Entrepreneurialism and critical pedagogy: reinventing the higher education curriculum     

Cath Lambert  Andrew Parker  Michael Neary 《Teaching in Higher Education》2013,18(4):525-537

This paper presents an analysis of the ways in which UK higher education (HE) has become increasingly commercialised and commodified in the post-1980s. It critiques the strategies adopted by successive UK governments to reinvigorate the relationship between educational and economic life, and to facilitate a more corporate and entrepreneurial spirit within the academy in line with the pressures of a ‘knowledge-based economy’. Arguing for a more critical exploration of teaching and learning within HE, the paper presents evidence from work carried out by the Reinvention Centre for Undergraduate Research, a Centre for Excellence in Teaching in Learning (CETL) which adopts a research-based learning approach to teaching and learning at undergraduate level.1 1. The Reinvention Centre for Undergraduate Research is a collaborative Centre for Excellence in Teaching and Learning (CETL) based between the Department of Sociology at the University of Warwick and the School for the Built Environment at Oxford Brookes University. In 2005 the Centre was awarded £500,000 recurrent over five years, and £800,000 capital funding. The recurrent funding covers staff and running costs. Capital expenditure has covered the design and development of new social teaching and learning spaces at both Warwick and Oxford Brookes. Further information on the Reinvention Centre is available at www.warwick.ac.uk/go/reinvention/. The Reinvention centre covers a range of progressive pedagogies. This article represents the specific views of the authors. Within the context of ongoing debates surrounding the relationship between teaching, learning and research in UK HE, the paper advocates a reinvention of curriculum design through an engagement with the broader principles of critical pedagogy, and in so doing, presents a critical engagement with the commercialisation of HE.  相似文献   

Rocket science: an exploration of what information is of meaning to educational psychologists when evaluating their work     

Cath Lowther 《Educational Psychology in Practice》2013,29(3):243-257

Evaluation is a central feature of educational psychologists’ (EPs) work. Different evaluation tools have been used in the published literature but a consistent approach is yet to emerge. Informed by Interpretative Phenomenological Analysis, this research asks what information EPs find meaningful when they evaluate their work. Six EPs working in a local authority educational psychology service were interviewed about their experiences of their work and how they knew they had made an impact. A diverse range of information drawn upon as evidence that there had been change was described. It is thus proposed that a tool which enables EPs to collate different types of information from a number of sources may be useful when evaluating their practice.  相似文献   

High School Marine Science and Scientific Literacy: The promise of an integrated science course     

Julie Lambert 《International Journal of Science Education》2013,35(6):633-654

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Teacher Perceptions of Intra-Occupational Status Relationships among Elementary,Junior High,and Senior High School Teaching Positions     

Lee H. Hansen  Edgar F. Borgatta  Philip Lambert 《Journal of Experimental Education》2013,81(2):51-56

Correlation matrices having linear dependencies are a common occurrence in educational research. For such matrices there is no unique solution for the multiple regression coefficients; however, there is an infinity of solutions which satisfy the least squares criterion and yield the identical multiple-R and R-square. Traditional strategies for deriving the multiple regression coefficients do not ordinarily function in the presence of linear dependencies. The common practice is to use an iterative technique in which a series of approximations is carried out repeatedly until a solution is achieved. The authors have modified the Gauss-Jordan procedure to function in the presence of linear dependencies. The modified procedure is much simpler than the iterative procedure and has the added advantage of identifying each redundant variable with a zero regression coefficient.  相似文献   

New approaches,new vision: capturing teacher experiences in a brave new online world     

Michael Connolly  Cath Jones 《Open Learning》2013,28(1):43-56

The paper is an exploration of how a group of tutors involved in a major e‐learning project reacted to developing and teaching in this environment for this first time. All were experienced face‐to‐face teachers but had different levels of experience in using technology. Our aim was to capture their individual views on working in an online environment. The import of this cannot be under‐estimated, as different views on learning influence the role and potential of technology in an e‐learning environment.

As the research is an exploration in understanding the impact that e‐learning can have on the role of the teacher, it seemed appropriate to frame the work in a grounded theory approach and to deal with themes as they emerged. The data for the paper are the product of focus groups, questionnaires and observation. The sample for data collection was the total population of tutors in seven institutions involved in the delivery of the course. The questionnaire captured tutors’ profiles (experience of information technology, e‐moderating, e‐learning, gender, college, module taught), their personal online tutoring style, their opinions on pedagogy and the student learning experience, training and development issues and general reflections on being an online tutor. The initial findings reveal varied reasons for becoming involved with online learning and a wide variety of styles for interacting online with students. All respondents were keen to keep an element of face‐to‐face teaching in their modules and felt it was difficult to gauge depth of learning without ‘normal face‐to‐face interactions at some point’. A number of staff felt that e‐delivery is much more difficult than they envisaged and challenged them in ways that face‐to‐face teaching did not. Materials and approaches that work well in a classroom environment are not always effective online. Tutors faced challenges in both design and delivery.  相似文献   

Climate Change in the Preservice Teacher’s Mind     

Julie L. Lambert  Robert E. Bleicher 《Journal of Science Teacher Education》2013,24(6):999-1022

Given the recent media attention on the public’s shift in opinion toward being more skeptical about climate change, 154 preservice teachers’ participated in an intervention in an elementary science methods course. Findings indicated that students developed a deeper level of concern about climate change. Their perceptions on the evidence for climate change, consensus of scientists, impacts of climate change, and influence of politics also changed significantly. The curriculum and instruction appear to be an important factor in increasing understanding of climate change and developing perceptions more aligned to those of climate scientists. More broadly, this study provides preliminary support for the value of providing a careful framing of the topic of climate change within the context of science methods courses.  相似文献   

The forensic science needs of law enforcement applicants and recruits: A survey of Michigan law enforcement agencies     

Eric Lambert  Terry Nerbonne  Phillip L. Watson  Jack Buss  Alan Clarke  Nancy Hogan 《Journal of Criminal Justice Education》2013,24(1):67-81

Many colleges and universities offer forensic science courses ranging from a single introductory class to majors. Previous research has not addressed how valuable these courses are to undergraduate criminal justice students who aspire to enter the law enforcement field. A random sample of law enforcement agencies in Michigan were surveyed. Seventy-eight percent of respondents agreed that knowledge of forensic science was important and 46% preferred that applicants have a forensic science background prior to hiring. The knowledge areas deemed most important were interviewing techniques, crime scene documentation, evidence collection, and latent fingerprint analysis.  相似文献   

Prediction of maximal oxygen uptake from a 20-m shuttle run as measured directly in runners and squash players     

A. St Clair Gibson  S. Broomhead  M.I. Lambert  J.A. Hawley 《Journal of sports sciences》2013,31(4):331-335

Abstract

The aim of this study was to assess the validity of the multistage shuttle run test in predicting maximal oxygen uptake (VO ₂ max) in athletes trained in sports with different physical demands. Over a 14-day period, 10 male long-distance runners (continuous high-intensity exercise) and 10 male squash players (intermittent high-intensity exercise) performed, in random order, the multistage shuttle run test and a maximal treadmill protocol of increasing elevation which elicited VO ₂ max. Compared with direct measurement of VO ₂ max, the shuttle run test significantly underpredicted the VO ₂ max of the group of runners (n=10; P<0.01) and of the athletes as a whole (n=20; P<0.01). The correlation (r) between VO ₂ max determined by the shuttle run test and by the treadmill protocol was 0.61 (P<0.05) for the squash players, 0.71 (P<0.05) for the runners and 0.67 (P<0.01) for the athletes as a whole. As the subjects represented athletes trained specifically in sports with different physical demands, this may explain why the correlations between the shuttle run test and direct measurement of VO ₂ max are less robust than those reported in previous studies. Furthermore, our results indicate that there are sport-specific differences when predicting VO ₂ max from the multistage shuttle run test.  相似文献   

The relationship between critical power and running performance     

Tracy Kolbe  Steven C. Dennis  Elizabeth Selley  Timothy D. Noakes  Michael I. Lambert 《Journal of sports sciences》2013,31(3):265-269

Critical power is a theoretical concept that presumes there is a certain work‐rate which may be maintained without exhaustion. The extent to which critical power predicts running performance over varying distances has not been determined, and so the aim of this study was to correlate measurements of critical power in the laboratory to running performances in the field at 40 m and 1, 10 and 21.1 km in a group of 17 male longdistance runners (mean ± s.d. age = 31.7 ± 7.3 years). Each subject ran to exhaustion on the treadmill in the laboratory at six different speeds, ranging from 17 to 25 km h^‐1. Least squares analyses were used to fit an exponential decay to the relationship between the running speed (y) versus time to exhaustion (x). Critical power was calculated as the running speed (y) coinciding with the asymptote or C parameter of the y = A‐e^(‐Bx) + C relationship. The VO₂ max was also measured in all subjects. For the data in the field, each subject was timed over 40 m and 1 km and participated in 10‐ and 21.1‐km races. The mean critical power of die subjects in this study was 18.5 ± 1.6 km h^‐1. The test‐retest correlation coefficient for the determination of critical power was r = 0.99. The mean VO₂ max, measured in a progressive exercise protocol starting at 13 km h^‐1 and increasing by 1 km h^‐1 every minute, was 59.2 ± 4.6 ml O₂ kg^‐1 min^‐1. The 40‐m times ranged from 5.57 to 6.95 s, the 1‐km times from 2:46 to 3:55 min:s, the 10‐km times from 30:43 to 42:02 min:s and the 21‐km times from 67:00 to 95:45 min:s. Critical power predicted running times over 1 km (r = ‐0.75, P< 0.001), 10 km (r = ‐ 0.85, P< 0.00001) and 21.1 km (r = ‐ 0.79, P< 0.001) in this heterogeneous group of runners. The correlation coefficients for VO₂ max and running performances were similar to the above at all distances. Even in the best relationship between critical power and the time taken to run 10 km, only 72% of the variation in the 10‐km running time could be accounted for by differences in critical power. While the test of critical power may be repeatable and correlate significantly with VO₂ max (r = 0.77, P< 0.001), the measurement lacks the degree of specificity required to predict running performance in trained subjects of varying ability.  相似文献   

Reliability of a 5-m multiple shuttle test     

Boddington MK  Lambert MI  St Clair Gibson A  Noakes TD 《Journal of sports sciences》2001,19(3):223-228

The aim of the present study was to determine the reliability of a modified 5-m multiple shuttle test. The 'match-related fitness' of 23 female hockey players was assessed on four occasions within 4 weeks. The results of each test session and each shuttle were analysed using analysis of variance with repeated measures to determine the reliability of the test. The mean distance for each of the six shuttles decreased (121.2 +/- 7.5, 114.5 +/- 7.5, 112.2 +/- 7.5, 109.9 +/- 7.9, 108.4 +/- 8.1 and 108.7 +/- 8.3 m for shuttles 1-6, respectively; P < 0.001) similarly for each of the four sessions (P = 0.99). The total and peak distances covered during the tests were not significantly different (P = 0.99 and P = 0.12, respectively). The intra-class correlation coefficient (R) for these variables was 0.98 and 0.86, respectively. The delta distance and the fatigue index calculated post-test were significantly different (P = 0.001 and P = 0.006, respectively) between the four sessions. The intra-class correlation coefficient for both these variables was 0.74. Heart rate and rating of perceived exertion (RPE) were not significantly different between sessions (P = 0.42 and P = 0.095, respectively). The intra-class correlation coefficient for heart rate ranged from 0.65 to 0.97 and that for RPE from 0.85 to 0.91. We conclude that the 5-m multiple shuttle run test is a reliable measure of total and peak distances, heart rate and RPE response and is sufficiently reliabile to track changes in fitness over a season. The delta distance and fatigue index are not as reliable and should be interpreted with caution.  相似文献