Information literacy for first-year students: an embedded curriculum approach     

T. Andrews  R. Patil 《European Journal of Engineering Education》2007,32(3):253-259

The ability to access, evaluate and synthesise high-quality research material is the backbone of critical thinking in academic and professional contexts for Engineers and Industrial Designers. This is the premise upon which teaching and library staff developed Information Literacy (IL) components in Engineering & Industrial Design Practice—a first-year unit of study in the School of Engineering at the University of Western Sydney. This paper documents the IL teaching and learning experience and evaluates and reflects upon how effective it was at helping students navigate their first tertiary level research tasks. It concludes that library sessions and assessment tasks were effective in introducing IL skills in concurrent development of critical thinking, based on feedback from library sessions, an online IL test, and assessment results.  相似文献   

Theory of mind and relational complexity   总被引：5，自引：0，他引：5  

Andrews G  Halford GS  Bunch KM  Bowden D  Jones T 《Child development》2003,74(5):1476-1499

Cognitive complexity and control theory and relational complexity theory attribute developmental changes in theory of mind (TOM) to complexity. In 3 studies, 3-, 4-, and 5-year-olds performed TOM tasks (false belief, appearance-reality), less complex connections (Level 1 perspective-taking) tasks, and transformations tasks (understanding the effects of location changes and colored filters) with content similar to TOM. There were also predictor tasks at binary-relational and ternary-relational complexity levels, with different content. Consistent with complexity theories: (a) connections and transformations were easier and mastered earlier than TOM; (b) predictor tasks accounted for more than 80% of age-related variance in TOM; and (c) ternary-relational items accounted for TOM variance, before and after controlling for age and binary-relational items. Prediction did not require hierarchically structured predictor tasks.  相似文献   

Parents' Experience of Universal Neonatal Hearing Screening: A Critical Review of the Literature and Its Implications for the Implementation of New UNHS Programs     

Young A  Andrews E 《Journal of deaf studies and deaf education》2001,6(3):149-160

This article presents a critical review of literature reporting the effects on parents of universal neonatal hearing screening (UNHS). It explores how parents experience the process and outcome of screening and in particular focuses on debates surrounding false positive identification, the evidence base for maternal/parental anxiety, consent, and family cultural/sociodemographic influences on the effective implementation of UNHS programs. These issues are then set within the context of events in the United Kingdom, where the Department of Health has recently initiated a program to pilot the introduction of universal neonatal hearing screening at 20 sites in England.  相似文献   

Strategy usage among deaf and hearing readers   总被引：1，自引：0，他引：1  

J F Andrews  J M Mason 《Exceptional children》1991,57(6):536-545

High school youths who were prelingually and profoundly deaf, hearing elementary-school-age youths, and hearing reading-disabled high school youths read expository texts and filled in deleted words and phrases. After making word replacements, they explained their decisions in sign or verbally. As expected, the hearing youths had an easier time filling in the deleted portions and explaining what strategies they were using. While the deaf youths reported using similar strategies as the hearing youths, the frequency of each type of strategy differed. Deaf readers more often relied on rereading and background knowledge, while the hearing readers made greater use of context clues. The results suggest that instruction for deaf readers should include more effective comprehension strategies.  相似文献   

Investigating Gender Differences in Mathematics and Science: Results from the 2011 Trends in Mathematics and Science Survey     

Reilly  David  Neumann  David L.  Andrews  Glenda 《Research in Science Education》2019,49(1):25-50

Research in Science Education - The underrepresentation of women in science, technology, engineering, and mathematics (STEM)-related fields remains a concern for educators and the scientific...  相似文献   

Washback effects from a high-stakes examination on out-of-class English learning: insights from possible self theories     

Ying Zhan  Stephen Andrews 《Assessment in Education: Principles, Policy & Practice》2014,21(1):71-89

There is still limited understanding of the impact of high-stakes examinations on students’ out-of-class learning. The current study attempts to fill this research gap by addressing this issue in the context of tertiary education in Mainland China. The study examines how far the revised College English Test Band 4 (CET-4) actually influenced Chinese non-English-major undergraduates’ out-of-class learning by following three cases in one university from the day when they began their college English study to the day when they sat the examination. A total of 106 diary entries and 30 post-diary interview recordings were collected in the study. The data analysis shows that, under the influence of the target test, the informants were more likely to change what they learnt than how they learnt. Furthermore, the types of washback seemed to be closely related to how individuals imagined their possible CET-4 selves.  相似文献   

PISA,TIMSS and Finnish mathematics teaching: an enigma in search of an explanation     

Paul Andrews  Andreas Ryve  Kirsti Hemmi  Judy Sayers 《Educational Studies in Mathematics》2014,87(1):7-26

Finnish students’ success on all three content domains of each of the four cycles of the OECD’s Programme for International Student Assessment (PISA) has created much international interest. It has also prompted Finnish academics to offer systemic explanations typically linked to the structural qualities of Finnish schooling and teacher education. Less well-known has been the modest mathematics performance of Finnish grade 8 students on the two Trends in International Mathematics and Science Study (TIMSS) in which Finland has participated, which, when compared with its PISA successes, has created something of an enigma. In this paper, we attempt to shed light on this enigma through analyses of Finnish mathematics classroom practice that draw on two extant data sets—interviews with Finnish teacher educators and video-recordings of sequences of lessons taught on standard topics. Due to the international interest in Finnish PISA success, the analyses focus primarily on the resonance between classroom practice and the mathematical literacy component of the PISA assessment framework. The analyses indicate that Finnish mathematics didactics are more likely to explain the modest TIMSS achievements than PISA successes and allude to several factors thought to be unique to the Finns, which, unrelated to mathematics teaching practices, may be contributory to the repeated Finnish PISA successes. Some implications for policy-borrowing are discussed.  相似文献   

Barriers to meeting the needs of students with traumatic brain injury     

Angela I. Canto  David J. Chesire  Valerie A. Buckley  Terrie W. Andrews  Alysia D. Roehrig 《Educational Psychology in Practice》2014,30(1):88-103

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Book reviews     

D. Bruce Johnston  David Nyberg  Peter R. Chippendale  S. William  Robert F. Arnove  Philip G. Altbach  John S. Andrews  Peter Gosden 《Higher Education》1982,11(1):111-122

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Teaching Teamwork: Electronics Instruction in a Collaborative Environment     

Paul Horwitz  Alina von Davier  John Chamberlain  Al Koon  Jessica Andrews  Cynthia McIntyre 《Community College Journal of Research & Practice》2017,41(6):341-343

ABSTRACT

The Teaching Teamwork Project is using an online simulated electronic circuit, running on multiple computers, to assess students’ abilities to work together as a team. We pose problems that must be tackled collaboratively, and log students’ actions as they attempt to solve them. Team members are isolated from one another and can communicate only through an online chat channel, but modifications to the circuit made by any team member, insofar as they alter the behavior of the circuit, can affect measurements made by the others. We log all relevant student actions, including calculations (using an online calculator), measurements (using an online multimeter), inter-student communications, and alterations made by the students to the circuit itself. Automated analysis of the resulting data sheds light on the problem-solving strategy of each team, sometimes with surprising results.  相似文献