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1.
This paper explores the leaking pipeline in women's participation rates from Bachelor to postgraduate research programmes. In examining projects at two Australian universities to identify and implement strategies to improve women's participation in research higher degrees, it focuses on three points of leakagebetween Bachelor and Bachelor with Honours degree programmes, Bachelor degree with Honours and postgraduate research programmes, and completion of postgraduate research and taking up a postdoctoral position, and the links between them. It examines three important consequences of women not undertaking or completing postgraduate research: entering academia at lower levels or in casual positions, often while doing postgraduate research part-time; tending to focus on teaching rather than research; and, due to under-representation at middle levels, not achieving a critical mass in senior academia. The paper suggests ways in which university policy may impact on women's participation in postgraduate research programmes through implementation of university-wide and departmental policies encompassing the strategies identified in these studies. 相似文献
2.
Ingrid Moses 《高等教育研究与发展》1984,3(2):153-165
Supervision of postgraduate students remains an area of concern to university administration, to supervisors, to student unions and the individual research student. Many studies have examined student dissatisfaction with supervision. However, there is also considerable uneasiness among academic staff about the extent of their supervisory role and functions. In a series of workshops in several tertiary institutions problem areas were discussed with supervisors, both experienced and inexperienced; and practices and strategies were explored which facilitate effective supervision. Those provisions for and approaches to supervision which supervisors have found to be effective are presented and discussed as they apply at the institutional, departmental or individual level. 相似文献
3.
The Changing Debate on Internationalisation of Higher Education 总被引：3，自引：0，他引：3
Ulrich Teichler 《Higher Education》2004,48(1):5-26
Internationalisation, the growing border-crossing activities between national systems of higher education is losing ground to globalisation, increasing border-crossing activities of blurred national systems which is often employed to depict world-wide trends and growing global competition. This article addresses recent issues of knowledge transfer. It points out tensions between increasing diversity in higher education and efforts to facilitate recognition of prior studies on student mobility. It shows the diversity of steering and management policies with respect to internationalisation and globalisation. Finally, it asks whether globalisation of higher education has to be viewed as a manifestation of turbo-capitalism or could be viewed instead as a move towards global understanding. 相似文献
4.
William G. Fleming 《Instructional Science》1987,16(2):109-122
The ethnomethodological programme of studies of work is drawn on to provide a general framework within which we might develop ways to undertake thein situ analysis of the competencies which constitute student learning activities. The objective of such research is to describe the locally managed and temporally organised nature of student learning work. Emphasis is placed on the development of methods of investigation which will enable us to describe the whatness of the work from within the setting of that work's accomplishment. The twin conceptions of the visibility and sequential order of student activities are discussed in detail. The implications of this approach for the notion of student learning are also examined. 相似文献
5.
A two-dimensional analysis of student ratings of instruction 总被引：2，自引：1，他引：2
Peter W. Frey 《Research in higher education》1978,9(1):69-91
Student ratings of instruction were analyzed in terms of two global factors. One factor, which includes items on advanced planning, presentation clarity, and increased student knowledge, was named pedagogical skill. The other factor taps information about class discussion, grading, and the availability of help and was named rapport. Ratings on the skill factor did not covary with class size or the leniency of the instructor's grading but did correlate with a reasonable external criterion of student learning. Ratings of rapport correlated inversely with class size and directly with average class grade and showed only a weak relationship to the external criterion of student learning. The skill factor showed more interclass stability than the rapport factor. Previous research studies which have examined the reliability and validity of instructional ratings and their relationship to student grades and class size have reported inconsistent findings. These inconsistencies appear to result from an inappropriate unidimensional analysis of ratings which should be examined in terms of two of more separate attitude dimensions. 相似文献
6.
Ortrun Zuber-Skerritt 《Higher Education》1987,16(1):75-94
This paper argues for the systematic development and integration of student research skills in postgraduate programmes. Case studies from Griffith University, arising from action research projects with university teachers, illustrate five different strategies: (1) The review of a postgraduate programme, identifying student problems and a gap between institutional expectations and students' needs; (2) the workshop model for developing skills in dissertation research and writing; (3) the focus on two key problem areas in the process of writing a thesis; (4) the design, implementation and evaluation of a course on Problems and Methods in Research for the beginning researcher in the social sciences as an alternative model and supplement to the single-supervisor model in postgraduate education; and (5) student metacognition and learning to do research through eliciting some changing personal constructs of research effectiveness. There has been little educational research and development in postgraduate education. This paper explores some of the issues and problems identified at Griffith University and elsewhere. Our methods may be adapted by other universities to their particular educational contexts. 相似文献
7.
A specially-designed self-assessment questionnaire (SAQHOCS), containing higher-order cognitive skills (HOCS)-type questions, was administered to 71 biology majors, enrolled in a four-year college program. The gap between students' self-assessment marking, and that of their HOCS-biased teachers (the authors), is accounted for by the prevailing LOCS-orientation and the testing culture—a total separation between testing and learning—in contemporary science teaching. The majority of the students in the study evaluated themselves as capable of self-assessment, and felt reasonably confident in doing so. They were quite reserved as far as the applicability of the self-assessment method to nonalgorithmic (correct/incorrect) questions is concerned. The results of this study suggest that the potential for student self-assessment within college science teaching and learning exists. However, still a great purposed effort in HOCS-oriented teaching and learning is required in order for the student self-assessment practice to become a routine integral component of HOCS science examinations. 相似文献
8.
The objective of this study is to analyze secondary school students' interactions (conflicts, controversies, and arguments) as they participate in an intact classroom activity designed to facilitate their understanding of heat energy and temperature. The study is based on 32 ninth-grade students in a public school in Londrina, Brazil. Results obtained show that the differentiation between heat energy and temperature constitutes considerable difficulties for the students, and can be considered as part of the hard-core of their understanding (Lakatos, 1970, Criticism and the Growth of Knowledge, Cambridge University Press, Cambridge, UK, pp. 91–196). Student interactions (video taped) were classified into an Alternative Model, Transitional Model, and Scientific Model, depending on the degree to which they reflected a progressive transition in their hard-core. Students generally resisted a change in their conceptual understanding. Some students were able to question the hard-core of their beliefs and construct a Transitory Model. Some students experienced a further progressive transition by constructing a Scientific Model, based on the understanding that Temperature only measures the energy of agitation. Methodology used also provided a glimpse of how a particular student grappled with the conflicts in order to facilitate progressive transition in understanding. It is concluded that given the opportunity to discuss, reflect, consider alternative/conflicting situations, students can construct models that increase progressively in their heuristic/explanatory power. 相似文献
9.
Andrew A. McConney Mark D. Schalock H. Del Schalock 《Journal of Personnel Evaluation in Education》1998,11(4):343-363
The authors suggest that the gap between common evaluation practice in teacher preparation and the consensus reform goal of high levels of student learning for all students is an impediment to reinventing teacher preparation, professional development, and the professionalization of teaching. In the context of Oregons six-year-old educational transition to a standards-based design for schools and schooling, prospective teachers in Oregon have, since 1989, been required to design, develop, and implement teacher work samples as credible evidence of their effectiveness in fostering student learning as a condition for recommendation for an initial teaching license. This article describes teacher work sample methodology and evidence for its reliability and validity in evaluating the performance of prospective teachers. In short, this article describes a methodology that responds to one critical part of the National Commission on Teaching and Americas Futures challenge to reinvent teacher education and improve student learning. 相似文献
10.
Summary The evaluation of professional educational support personnel has not received the same attention nor generated the same efforts as the evaluation of classroom teachers. There is not yet a system for professional support personnel comparable to effective teaching behaviors, an omission that unsettles both specialized support staff and the generalist supervisors responsible for evaluating them.What we have presented here is a comprehensive approach applicable to professional support personnel. It begins with identifying district (student and community) needs, describing job responsibilities based on the goals of programs (clarified through the needs assessment), identifying staff behaviors as indicators of job performance, setting standards by which to measure staff performance, documenting the job performance, and using sound evaluation practices that incorporate all the necessary due process requirements for fairness. By involving the professional support personnel in each of these steps, evaluators will maximize the potential for growth as well as protect themselves and the evaluatees throughout the evaluation process. 相似文献
11.
Fifty-five college women enrolled in competency-based, humanistic or self-directed education programs completed their California Personality Inventory and listed five reasons for selecting their program. CPI results indicated that self-directed students scored lower than other students on the Femininity Scale (p.001). Using Chickering's seven vectors of change as a framework, the study found competency-based students identifying purpose and competence, humanistic students identifying inter-personal relationships and integrity, and self-directed student identifying autonomy and purpose as reasons for enrolling in their nontraditional programs. The study used these results to question the mythology that adherents to different programs are of different personality types and to argue that differences in perceptions of purpose in education distinguish students in the three programs. 相似文献
12.
Robert S. Brumbaugh 《Interchange》1992,23(3):245-254
If Whitehead is right, science teachers who try to increase student interest by making the science they teach more pure and by covering more material are going about their work in just the wrong way. Science, for purposes of precision in measurement, translates the dynamic world of feeling and force, of causal efficacy (for example, the San Francisco earthquake), into a static representation spatialized and given presentational immediacy (for example, the Richter scale). But notice that the Richter scale isn't very interesting (even as abstract art) apart from its connection, via symbolic reference, to the earthquake. Such reference is essential to give both a sense of reality and a feeling of interes to the subject, but it makes the science less pure, and it takes more time to cover the material. An example of teaching pure and impure formal logic is given as a case study. 相似文献
13.
Peggy G. Kaczmarek A. D. Jankowicz 《International journal for the advancement of counseling》1992,15(4):313-324
The Repertory Grid technique was used to explore differences in the way in which freshers and postgraduate counselling students perceived the roles of counsellor and friend. Postgraduates viewed counsellors as more approachable than other students, while freshers viewed other students as more approachable than counsellors. The constructs identified by the students were content-analyzed to define approachability for each group. The perceptions held by students were used to address implications for the provision of outreach services, role-induction programmes, and the status of the counsellor as the professional.Department of Counseling and Educational Psychology, New Mexico State UniversityFor information contact Peggy Kaczmarek, Ph.D., New Mexico State University, Box 3CEP, Las Cruces, New Mexico 88003, United States. 相似文献
14.
Moshe Zeidner 《Higher Education》1986,15(5):507-522
This study sets out to examine empirically the cross-cultural validity of the test bias contention as applied to scholastic aptitude testing in the Israeli scene. The analyses were based on the test scores of 1017 Arab and 1778 Jewish student applicants to a major Israeli campus, who were administered standardized scholastic aptitude tests as part of routine precollege admissions procedures. The psychometric properties of four subtests appearing on both the Arabic and Hebrew versions of the University admissions aptitude test battery were compared for Jewish and Arab student candidate subgroups, via a variety of internal (e.g., factor structure, reliability, standard error of measurement, discrimination indices, etc.) as well as external (e.g., predictive validity, standard error of estimate, etc.) criteria. A comparison of the reliability indices, by culture, shows aptitude tests scores to be somewhat less reliable measures for Arab compared to Jewish student candidates. Also, scholastic aptitude test scores reveal significant, but slight, intercept bias, tending to overpredict the scholastic achievement of Arab student candidates. On the whole, however, the data were consistent with the results of previous research carried out in the American cultural scene, reporting negligible differences in construct or predictive test validity across varying cultural groups and the findings appear to be more consistent with the psychometric than with the cultural bias position. 相似文献
15.
David L. Tan 《Research in higher education》1992,33(2):205-226
Most quality assessment studies utilize a univariate approach to the assessment of quality. While the univariate approach has some merit, this study presents an alternative—the multivariate approach. Factor analysis identified three clusters of variables potentially linked to quality. These clusters, labeled faculty research, input, and student, were later used as bases for measuring departmental excellence. Seven indicators based on these clusters were developed. The indicators that combined the first and second clusters and the indicators that combined all three clusters appeared to have produced the best estimates of departmental excellence. 相似文献
16.
Susan Mancuso 《Innovative Higher Education》2001,25(3):165-181
Adult student enrollment in higher education is approaching 50%, yet most college and university practices have been designed for younger, traditional age students. This study used an innovative benchmarking research methodology, including surveys and site visits, to identify best practices at selected adult-centered institutions. The findings were distilled into one overarching theme and thirteen related themes. The overarching theme, Adult learner centered institutions have a culture in which flexibility, individuation, and adult-centered learning drive institutional practice reflects the pervasive student-centeredness of the colleges. The thirteen findings and examples of practices from the colleges that were studied can serve as guideposts to colleges and universities seeking to meet the needs of adult students. 相似文献
17.
Large scale computer-assisted instruction systems generally impose severe constraints upon the demands that individual users may make. Nevertheless, it is possible to overcome these problems and a program is described which teaches students how to fly a specific maneuver through real-time simulation of the flight of a student-controlled airplane. This is achieved in spite of the fact that the student is flying his plane through the use of a manually controlled analog input device. Both computational and educational implications are discussed.Contractual support for this work was provided in part by the Life Sciences Program Air Force Office of Scientific Research, Contract number F44620-70-C-0105. Dr. Charles Hutchinson was the scientific monitor of the contract. 相似文献
18.
Drawing upon Freud's seminal discussion of psychological identification vis-a-vis group psychodynamics, this study investigated the relationship between degree of student identification with an instructor and students' ratings of instructional effectiveness. Specifically, it was hypothesized that students who highly identify with their instructor will rate the course more favorably, perceive greater progress on their part toward course related objectives, and report higher motivation to learn than students who do not identify with their instructor. Using a 50 item personality trait Q-sample, 96 undergraduates from eight different courses taught by three different instructors were asked to describe the instructor, their actual self, and their ideal self; Q-sorts for the instructor and ideal self were correlated separately for each student as the measure of identification. Instructional effectiveness was assessed using the Kansas State IDEA form. Correlational and path analyses of the data provided support for the hypothesis. Results are discussed in light of the unique contribution made by the traditional notion of identification to instructional outcomes and evaluation. 相似文献
19.
Norrel A. London 《Interchange》1994,25(4):335-348
Inauguration of double-shift junior secondary schooling in Trinidad and Tobago in 1973 created several problems for local planners, policy makers, parents, and students themselves. In some cases solution has been found, but in others problems have remained defiant and irresolute. In the latter category is the problem of deviant student behaviour during off-shift sessions, believed to be the result of poor student choice regarding the use of time. Recommendations have been made to redress this situation through engagement of community groups. This paper argues that this approach is problematical and contradictory and will not achieve stipulated objectives. The main reason for the gloomy outlook is the principle of decentralization, which must be taken into account in any attempt to engage the local community. Community engagement is examined against certain imperatives of decentralization. The paper concludes, however, that as a strategy, community engagement is doomed to failure. Poor choices by junior secondary school students in the use of their off-shift hours are therefore very likely to persist. 相似文献
20.
Institutional characteristics and faculty/administrator perceptions of outcomes: An exploratory analysis 总被引：2，自引：1，他引：2
Peter T. Ewell 《Research in higher education》1989,30(2):113-136
Linkages between faculty/administrator perceptions of student outcomes and selected institutional characteristics were examined using data drawn from a survey of 320 four-year institutions and the HEGIS database. A particular focus of the study was to investigate the contribution of institutional culture variables on perceptions of effectiveness, independent of more traditional institutional characteristics such as size, type, selectivity, and control. Independent effects were established for perceptions of student satisfaction and student personal development, but were not demonstrated for student academic development or student career development. The study also confirmed relationships between institutional culture and faculty/administrator perceptions of a number of educational process variables generally held to be linked to student outcomes, for example, the frequency of student/faculty contact and the degree to which information and feedback are valued in decision making. Results suggest that institutional culture may be a powerful determinant of perceived effectiveness regardless of its structural setting. 相似文献