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排序方式: 共有181条查询结果,搜索用时 31 毫秒
71.
This paper investigates the benefits of overseas tertiary education for international postgraduate students enrolled at a research-intensive university in Malaysia, an emerging yet under-researched Asian education hub. The study is based on 55 semi-structured qualitative interviews with international students and academic and professional support staff. Our analysis identified three sets of benefits linked to specific economic, educational, social and cultural pull factors: academic success, building knowledge and skills, and contributing to home country on return. Our analysis illustrates the interplay between macro and meso-level actors and policies in shaping the micro-level experiences of international students. The paper contributes new insights into vital nuances in the nature and lived experience of the key benefits of international education relating to academic success and time, language learning and friendship, and employability and ‘giving back’. 相似文献
72.
Gavin Moodie 《Distance Education》1991,12(2):191-108
The control of funds has enabled the Commonwealth Government of Australia to achieve just recently the successful introduction of distance education programmes to Monash University, even though provision of correspondence classes was written into the objects of the university, founded thirty years ago. This paper seeks to explain why earlier attempts failed, through reference to academic structure, academic rationale, and the role of governing bodies. 相似文献
73.
Sarah Shi Hui Wong Gavin Jun Peng Ng Tobias Tempel 《Journal of Experimental Education》2019,87(1):128-138
The impact of retrieval practice on analogical-problem-solving performance was investigated using a complex, educationally relevant task. Participants studied a statistical hypothesis testing scenario and practiced recalling the material or repeatedly studied it. Participants then completed a final test either 5 minutes or 1 week later involving a novel hypothesis-testing scenario that shared an intermediate procedural strategy and superficial and structural similarity with the study scenario but that differed at a specific procedure level. When the final test was given after 5 minutes, no differences in performance were observed across conditions (d = 0.01). Crucially, on the delayed test, retrieval practice produced superior performance than did repeated studying (d = 0.81), whereby participants were better at applying learned knowledge to solve a novel problem. 相似文献
74.
Lois R. Harris Gavin T. L. Brown Joanne Dargusch 《The Australian Educational Researcher》2018,45(1):125-140
Within self-regulated learning, learners exercise agency by setting targets, formatively monitoring progress, and evaluating results in ways which inform their own goal attainment. However, in real-world classroom situations, assessment processes can elicit behaviours that are more ego-protective than growth-oriented. Resistance to teacher expectations in assessment can arise from the individual’s need to protect his or her own identity or ego within the psychosocial context of the classroom. In addition, resistance can arise from strategic choices learners make to cope with competing demands on their time and resources. Thus, students may exercise their agency by not following assessment expectations or protocols (e.g. lying, cheating, or failing to give their best effort). These choices seem to undermine assessment validity. This paper shares student voice data from the Measuring Teachers’ Assessment Practices (MTAP) project (n = 46 students in seven focus groups) in New Zealand and the Supporting Student-assessment Success (SSAS) Project (n = 108 first-year university students) in Australia. Both highlight the different ways students resist, subvert, or act in contention with assessment. These data show that students in both sectors do not always act in the growth-oriented ways that educators envision. Students reported exercising potentially maladaptive assessment agency via Assessment dishonesty, Purposeful underperformance, and Doing it alone. These categories were underpinned by three differing rationales: Protection, Strategic prioritisation, and Mini-max. Educators must be mindful of these potential student actions and motives, working to establish psychological safety within the learning environment, and making sure links between learning and assessment are clear. 相似文献
75.
Gavin T.L. Brown Lois R. Harris Chrissie O'Quin Kenneth E. Lane 《International Journal of Research & Method in Education》2017,40(1):66-90
Multi-group confirmatory factor analysis (MGCFA) allows researchers to determine whether a research inventory elicits similar response patterns across samples. If statistical equivalence in responding is found, then scale score comparisons become possible and samples can be said to be from the same population. This paper illustrates the use of MGCFA by examining survey results relating to practising teachers' conceptions of feedback in two very different jurisdictions (Louisiana, USA, n?=?308; New Zealand, n?=?518), highlighting challenges which can occur when conducting this kind of cross-cultural research. As the two contexts had very different policies and practices around educational assessment, it was considered possible that a common research inventory may elicit non-equivalent responding, leading to non-invariance. Independent models for each group and a joint model for all participants were tested for invariance using MGCFA and all were inadmissible for one of the two groups. Inspection of joint model differences in item loadings, scale reliabilities, and scale inter-correlations established the extent of non-invariance. This paper discusses the implications of non-invariance within this particular study and identifies difficulties in using an inventory in cross-cultural settings. It also provides suggestions about how to increase the likelihood that a common factor structure can be recovered. 相似文献
76.
ABSTRACTLo’s variation theory is a learning and teaching theory based on Marton’s phenomenographic approach and is one of the most important backbones of learning studies. The proponents of variation theory demarcate their approach from constructivist learning approaches, stressing constructivism as philosophical framework, but not as learning theory. At the same time, the phenomenographic approach emphasizes the importance of Piaget’s work about the cognitive development, which should be considered when talking about learning and teaching. We argue that – from a theoretical point of view – Piaget’s theory of how cognitive schemata are developed and how variation theory proposes that learning can be fostered entails many similarities which are not apparent at first glance. We demonstrate the similarities and differences using a teaching example from an English as second language classroom and show the implications for practical instructional work. Finally, we discuss concrete suggestions how variation theory could benefit even more from Piaget’s theory. 相似文献
77.
Diana S.Y. Tham Alison Rees J. Gavin Bremner Alan Slater Scott P. Johnson 《Child development》2021,92(1):324-334
Infants' oculomotor tracking develops rapidly but is poorer when there are horizontal and vertical movement components. Additionally, persistence of objects moving through occlusion emerges at 4 months but initially is absent for objects moving obliquely. In two experiments, we recorded eye movements of thirty-two 4-month-old and thirty-two 6-month-old infants (mainly Caucasian-White) tracking horizontal, vertical, and oblique trajectories. Infants tracked oblique trajectories less accurately, but 6-month olds tracked more accurately such that they tracked oblique trajectories as accurately as 4-month olds tracked horizontal and vertical trajectories. Similar results emerged when the object was temporarily occluded. Thus, 4-month olds’ tracking of oblique trajectories may be insufficient to support object persistence, whereas 6-month olds may track sufficiently accurately to perceive object persistence for all trajectory orientations. 相似文献
78.
This study surveyed 1064 Chinese school teachers’ approaches to teaching and conceptions of assessment, and examined their inter-relationship using confirmatory factor analysis and structural equation modeling. Three approaches to teaching (i.e. Knowledge Transmission, Student-Focused, and Examination Preparation) and six conceptions of assessment (i.e. Student Development, Teaching Improvement, Examination, Control, School Accountability, and Irrelevance) were identified. Teachers indicated they used Student-Focused most frequently and this positively predicted the assessment purposes of Student Development and Teaching Improvement, while loading negatively on Control, School Accountability, and Irrelevance. The Knowledge Transmission teaching approach, in contrast, positively predicted the assessment purposes of Examination, School Accountability, Control, Student Development, and Teaching Improvement. Thus, despite a predominantly student-focused approach to teaching, knowledge transmission was seen as a teaching approach that contributed positively to student learning. Possible explanations for this anomalous result are discussed. 相似文献
79.
80.
The Effects of a Model-Based Physics Curriculum Program with a Physics First Approach: a Causal-Comparative Study 总被引:2,自引:2,他引:0
Ling L. Liang Gavin W. Fulmer David M. Majerich Richard Clevenstine Raymond Howanski 《Journal of Science Education and Technology》2012,21(1):114-124
The purpose of this study is to examine the effects of a model-based introductory physics curriculum on conceptual learning
in a Physics First (PF) Initiative. This is the first comparative study in physics education that applies the Rasch modeling
approach to examine the effects of a model-based curriculum program combined with PF in the United States. Five teachers and
301 students (in grades 9 through 12) in two mid-Atlantic high schools participated in the study. The students’ conceptual
learning was measured by the Force Concept Inventory (FCI). It was found that the ninth-graders enrolled in the model-based
program in a PF initiative achieved substantially greater conceptual understanding of the physics content than those 11th-/12th-graders
enrolled in the conventional non-modeling, non-PF program (Honors strand). For the 11th-/12th-graders enrolled in the non-PF,
non-honors strands, the modeling classes also outperformed the conventional non-modeling classes. The instructional activity
reports by students indicated that the model-based approach was generally implemented in modeling classrooms. A closer examination
of the field notes and the classroom observation profiles revealed that the greatest inconsistencies in model-based teaching
practices observed were related to classroom interactions or discourse. Implications and recommendations for future studies
are also discussed. 相似文献