Instructions for Authors     

Brian A. Davies 《Higher Education》2000,39(4):497-504

Instructions for Authors

Instructions for Authors  相似文献   

Perceptions in Role Change from Teacher to Counselor     

Chris D. Kehas  Jane L. Morse 《Counselor Education & Supervision》1970,9(4):248-258

12 school counselors, former teachers who had been counseling no more than 2 years, were interviewed on how they experienced the processes of role change from teacher to counselor. Theoretical constructs from sociological research on role and reference groups were used in the analysis. Anticipatory socialization was found not to have been engaged in by the new counselors. Having been a teacher was found to be dysfunctional to the extent that (a) it gave rise to ambivalence between the two roles, (b) demanded change in perspective toward the student, the school system, and the teachers, and (c) caused conflict by the necessity of changing the compliance system used with students. Having been a teacher was found to be functional to the counselor role in understanding and working with counselees and teachers on student-teacher problems. The dysfunctional aspects of having taught outweighed the functional aspects and inhibited positive identification with, as well as impeding adjustment to, the new role of counselor.  相似文献   

PME Special Issue: Bodily Activity and Imagination in Mathematics Learning     

Ricardo Nemirovsky  Marcelo Borba  Cara Dimattia  Ferdinando Arzarello  Ornella Robutti  Marty Schnepp  Daniel Chazan  Chris Rasmussen  Jennifer Olszewski  Kevin Dost  James L. Johnson  Marcelo C. Borba  Nilce Fatima Scheffer 《Educational Studies in Mathematics》2004,57(3):303-321

  相似文献   

The rise and fall of an allocation model: An evaluation of its role as an instrument for policy decisions     

Chris Otten  Bas Savenije 《Research in higher education》1990,31(1):1-14

The article evaluates the history of the present allocation model of a Dutch university. This model was widely accepted at the start. As the decrease of budgets continued, the model was more and more criticized. At this moment it is no longer accepted as an instrument for policy decisions. The details of the model itself have become issues of political interest and discussion. The article stresses the need for timely adjustment of allocation models and analyzes the circumstances that influence the lifespan of such models. Some general conclusions and implications for financial planning and budgeting will be drawn.Presented at the 29th Annual Forum of the Association of Institutional Research, Baltimore, April 30–May 3, 1989.  相似文献   

Coursework Marks High,Examination Marks Low: Discuss   总被引：2，自引：2，他引：2  

Paul Bridges  Angela Cooper  Peter Evanson  Chris Haines  Don Jenkins  David Scurry 《Assessment & Evaluation in Higher Education》2002,27(1):35-48

It is commonly believed that the standard of student performance in coursework tends to be higher than that achieved in formal examinations. This view was tested by analysing undergraduate performances in six subjects at four UK universities. Two measures of relative coursework performance were employed. The first is the difference between the mean coursework and examination marks for each module. The second considers the proportion of students in each module who achieve a higher mark in the coursework than in the examination. The measures showed that in English and History coursework performances are slightly higher, equivalent to one-third of one honours class (or division) while, in Biology, Business Studies, Computer Studies and Law, coursework performances are higher by as much as two-thirds of one honours class (or division). The differences observed in the latter subjects are very significant and have serious implications for parity of treatment in degree programmes where students may choose modules with contrasting modes of assessment.  相似文献   

Childbirth educators, doulas, nurses, and women respond to the six care practices for normal birth          下载免费PDF全文

Curl M  Davies R  Lothian S  Pascali-Bonaro D  Scaer RM  Walsh A 《The Journal of perinatal education》2004,13(2):42-50

This collection of commentaries by childbirth educators, doulas, a labor and delivery nurse, and a woman preparing for the birth of her second baby provide an overall response to all six of Lamaze International's care practice papers that promote normal birth: Labor Begins on Its Own; Freedom of Movement throughout Labor; Continuous Labor Support; No Routine Interventions; Non-Supine (e.g., Upright or Side-Lying) Positions for Birth; and No Separation of Mother and Baby with Unlimited Opportunity for Breastfeeding. Strategies for using the position papers to facilitate learning in childbirth classes and for helping expectant parents access and understand research are presented. The commentaries describe the value of the position papers as a catalyst for professional growth, a foundation for creating change, a way to encourage reflection among professionals and women planning for the births of their babies, and an inspiration for everyone who advocates normal birth.  相似文献   

MARKETING HIGHER EDUCATION: MYTHS AND PROBLEMS     

Chris de Winter Hebron 《Higher Education in Europe》1989,14(3):47-55

The budgetary decentralization of higher education in the United Kingdom calls for individual institutions and units within them to take increasing responsibility for raising their own funds. The author, who argues that higher education institutions must derive an increasing proportion of their budgets from the marketing of their products goes on to explain how this can be done. To begin with, the nature of marketing and of market research must be well understood, and the legitimacy of the marketing process itself must be accepted by all the members of the university community. It is then necessary to do a marketing audit so as to establish what a given institution has to sell and what its outside environment wishes to buy. Flexibility on the part of the seller with regard to type, level, duration, and scheduling of courses is very important. It is also necessary to be able to persuade the potential buyer that he wants to have what the seller has to offer. At this point, however, the author cautions the reader as to the dangers of some seven market myths as applied to higher education and the dangers of oversell. He concludes that with prudence higher education can be marketed to the satisfaction of all concerned with results which avoid the “unhappy paradox” that the marketing of higher education is both essential and disastrous.  相似文献   

Computer Simulations Improve University Instructional Laboratories          下载免费PDF全文

Nicola J. Gibbons  Chris Evans  Annette Payne  Kavita Shah  Darren K. Griffin 《CBE life sciences education》2004,3(4):263-269

Laboratory classes are commonplace and essential in biology departments but can sometimes be cumbersome, unreliable, and a drain on time and resources. As university intakes increase, pressure on budgets and staff time can often lead to reduction in practical class provision. Frequently, the ability to use laboratory equipment, mix solutions, and manipulate test animals are essential learning outcomes, and “wet” laboratory classes are thus appropriate. In others, however, interpretation and manipulation of the data are the primary learning outcomes, and here, computer-based simulations can provide a cheaper, easier, and less time- and labor-intensive alternative. We report the evaluation of two computer-based simulations of practical exercises: the first in chromosome analysis, the second in bioinformatics. Simulations can provide significant time savings to students (by a factor of four in our first case study) without affecting learning, as measured by performance in assessment. Moreover, under certain circumstances, performance can be improved by the use of simulations (by 7% in our second case study). We concluded that the introduction of these simulations can significantly enhance student learning where consideration of the learning outcomes indicates that it might be appropriate. In addition, they can offer significant benefits to teaching staff.  相似文献   

Preventing fatal incidents in school and youth group camps and excursions: understanding the unthinkable     

Chris North 《Journal of Adventure Education & Outdoor Learning》2019,19(3):283-285

  相似文献   

The developmental progression of comprehension‐related skills in children learning EAL     

Jane M. Hutchinson  Helen E. Whiteley  Chris D. Smith  Liz Connors 《Journal of Research in Reading》2003,26(1):19-32

Many children who speak English as an additional language (EAL) underachieve in areas of English literacy, especially in the primary years. These difficulties are often attributed to low levels of English language fluency as they enter the education system. In an effort to provide a greater understanding of this underachievement, the cognitive‐linguistic factors underlying literacy development in monolingual children and children learning EAL were examined in a three‐year longitudinal project. The project, conducted in schools in the north of England, followed the developmental progression of forty‐three children learning EAL and forty‐three monolingual children from school years Two to Four. Children were assessed on measures of reading accuracy, reading and listening comprehension, receptive and expressive vocabulary, and reception of grammar. Analysis revealed similarities between the two groups of children on reading accuracy, but children learning EAL had lower levels of vocabulary and comprehension at each point in time. Data are discussed in terms of the development of underlying language skills and the impact of these skills on both reading and listening comprehension. The implications of the findings for classroom practice are considered.  相似文献