1)
We report a modeling and experimental study of techniques to acoustically focus particles flowing through a microfluidic channel. Our theoretical model differs from prior works in that we solve an approximate 2-D wave transmission model that accounts for wave propagation in both the solid and fluid phases. Our simulations indicate that particles can be effectively focused at driving frequencies as high as 10% off of the resonant condition. This conclusion is supported by experiments on the acoustic focusing of particles in nearly square microchannels, which are studied for different flow rates, driving frequencies and placements of the lead zirconate titanate transducer, either underneath the microchannel or underneath a parallel trough. The relative acoustic potential energy and the resultant velocity fields for particles with positive acoustic contrast coefficients are estimated in the 2-D limit. Confocal microscopy was used to observe the spatial distribution of the flowing microparticles in three dimensions. Through these studies, we show that a single driving frequency from a single piezoelectric actuator can induce the 2-D concentration of particles in a microchannel with a nearly square cross section, and we correlate these behaviors with theoretical predictions. We also show that it is possible to control the extent of focusing of the microparticles, and that it is possible to decouple the focusing of microparticles in the vertical direction from the lateral direction in rectangular channels with anisotropic cross sections. This study provides guidelines to design and operate microchip-based acoustofluidic devices for precise control over the spatial arrangement of microparticles for applications such as flow cytometry and cellular sorting. 相似文献