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81.
Norman Phillips 《Science & Education》2004,13(7-8):653-661
Foucault’s pendulum exhibition in 1851 occurred in an era now known by development of the theorems of Coriolis and the formulation of dynamical meteorology by Ferrel. Yet today the behavior of the pendulum is often misunderstood. The existence of a horizontal component of Newtonian gravitation is essential for understanding the behavior with respect to the stars. Two simple mechanical principles describe why the path of oscillation is fixed only at the poles; the principle of centripetal acceleration and the principle of conservation of angular momentum. A sky map is used to describe the elegant path among the stars produced by these principles. 相似文献
82.
Residual categories are those which cannot be formally represented within a given classification system. We examine the forms
that residuality takes within our information systems today, and explore some silences which form around those inhabiting
particular residual categories. We argue that there is significant ethical and political work to be done in exploring residuality. 相似文献
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Phillips Galloway Emily Qin Wenjuan Uccelli Paola Barr Christopher D. 《Reading and writing》2020,33(1):13-44
Reading and Writing - Learning to use language in order to complete source-based writing tasks is a challenge for middle grade writers worthy of additional study, especially given that these tasks... 相似文献
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Secondary teacher education in the Solomon Islands has been non‐existent since an early attempt was abandoned a decade ago. An international aid project now has attempted to implement a carefully wrought plan. This article outlines the plan, describes what actually happened when the plan was implemented, and proposes some principles which might be useful in guiding the efforts of future project managers charged with the responsibility of making things happen in a culture other than their own. 相似文献
88.
Phillip Dawson Michael Henderson Paige Mahoney Michael Phillips Tracii Ryan David Boud 《Assessment & Evaluation in Higher Education》2019,44(1):25-36
Since the early 2010s the literature has shifted to view feedback as a process that students do where they make sense of information about work they have done, and use it to improve the quality of their subsequent work. In this view, effective feedback needs to demonstrate effects. However, it is unclear if educators and students share this understanding of feedback. This paper reports a qualitative investigation of what educators and students think the purpose of feedback is, and what they think makes feedback effective. We administered a survey on feedback that was completed by 406 staff and 4514 students from two Australian universities. Inductive thematic analysis was conducted on data from a sample of 323 staff with assessment responsibilities and 400 students. Staff and students largely thought the purpose of feedback was improvement. With respect to what makes feedback effective, staff mostly discussed feedback design matters like timing, modalities and connected tasks. In contrast, students mostly wrote that high-quality feedback comments make feedback effective – especially comments that are usable, detailed, considerate of affect and personalised to the student’s own work. This study may assist researchers, educators and academic developers in refocusing their efforts in improving feedback. 相似文献
89.
Michael Henderson Michael Phillips Tracii Ryan David Boud Phillip Dawson Elizabeth Molloy 《高等教育研究与发展》2019,38(7):1401-1416
ABSTRACTDespite an increasing focus on assessment feedback, educators continue to find that simply replicating an effective feedback practice from one context does not guarantee success in the next. There is a growing recognition that the contextual factors surrounding successful practices need to be considered. This article reports on a large-scale mixed methods project and proposes 12 conditions that enable successful feedback in higher education. The conditions were distilled from seven rich case studies through multiple stages of thematic analysis, case comparison and reliability checking. The conditions were also evaluated by surveying senior leaders of Australian universities. These conditions highlight the importance of carefully designing feedback processes, along with the need for addressing capacity and culture for feedback. This helps to explain why there are such variances in effective feedback across contexts, and offers insight into how it may be achieved. 相似文献
90.
Storybook reading in child care classrooms typically occurs in one large group, a context that does not provide opportunities for each child to talk about the book. Two-year-old children, in particular, need individual support to facilitate their language participation, and they want to touch the book and be close to the teacher. The purpose of the present study was to determine if reducing group size would increase 2-year-old children's engagement and verbal participation during storybook reading, and to describe their nonverbal participation. Fifteen 2-yearold children and six teachers in two classrooms participated. A multiple baseline across settings time-series experimental design was used. Videotapes were transcribed and coded for children's engagement, comments and questions, and nonverbal participation. Observations of book use were conducted during freeplay. The average number of comments and questions per child approximately doubled when reading occurred in small groups. Children participated nonverbally by actions such as pointing, handling books, moving close to the teacher, interacting with peers, and pretending. The results indicate that reducing group size can be an effective method for increasing the verbal participation of 2-year-old children during storybook reading in child care classrooms. The results are discussed in terms of the importance of ecological context, and ways of including small group storybook reading in the daily schedule are suggested. 相似文献