共查询到20条相似文献，搜索用时 625 毫秒
1.
2.
This article addresses multi‐disciplinary writing groups in supporting writing for publication for higher degree by research candidates in the Humanities, Arts and Social Sciences. Drawing on focus group discussions with postgraduate research students from the Faculty of Arts at Monash University in Australia who participated in the writing groups, it investigates the participants’ perceptions of the multi‐disciplinary nature of the groups and some of the benefits of sharing writing with fellow postgraduate research students from different fields of study. Discussing both the strengths and weaknesses of the multi‐disciplinarity of the groups as identified by participants, the authors suggest that such groups can provide a forum for postgraduates to develop their ‘professional’ academic identity and develop their writing beyond the context of their theses and can have some unexpected benefits to participants’ sense of themselves as disciplinary proponents. The multi‐disciplinary context is thus considered as providing a level playing field in which postgraduates may approach the writing process as a shared methodology, encompassing a suite of specialised but generic skills that cross‐disciplinary boundaries. 相似文献
3.
Kjell Lars Berge Synnøve Matre Randi Solheim Lars S. Evensen Hildegunn Otnes 《Assessment in Education: Principles, Policy & Practice》2019,26(1):6-25
This article reports consequences for student writing quality based on a long-term professional learning project. Project teachers, representing all school subjects in grades 3–7, were presented with a writing construct, ‘Wheel of Writing’, and norms of expectation for writing proficiency. Participating teachers used the writing construct and norms as a basis for writing instruction and writing assessment. The project was conducted in 24 schools across Norway. 3088 students from 20 project schools participated. Two hundred and thirty three students from 4 schools were used as a comparison group. The investigation showed that students in primary school improved their writing quality significantly. Students in lower secondary school did not. However, there was substantial variation in writing quality effects between schools, classes, and individual students. For instance at a number of schools, project students from lower secondary school improved their writing quality significantly. The article discusses potential explanations of the effects. 相似文献
4.
Nancy Turner Brad Wuetherick Mick Healey 《International Journal for Academic Development》2013,18(3):199-211
This paper explores the implications of the effective integration of research, teaching and learning for academic development through the lens of an international multi‐institutional comparison of student perceptions of research and its impact on their learning environment. The study, with a sample of over 500 final‐year undergraduate students across three institutions in the UK and Canada, represents a spectrum of research and teaching intensive universities and is one of the largest exploring undergraduate student perceptions of research in the linking teaching and research literature. The results indicate a complex relationship between student perceptions and experiences of research and the type of institution, as well as the individual, institutional and national context. They also inform the discussion of particular issues that academic developers face and the strategies they use to improve the integration of research and teaching to benefit the undergraduate learning experience in their institution. Cet article explore les implications, pour le développement pédagogique, de l’intégration effective de la recherche, de l’enseignement et de l’apprentissage à l’aide de la lentille d’une comparaison internationale multi institutionnelle des perceptions étudiantes à l’égard de la recherche et de leur impact sur l’environnement d’apprentissage. L’étude, reposant sur un échantillon de plus de 500 étudiants en dernière année de 1er cycle, provenant de trois institutions au Royaume‐Uni et au Canada, représente un spectre d’universités centrées sur l’enseignement ou sur la recherche. L’étude constitue une des recherches les plus importantes au sujet des perceptions étudiantes à l’égard de la recherche dans la littérature portant sur le lien entre l’enseignement et la recherche. Les résultats indiquent une relation complexe entre les perceptions et les expériences des étudiants, et le type d’institution, de même qu’avec les contextes individuel, institutionnel et national. Les résultats contribuent aussi à la discussion de questions particulières auxquelles les conseillers pédagogiques font face ainsi que les stratégies que ceux‐ci utilisent en vue d’améliorer l’intégration de la recherche et de l’enseignement de façon à en faire bénéficier l’expérience d’apprentissage au 1er cycle au sein de leur institution. 相似文献
5.
Reading and Writing - Academic language is a kind of social language for the purpose of schooling. It is central to disciplinary learning, thinking, and communication. This study examined... 相似文献
6.
Krista Court 《Journal of Further & Higher Education》2014,38(3):327-345
Providing feedback on draft essays is an accepted means of enacting a social-constructivist approach to assessment, aligning with current views on the value of formative feedback and assessment for learning (AFL). However, the use of this process as a means of improving not only content but also students' academic writing skills has not been widely studied, despite a widespread perception that there is scope for intervention at university level. This article explores the developmental potential of a drafting/tutor feedback/redrafting process on a first-year undergraduate course for trainee English language teachers at a UK university. The aims of this small-scale, largely qualitative study were to ascertain students' perceptions of the process and to determine the extent to which the process could contribute to the development of students' academic writing. Data are derived from first and second draft essay marks and questionnaires administered to 32 students. Findings suggest that feedback on drafts is acted on and can contribute to improved work when it is timely and detailed and when it raises students' metacognitive awareness, as was the case in this project. Also noteworthy, however, are the students' perceptions that redrafting is cognitively challenging and time-consuming. Comments from a less academically confident student with regard to the quantity of feedback and its detrimental impact are of particular concern. Questions are raised regarding the use of tutor reformulation, the sustainability of AFL and the provision of feedback to – and its interpretation by – weaker students. Finally, some key indicators for improved future practice are presented. 相似文献
7.
This paper analyses the intensification of university–industry relationships and its impact on university research. The paper
consists of recent follow-up research to an international comparative research project conducted in the 1990s. It deals specifically
with the Québec (Canada) situation. Twenty-eight in-depth interviews were conducted in the winter of 2003 with university
researchers and an additional five interviews with technology transfer officers. The interviews were conducted in six francophone
higher education institutions in Québec. With regard to university–industry relationships, the interviews revealed that university
researchers in scientific and technological fields conducted innovation-oriented research, which benefits their graduate students
and the institution itself. Freedom of publication is somewhat conditioned by intellectual property constraints. Thus, a majority
of university researchers adopt an “entrepreneurial ethos” which they find compatible with their academic values. The intensification
of university–industry relationships may also have latent dysfunctional effects with regard to conflicts of interest, as some
university researchers have created start-up companies which act both as research funding sources and as beneficiaries of
research results. Thus, intellectual property and conflict of interest issues evolve in a grey zone and are often sources
of stress and tension for researchers. However harsh some disputes may become over these issues, they are resolved, at least
in the context analysed in this research, in ways that satisfy both the researcher and the institutions.
相似文献
| Manuel CrespoEmail: |
8.
《Africa Education Review》2013,10(3):581-594
Abstract Many students enter tertiary education unfamiliar with the ‘norms and conventions’ of their disciplines. Research into academic literacies has shown that in order to succeed in their studies, students are expected to conform to these norms and conventions, which are often unrecognized or seen as ‘common sense’ by lecturers. Students have to develop their own ‘map’ of their programme's expectations in order to make sense of the seemingly mysterious practices they are expected to take on. This study, undertaken at a University of Technology in South Africa, details students’ perceptions of their writing difficulties and their attempts to navigate their way through various writing tasks. The findings reveal that students experience a range of difficulties and that the students often feel unsupported in their travails with academic writing. 相似文献
9.
Anna Mazenod 《Compare》2018,48(2):189-205
The worth of academic knowledge tends to be tested against global metrics of citations and articles published in high-ranking English language academic journals. This paper examines academic knowledge production in three local fields of research with different national languages (English, Finnish and French). It focuses on knowledge production on the topic of apprenticeship where there are distinctive differences in the three local research fields and the associated patterns of academic publication over a 15-year period. The findings suggest that publication patterns are still largely tied to the respective national languages. Concerns are raised about the limited visibility of non-Anglophone local contexts and conceptual frameworks as filtered through global academic knowledge production processes. The language practices in the production of academic knowledge need to be challenged to ensure that knowledge from these sources is not lost in translation or in the re-contextualisation for global audiences. 相似文献
10.
In this article we examine issues of academic identity through the lens of academics’ everyday workplace writing, offering a complementary perspective to those already evident in the higher education research literature. Motivated by an interest in the relationship between routine writing and aspects of professional practice, we draw on data from interviews with 30 academics across three different universities. Our discussion is illustrated with excerpts from interview data, and is organised around three emerging themes: ‘reconstructing academic identities in a shifting academic workplace’, ‘considering new articulations of disciplinarity’, and ‘moving on from the golden age’. We conclude that the reconstruction of academic identities, through engagement with established and emerging workplace documents, may well be enabling academics to build new identities within the changing university. 相似文献
11.
Martin Mulder Angela Pachuau 《The Journal of Agricultural Education and Extension》2013,19(3):229-233
Abstract The study was designed to assess changes in farmers' knowledge of farmer seed production through schools (FSPSs) in Vietnam. A set of 25 questions covering five technical areas of the seed production process was used for pre and post knowledge testing at 12 FSPSs in the provinces Binh Dinh, Nam Dinh, Nghe An and Dong Thap. The main findings show an overall increase in farmer's knowledge scores after attending the FSPS. FSPS-farmers with low scores on the pre-field school test (ex-ante) scored much better on the post field school test. Gender had no effect on the test scores. Binh Dinh province had significantly higher mean scores on the post field (ex-post) school test compared to farmers in Nam Dinh, Nghe An and Dong Thap provinces. The increase in knowledge score is linked to the application of good practices learned in the field school as farmers who applied good quality seeds, low seed rates and the transplanting method showed a large increase in scores. The results of this study indicate that the tests provide insight into the knowledge gaps. 相似文献
12.
The aim is to explore the absence or presence of, and motives for, research at centers for academic development and to problematize the research situation among academic developers. Boyer’s and Healey’s theories are used as lenses for the analysis based on the questionnaires that were used for data collection. The conclusion is that research is a challenging and sensitive area for university centers for academic development, and that both teaching positions and research funds are needed. Research is usually not included in the missions of centers; staff do not normally hold research positions. Unclear research directions and opposing interests weaken the centers’ ability to hire qualified staff and deliver high-quality teaching. 相似文献
13.
Maria Ananyeva 《TechTrends》2014,58(5):22-26
This paper focuses on “blogfolios”, online interactive blog-based portfolios, developed by students for class projects in Electronic Literacy. Blogfolios may contain interactive images, podcasts, and web-log discussions on a variety of researched academic topics. The impact of academic blogfolios on the second language learner’s ability to develop and present quality academic research is explained. 相似文献
14.
Jon Nixon 《British Journal of Sociology of Education》2005,26(1):91-103
This paper draws on questionnaire responses received (via e‐mail) during the period 2002–2003 from senior commissioning editors located within seven of the major UK publishing outlets. Drawing on the analytical framework of an earlier study by Nixon (1999), it focuses on the mediation of educational studies by market forces operating within and upon the educational publishing industry. More specifically it explores issues relating to the construction of readership, authorship and editorship within that force field of market pressures. Central to the argument is the claim that, in its increasing exposure to market forces, the public space afforded by educational publishing is now highly restrictive. The paper concludes with a call for a sustained debate on the future of academic publishing in general, and educational publishing in particular. 相似文献
15.
《Journal of Further & Higher Education》2012,36(9):1163-1180
AbstractStudent difficulties with the transition to writing in higher education are well documented whether from a ‘study skills’, an ‘academic socialisation’ or an ‘academic literacies’ perspective. In order to more closely examine the challenges faced by students from widening participation backgrounds and diverse routes into undergraduate study, this project focuses on first-year undergraduate experiences of developing academic literacies on an Education Studies programme at one university in England. It highlights the impact of different support and guidance within and beyond their degree programme where attempts to embed academic literacy development are part of subject modules. The paper reports the findings generated using a mixed methods interpretive approach. Questionnaires were collected at the beginning (n = 48) and end of the students’ first year (n = 44), and interviews and visual data collection methods (n =19) were used at the mid-point of the academic year. Key findings highlight students’ expectations of achievement on entry to university and the influence of the emotional journey of students as they begin to make progress as academic writers. Identifying, selecting and applying academic reading were an enduring concern whilst some students struggled with the digital literacy implicit in undergraduate work. Importantly, some strategies developed to support student transition to academic writing in higher education may have unintended consequences as they progress through the first year. 相似文献
16.
Maria Pietilä 《Higher Education》2014,67(3):303-316
The article examines academic leaders’ conceptions of research profiling. Global science policies, including the Finnish governmental policy, promote the identification of areas of research excellence and recommend resource concentration on them. However, as active agents, leaders may have competing, even conflicting views on the pros and cons of the institutional norm of selective research excellence and research steering. Drawing on the ideas of micro-level institutionalism, this study seeks answers to the following questions: What kinds of conceptions of research profiling do the academic leaders have? How are these connected to the goals that the leaders are trying to achieve with profiling? The data comprised 15 interviews with leaders at different organisational levels in two Finnish research universities. Two general conceptions of research profiling were identified: profiling as an instrument of strategic management and profiling as symbolic management. The conceptions were connected to various rationales, such as strengthening research and communicating to the external environment. By emphasising the variability and incoherence of leaders’ conceptions and the underlying rationalities, the study contributes to understanding how academic leaders make sense of the complex issues they face and how they cope with various demands. 相似文献
17.
WU Yu-hua WANG Feng-ming DU Gang 《美中教育评论》2007,4(9):25-29
On the basic of exploring the relationship of industry engineering and operational research technique, the thesis analyzes the location and utility of the operational research education in the whole industry engineering subject education. It brings forward the system design about operational research and relative class among industry engineering subject and the imagine of concrete class design for industry engineering operational research class, it puts forwards the view of optimizing operational research teaching, and it also makes some exoloration and research on ooerational research education of industry engineering, subject 相似文献
18.
Fu-Yuan Hong 《Educational studies》2017,43(2):165-185
The main purpose of this research was to examine the relationships among school principals’ transformational leadership, school academic optimism, teachers’ academic optimism and teachers’ professional commitment. This study conducted a questionnaire survey on 367 teachers from 20 high schools in Taiwan by random sampling, using principals’ transformational leadership scale, a school academic optimism scale, teachers’ academic optimism scale, and teachers’ professional commitment scale. The results of confirmatory factor analysis showed that there is good fit in the factor structure of school academic optimism and teachers’ academic optimism. The results of the Pearson product-moment correlation analysis and path analysis revealed that principals’ transformational leadership has a positive effect on school academic optimism and teachers’ academic optimism. School academic optimism has a positive effect on teachers’ academic optimism. Principals’ transformational leadership and teachers’ academic optimism have a positive effect on teachers’ professional commitment. Finally, this research offers some suggestions based on the results. 相似文献
19.
《International Journal of Educational Research》2003,39(4-5):395-413
This study examined student–teacher goal congruence and its relation to social and academic motivation. Based on a sample of 97 ninth-graders, high levels of goal congruence for each of the four goals measured (prosocial, responsibility, learning, performance) was positively related to student interest in class and perceived social support from teachers. In addition, learning goal congruence was related to adaptive control beliefs (i.e., higher levels of internal control beliefs and lower levels of powerful others control beliefs). The implications of goal congruence for understanding student social and academic motivation are discussed. 相似文献
20.
Bettina Schwenger 《Educational Action Research》2018,26(2):288-300
Concerns about developing academic staff capability in literacy and numeracy development led members of the Academic Literacies Team in a New Zealand institution to research ways for achieving and sustaining educational change. The findings indicated that enquiry through action research could be beneficial for supporting the process of integrating literacy and numeracy development with the educational practices of lecturers (Tertiary Education Commission 2008; Whatman, Potter, and Boyd 2011) to improve existing vocational pedagogy (Lucas, Spencer, and Claxton 2012). This article introduces the approach taken with the second Literacy + Numeracy Enquiry Group and the research methodology that combines the gathering of impact data and process evaluation. Overall evaluation findings are outlined. Lecturers shared their challenges, successes and perceptions of how participating impacted on them. The findings show that participants clearly appreciate action research enquiry as a means of achieving change in their teaching. Moreover, the results of the evaluation also indicate the value of employing action research methodology to improve learning and teaching as evidenced by the participants of this study. 相似文献