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1.
Generic attributes as espoused theory: the importance of context 总被引：2，自引：0，他引：2
Anna Jones 《Higher Education》2009,58(2):175-191
There has been considerable interest in generic attributes in higher education for over a decade and yet while generic skills
or attributes are an important aspect of policy, there is often a lack of consistency between beliefs about the importance
of these skills and attributes and the degree to which exist in teaching practice. There has been an assumption that these
attributes exist outside of the disciplinary context, yet the findings of this study suggest that they are strongly influenced
by the disciplinary culture in which they are taught. The study reported in this paper examines the apparent gap between ideal
notions of generic attributes and their enactment in teaching practice. This qualitative study examined the teaching of generic
attributes in five disciplines (physics, history, economics, medicine and law) in two Australian universities. It found that
the notion of generic attributes is highly complex and while attributes such as critical thinking, problem solving and communication
are valued by teaching staff they are often implicit in teaching. This gap between what is valued and what is actually taught
is a result of variation in interpretation of generic attributes, the difficulties of reducing complex attributes to definable
learning outcomes and practical constraints on teaching caused by factors such as large classes. Furthermore, it can be explained
by the finding that generic attributes are part of the epistemic culture of the disciplines and often remain tacit. The findings
of this study have significant implications for scholarship, policy and pedagogy.
相似文献
| Anna JonesEmail: |
2.
Learning can be considered a function of synthesis in which both cognitive functioning and the domain of affectivity convey.
The aim of the present study was to investigate how specific literacy skills, i.e., reading and writing, relate to two main
dimensions of negative affectivity, i.e., anxiety and depression. Study 1 was conducted on third grade children (72), while
Study 2 focused on first grade children (43). Two groups of participants selected because they had been deemed ‘at risk’ for
the development of anxiety or depression and a control group were compared in reading and writing tasks, which included both
word and non-word lists. The assessment included also the evaluation of Verbal, Nonverbal and Composite IQs. Results indicated
that children ‘at risk’ for depression made more spelling errors in dictation of words in comparison to the control group.
No differences emerged in reading tasks or with reference to the group of children ‘at risk’ for anxiety.
相似文献
| Paola BonifacciEmail: |
3.
Valerie Marciarille LeVasseur Paul Macaruso Donald Shankweiler 《Reading and writing》2008,21(3):205-230
On the ground that reading fluency entails appropriate phrasing or prosody as well as facile word recognition, we investigated
the effectiveness of text-based and word-based repeated readings procedures for promoting fluency of reading aloud and comprehension
in second-grade children. Repeated readings of text printed with spaces between phrases and ends of lines at clause boundaries
(phrase-cued text), repeated readings of text printed with conventional layout (standard text), and repeated readings of lists
of difficult words from text were compared. Computer-based, guided repeated reading training intervened between a pretest
and post-test reading of text. Each training condition led to significant benefits on one or more of the experimental measures
obtained from reading aloud. Repeated readings with text resulted in greater gains in fluency than repeated readings with
word lists. Reading with natural prosody was most strongly facilitated by repeated readings of phrase-cued text, which provided
visible support for sentence structure.
相似文献
| Valerie Marciarille LeVasseurEmail: |
4.
Ethan Campbell 《Academic Questions》2007,20(4):307-310
Ideological differences in a writing class evoke the passion of political sensitivities. A graduate student tells of “coming
out” as a pro-life advocate in an essay before his feminist classmates and professor. The exchange created instant and irreconcilable
enemies, but he also found some unexpected support from a hesitant voice within that classroom.
相似文献
| Ethan CampbellEmail: |
5.
This study investigated the relationship between components of working memory (WM) and the macrostructure (e.g., planning,
writing, and revision) and microstructure (e.g., grammar, punctuation) of writing. A battery of WM and writing measures were
administered to 160 high-school students. Overall, hierarchical regression analyses showed that the central executive component
of WM significantly predicted planning, writing, and revision as well the majority of microstructure measures. The results
further validate the importance of WM in the writing process, but indicate that writing process is more intricately tied to
the controlled attention component of WM when compared to storage of information.
相似文献
| H. Lee SwansonEmail: |
6.
Paul Joslin Karen S. Stiles J. Stanley Marshall O. Roger Anderson James J. Gallagher Jane Butler Kahle Peter Fensham Ruben Lazarowitz Léonie J. Rennie Barry Fraser John R. Staver Alejandro Gallard María Pilar Jiménez-Aleixandre Justin Dillon Hedy Moscovici Hsiao-Lin Tuan Christopher Emdin Kenneth Tobin Wolff-Michael Roth 《Cultural Studies of Science Education》2008,3(1):157-207
In this Forum, we construct a history of the National Association for Research in Science Education (NARST) through the analysis of documents and through the personal perspectives of individuals. The history of NARST is inseparable
from the biography of the individuals through whose lives it was produced and reproduced. The history of NARST is a living
history that both shapes and was shaped by the biographies of its members.
相似文献
| Kenneth TobinEmail: |
7.
Michael N. Bastedo 《Prospects》2007,37(3):319-332
This paper discusses the results of a study of faculty and university staff at two major universities in the Netherlands:
the University of Amsterdam and the Free University of Amsterdam. I sought to understand how faculty viewed the role of the
university in relationship to national and European goals promoting social cohesion and the integration of Islamic minorities
in Dutch society. To a person, my informants were convinced that European universities did not, and should not, play a major role in promoting social cohesion. Some faculty members were merely indifferent to the problem and the university’s
role; others were actively hostile to the idea that the university should address what was clearly, in their minds, a state
political problem. The paper discusses the governance implications of promoting social cohesion within these challenging institutional
contexts, by building social networks among students and reinterpreting traditional policies of pillarization.
相似文献
| Michael N. BastedoEmail: |
8.
Jennifer D. Adams 《Cultural Studies of Science Education》2007,2(2):393-440
In this article I critically examine the historical context of science education in a natural history museum and its relevance
to using museum resources to teach science today. I begin with a discussion of the historical display of race and its relevance
to my practice of using the Museum’s resources to teach science. I continue with a critical review of the history of the education
department in a natural history museum to demonstrate the historical constitution of current practices of the education department.
Using sociocultural constructs around identity formation and transformation, I move to the present with a case study of a
teacher who transforms the structure of science education in her classroom and school as a result of her identity transformation
and association with a museum-based professional education program.
相似文献
| Jennifer D. AdamsEmail: |
9.
Wolff-Michael Roth’s In Search of Meaning and Coherence: A Life in Research, presents a selection of his previously published key works layered with current commentary and analysis. In this book review,
we explore themes that emerge through the text to trace Roth’s development as a theoretician and as a researcher. We recommend
this book for all those who are interested in Wolff-Michael Roth and the trajectory of his career, in particular those who
are just beginning their journey towards academic scholarship.
相似文献
| Christina SiryEmail: |
10.
Double degrees (also called joint or combined degrees)—programs of study combining two bachelor degrees—are increasingly popular
in Australian universities, particularly among women. A case study using qualitative and quantitative surveys of current and
past double degree students is presented. The study indicates that double degrees benefit students in providing a broad education
and increasing skills and options. However, benefits are not fully realised because of administrative difficulties, lack of
support and absence of ‘learning communities’. These problems arise because double degrees sit outside the disciplinary structure
of universities. As such, however, double degrees have potential to provide transdisciplinary education. We suggest initiatives
that would improve the experience, performance and persistence of double degree students. They would also build the skills
of integration, boundary work, communication and teamwork associated with transdisciplinarity. These skills not only equip
students for a range of employment; they are sorely needed in society.
相似文献
| Marina AyoubEmail: |
11.
Kelly Wissman 《Children‘s Literature in Education》2007,38(1):17-34
This article explores how Sandra Cisneros alludes to and recasts popular fairy tales in The House on Mango Street to reveal their troubled legacy in the lives of many women in the novel. Drawing upon Latina feminist theory and Cisneros’s
autobiographical writing, this article posits that the main character Esperanza’s alternative “happily ever after” comes through
locating the vocation of writing as the fulcrum for self-definition and social change. It is suggested that feminist literary
criticism can be enhanced through analysis of heroines from diverse cultural backgrounds and theoretical frameworks attuned
to racial and ethnic diversity.
相似文献
| Kelly WissmanEmail: |
12.
Four experiments examined whether motor programming in handwriting production can be modulated by the syllable structure of
the word to be written. This study manipulated the number of syllables. The items, words and pseudo-words, had 2, 3 or 4 syllables.
French adults copied them three times. We measured the latencies between the visual presentation and the first production
(L1), the first and second production (L2), and the second and third production (L3). The results show an effect of the number
of syllables in L1 for pseudo-words but not for words and on L2 and L3 for all the items (Experiments 1 and 2). Experiment
3 ruled out an interpretation of the latencies for pseudo-words in terms of reading time with a delayed copying task. Experiment
4 replicated the previous results and assessed the effect of varying the temporal interval between the second and third trials.
The results of the four experiments confirm the role of the syllable in word writing. The number of syllables of a word modulates
the time course of handwriting production.
相似文献
| Eric EspéretEmail: |
13.
Wan-Hsiang Chou 《Children‘s Literature in Education》2009,40(1):19-32
In mainstream Western cultures where bedtime means isolation and separation from adults, picture books about bedtime are cultural
artifacts created especially for this transitional process of separation. In a culture such as Taiwan where children often
sleep with their parents, siblings, or other caregivers until elementary school, the need for picture books about bedtime
is an imported concept. The large number of translated Western bedtime books found in Taiwan becomes a rich area in which
to explore the impact of imported ideas of childhood on Taiwanese picture book creation. This article takes a close look at
the books created by Taiwanese authors with a bedtime theme and notes their culturally hybrid qualities.
相似文献
| Wan-Hsiang ChouEmail: |
14.
Wendy Kicken Saskia Brand-Gruwel Jeroen J. G. van Merri?nboer Wim Slot 《Educational technology research and development : ETR & D》2009,57(4):439-460
This experimental study was designed to investigate whether supervision meetings, in which students receive specific advice
on how to use a development portfolio to monitor their progress and plan their future learning, helps them to develop self-directed
learning skills and improve their learning in the domain. In the first year of a hairdressing program in vocational education,
supervision meetings were used to provide students with either specific advice or not. Students in the advice group (n = 21) formulated better learning needs, selected more suitable learning tasks, completed more practical assignments, and
acquired more certificates than students in the feedback-only group (n = 22). Interviews also showed that students in the advice group appreciated the supervision meeting more and perceived them
as more effective than students in the feedback-only group. Guidelines are provided for the use of development portfolios
and the organization of supervision meetings in on-demand vocational education.
相似文献
| Wendy KickenEmail: |
15.
Brian L. Heuser 《Prospects》2007,37(3):293-303
This article explores the theoretical foundations of social cohesion as it relates to higher education institutions. In so doing it seeks (a) to understand the core elements of social cohesion—social
capital, human capital and ethical behavioural norms that serve a common good—and (b) to establish a flexible framework for
understanding the combined contributions of higher education to society. Tertiary institutional phenomena (those occurring
in higher education) that are involved in the creation of social cohesion are hereafter termed academic social cohesion. The particular emphasis is on higher education’s role in cultivating moral awareness as a vital product of institutions’
primary activities. These core functions of colleges and universities are discussed in relation to both academic social cohesion
and the degree to which they should involve the creation of specific ethical norms.
相似文献
| Brian L. HeuserEmail: |
16.
Youjun Wang 《Science & Education》2009,18(5):631-640
In modern mathematical teaching, it has become increasingly emphasized that mathematical knowledge should be taught by problem-solving,
hands-on activities, and interactive learning experiences. Comparing the ideas of modern mathematical education with the development
of ancient Chinese mathematics, we find that the history of mathematics in ancient China is an abundant resource for materials
to demonstrate mathematics by hands-on manipulation. In this article I shall present two cases that embody this idea of a
hands-on approach in ancient Chinese mathematics, at the same time offering an opportunity to show how to utilize materials
from the history of Chinese math in modern mathematical education.
相似文献
| Youjun WangEmail: |
17.
Since many teachers and students recognize other kinds of knowledge (faith) based on other ways of knowing, consideration
of these realities is appropriate for the science education community. Understanding the multitude of ways that clergy view
relationships between science and faith (i.e. alternative ways of knowing) would assist in understanding various ways that
people address complex issues arising from ideas about science and faith. We administered a questionnaire composed of multiple-choice
and short answer items to 63 United Methodist ministers. Findings included (1) that formal, organized faith contexts (e.g.
church services) serve as informal science education opportunities, (2) participants demonstrated considerable diversity regarding
the types of relationships developed between science and faith, and (3) participants recognized a need exists for better understandings
of science and its relationship to faith for them, their colleagues, and their congregations.
相似文献
| Daniel L. Dickerson (Corresponding author)Email: |
| Karen R. DawkinsEmail: |
| John E. PenickEmail: |
18.
Richard White Paul Gardner Malcolm Carr Alister Jones Ken Appleton Marilyn Fleer Christine Redman Vaille Dawson Wen-Hua Chang Stephen M. Ritchie 《Cultural Studies of Science Education》2009,4(2):263-301
This collection of historical accounts provides diverse perspectives on the structure and culture of the community of researchers
who participate in activities of the Australasian Science Education Research Association (ASERA). It describes the formation
of the Association, and identifies major changes and challenges for the ever growing and internationalisation of its membership.
相似文献
| Stephen M. RitchieEmail: |
19.
Two studies analyzed impacts of writing and receiving web-mediated peer reviews on revision of research reports by undergraduate
science students. After conducting toxicology experiments, 77 students posted draft reports and exchanged double-blind reviews.
The first study randomly assigned students to four groups representing full, partial, or no peer review. Students engaging
in any aspect of peer review made more revisions than students confined to reviewing their own reports. In the second study,
all students engaged in peer review, and the influence of writing versus receiving critiques was analyzed using linear regression.
Both studies showed receiving reviews to be more significant than writing them in terms of triggering report revisions. Students
valued the peer review experience and credited it with giving them insights about their work. Conclusions address implications
for optimal design of online peer review systems and for further research into student learning gains.
相似文献
| Nancy M. TrautmannEmail: |
20.
Two studies were conducted to evaluate the extent to which visual discrimination (VisD) skills play a role in developing letter
identification abilities, which are essential in learning to read. Results from a correlational analysis of 73 4- and 5-year-olds
revealed a significant association between VisD and letter identification abilities, which was not moderated by estimated
nonverbal or verbal abilities or lexical access. Stronger VisD abilities also were positively associated with better phonemic
awareness skills, presumably because of the association between letter knowledge and phonemic skills, or letter-sound correspondence.
A pilot study explored the benefit of visual discrimination training of letter-like forms to letter learning for a subset
of 28 children with below average lowercase letter identification abilities. Only letter-name training significantly impacted
lowercase letter identification; visual discrimination training did not further enhance performance. Implications for theory
and applications to interventions aimed at children at risk for reading delays are discussed.
相似文献
| Stacey E. WoodromeEmail: |