Book reviews     

Elina Haavio-Mannila  T. D. Vaughan  Michael P. Fogarty  Jacqueline Feldman  Jessie Bernard  Norton T. Dodge  Dorothea Röhr  T. Neville 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》1973,19(1):148-172

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In the Service of Technocratic Managerialism? History in UK Universities     

Mark Donnelly  Claire Norton 《Educational Philosophy and Theory》2017,49(6):643-655

Abstract

This article discusses the conceptualisation, organisation and philosophical orientation of academic history culture in UK higher education. It problematises the extent to which a dominant history culture in UK universities implies and uncritically reproduces normative understandings about the subject; about its epistemological standing, sociopolitical functions, and the presumed cultural value of the discipline practices that students learn to perform. We suggest that current conceptions of history degree curricula are overly thin and organised around a dominant managerialist discourse of skills, personal development and learning outcomes. In a historicised world, in which history-focused behaviour has a crucial, ideological, affirmatory role, and in which historical narratives have a privileged cognitive function, we argue that it is critical for university history students to be able to deconstruct the processes by which history legitimises itself, and reinforces matrices of power in our societies. The positioning of history in higher education as a form of technocratic managerialism closes down spaces in which students can explore the potential of historical practices as a means of engaging with issues of current sociopolitical and ethical concern. We ask in this article, is this what we want an academic history culture to do?  相似文献   

Modeling student performance in diagnostic tasks: A decade of evolution     

William B. Johnson  Jeffrey E. Norton 《Educational technology research and development : ETR & D》1992,40(4):81-94

Since 1976 the authors have been involved in an evolving research and development program focusing on the application of computer-based simulation to diagnostic training in technical environments. Eight simulation-oriented training systems are used to describe the authors' understanding of and approach to student diagnosis. Each of the systems described capitalized on experimental and/or empirical findings from previous experiences. The article describes how design decisions were driven first by research findings and then by the reality of building effective computer-based training systems within the constraints of operational environments. The paper on which this article is based was presented at the Cognitive Skill Acquisition Workshop, Air Force Armstrong Laboratory Human Resources Directorate, Brooks Air Force Base, Texas, in July 1990. It is also published in Regian, W. J., & Shute, V. J. (Eds). (1992).Cognitive approaches to automated instruction. Hillsdale, NJ: Lawrence Erlbaum.  相似文献   

The International Network for Older Adults     

Dianne Norton 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》1992,38(4):443-446

Conclusion Although funds were not available to bring members of the Older Adults Network to the World Assembly of Adult Education in January 1990, there was, among the delegates, considerable interest in the subject and several meetings were arranged. The thing that struck me most was not how different were our situations, coming as we did from every corner of the earth, but how many problems and concerns we had in common.With the second Network Newsletter, sent out in the spring of 1991, questionnaires asked for brief details of schemes which involved older people in projects that were, in some way, conservational. They could be involved in conserving language, mythology or history. They might be working to improve and save their environment. The aim is to establish a small but useful register of such projects in sufficient detail to encourage contact and replication by others. For this purpose, small grants are being made available from the money given by CIDA. Slowly but surely, the Older Adults Network is gathering information about positive actions being taken to ensure that older people, in all countries, have the skills and opportunities they need to continue as fully participating citizens. With the rapidly increasing number of older people in all our countries, this small beginning will, hopefully, be a foundation on which much important work will be done in the years to come.  相似文献   

Maintaining quality document delivery service with off-site storage facilities.     

Melanie J Norton  Adam S Vardaman 《Journal of the Medical Library Association》2005,93(3):394-397

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Karl Pearson and statistics: the social origins of scientific innovation     

Norton BJ 《Social studies of science》1978,8(1):3-34

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‘Now that’s the feedback I want!’ Students’ reactions to feedback on graded work and what they do with it     

Edd Pitt  Lin Norton 《Assessment & Evaluation in Higher Education》2017,42(4):499-516

Since the introduction of the National Student Survey (NSS) in 2005, like many other institutions, the university where this study took place has expended substantial effort in improving the quality of feedback to students. However, despite much research, changes in pedagogical approaches and shifts in conceptual understanding related to feedback practice, assessment and feedback still receive the lowest satisfaction ratings in the NSS. Lecturers are discouraged when students fail to take note of their feedback, or sometimes do not collect assignments that have been marked. Understanding why feedback is not always acted upon remains an important area for researchers. This paper reports on an in-depth interview study with 14 final year undergraduates, reflecting on their perceptions of feedback written on marked assignments, by selecting examples of what they considered to be ‘good’ and ‘bad’ work. Findings suggested that emotional reactions play a significant part in determining how students will act on the feedback they receive, and the concept of ‘emotional backwash’ is introduced.  相似文献   

Lecturers’ views of assessment design,marking and feedback in higher education: a case for professionalisation?     

Lin Norton  Sarah Floyd  Bill Norton 《Assessment & Evaluation in Higher Education》2019,44(8):1209-1221

Abstract

Research on professional assessment practice in higher education does not always take account of lecturers’ perceptions and experiences, or their disciplinary context. This questionnaire study was designed to explore lecturers’ views about three inter-related elements of professional assessment practice: assessment design, marking and feedback. It consisted of two questionnaires: the Assessment Design Inventory (ADI), previously published, and the Assessment, Marking and Feedback Inventory (AMFI) which was newly developed for this study. The two main purposes of the research were to: i) establish the validity of these two questionnaires as research tools, ii) explore the existence of professional practice in assessment and analyse any perceived hindrances as well as possible effects of participants’ subject discipline. 356 lecturers from two UK universities, with a range of teaching experience and representing soft and hard disciplines, took part. Results indicated that the ADI and the AMFI were robust instruments. Findings showed evidence of assessment professionalism, but also some areas where it was lacking, together with a perceived need for formal training. Participants recognised that there were certain hindrances in putting their pedagogical beliefs into practice. The implications of this study are discussed in terms of advancing the sector’s understanding of assessment professionalism.  相似文献   

Can students be helped to learn how to learn? An evaluation of an Approaches to Learning programme for first year degree students     

Linda S. Norton  Catherine M. Crowley 《Higher Education》1995,29(3):307-328

This study reports on an attempt to improve the quality of student learning by integrating an Approaches to Learning programme, consisting of 8 workshops, into the first year Psychology curriculum. Written accounts of students' conceptions of learning were collected at the beginning and end of the programme. Content analysis showed that there was a significant shift from naive to more sophisticated conceptions (29% to 60%) in students who had attended more than half the workshops, by the end of the programme. The programme also showed several significant benefits on students' academic performance. Students who attended all the workshops on essay writing and examination taking, obtained higher essay and examination marks than students who did not attend these workshops.However, when we looked at the effects on academic performance of taking a deep approach and holding a more sophisticated conception of learning, the findings were not so clear cut. Depending on the measure used, there was conflicting evidence about whether examination performance or essay performance benefitted the most. The implications of these results are discussed with particular reference to the role of assessment, in enhancing the quality of student learning.  相似文献   

The effects of an educational video game on mathematical engagement     

Mido Chang  Michael A. Evans  Sunha Kim  Anderson Norton  Kirby Deater-Deckard  Yavuz Samur 《Education and Information Technologies》2016,21(5):1283-1297

In an effort to maximizing success in mathematics, our research team implemented an educational video game in fifth grade mathematics classrooms in five schools in the Eastern US. The educational game was developed by our multi-disciplinary research team to achieve a hypothetical learning trajectory of mathematical thinking of 5th grade students. In this study, we examined overall engagement and three sub-domains of engagement as outcome variables after ten sessions of treatment with fifth grade students. The results showed that both male and female the video game group had slight increases in all engagement levels while students, particularly male, in the paper-and-pencil drill group displayed large decreases in all engagement levels. Implications of the study are 1) more fine-grained evidence of engagement in three sub-domains after implementing an educational video game, and 2) a consideration of gender differences in engagement levels in mathematics in the adoption of a video games.  相似文献