Book reviews     

Lewis Elton  Geraint Johnes  Clive Booth  Tom Schuller 《Higher Education》1996,32(2):243-246

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A New Framework For Quality   总被引：1，自引：0，他引：1  

Clive Booth 《Higher Education Quarterly》1992,46(3):227-242

Quality emerges as an important theme in the British Government White Paper,'Higher Education: A New Framework' published in May 1991. Quality in both research and teaching receive attention. This article looks particularly at the latter, the differing approaches on each side of the binary line, the likely remit of the emerging audit unit, the difficulties of quality assessment in a single higher education system and the criteria for determining how far degree awarding powers should be bestowed on smaller institutions.  相似文献   

Teacher Professional Development in the Area of 'School-Reporting-to-Parents'     

Thomas A. O'Donoghue  Clive A. J. Dimmock 《Asia-Pacific Journal of Teacher Education》2002,30(2):169-180

In recent years there has been increasing interest internationally in the monitoring and reporting of student achievements in school. Australia is no exception regarding this interest. Here some of the developments regarding reporting to parents have also raised a variety of questions for research. The following paper is one attempt to meet the challenge presented. It is concerned with developing an understanding of the impact of school reporting in one Australian state, Western Australia (WA), with the aim of developing a set of propositions for discussion in teacher professional development programmes. While cognisance was taken of the associated research literature in the development of these propositions, they emerged mainly from a project which used a case study approach to develop an understanding of the variety of perspectives which the various stakeholders in WA government schools have on school reports and school reporting--past, present and future.  相似文献   

Scaffolding students: suggestions on how to equip students with the necessary study skills for studying in a blended learning environment     

Anne Jelfs  Clive Barrett 《Learning, Media and Technology》2004,29(2):85-96

In this paper we consider the implications of moving from a paper‐based delivery of study support materials to electronic delivery. The paper is based on telephone interviews with 60 students who had received a range of study support materials from a series of ‘student toolkits’, which are printed resource booklets for students of the UK Open University. McLoughlin (2002) sees the integration of electronic delivery at the primary, secondary and tertiary education levels as requiring an extension to current concepts of scaffolding. The extension we propose in this paper is the need to establish study skills plus the ways and means to seek support in a resource‐based environment. However, there is a delicate balance between increased provision and overloaded provision in resource‐based learning.  相似文献   

’The admirable Ward’: a portrait of W. E. F. (Frank) Ward,CMG, colonial educator,administrator, diplomat and scholar     

Clive Whitehead 《Journal of educational administration and history》1993,25(2):138-160

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Educating the Right Way,Markets, Standards,God and Inequality (Michael W. Apple)     

Gill Crozier  Clive Harber  Martin Mills  Wendy Luttrell 《British Journal of Sociology of Education》2002,23(3):483-496

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School Restructuring in Hong Kong: The Perceptions of Middle Managers     

Clive Dimmock  Peter Hang Woi Lim 《Asia Pacific Journal of Education》1999,19(1):59-77

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Reevaluating canine perspective-taking behavior     

Udell MA  Wynne CD 《Learning & behavior》2011,39(4):318-323

Udell, Dorey, and Wynne (2011) demonstrated that both domesticated and nondomesticated canids—specifically, gray wolves—have the capacity to succeed on perspective-taking tasks, suggesting that dogs’ ability to respond to the human attentional state is not a by-product of domestication alone. Furthermore, not all dogs were successful on the task. Instead, the occluder type used was a strong predictor of performance, indicating the important role of environment and experience for tasks of this type. Here, we address several commentaries reflecting on the methods and design of that study, as well as the interpretation of the results. We also discuss the positive shift toward more interactive approaches in the field of canine behavior and cognition. Finally, we question the functionality of describing canine social behavior in terms of theory of mind.  相似文献   

Can your dog read your mind?: Understanding the causes of canine perspective taking     

Udell MA  Dorey NR  Wynne CD 《Learning & behavior》2011,39(4):289-302

Prior studies have documented the domestic dog’s (Canis lupus familiaris) sensitivity to human attentional state, including a tendency to preferentially beg for food from attentive individuals and an ability to selectively perform forbidden behaviors when humans are not looking. Due to the success of dogs on perspective-taking tasks, some have hypothesized that domestic dogs may have theory of mind, or the ability to infer what other individuals know. Here we provide the first evidence that nondomesticated canids, grey wolves (Canis lupus), are also sensitive to human attentional state under some conditions. We also demonstrate that dogs do not display an undifferentiated sensitivity to all visual cues of attentional state. Rather, dogs are more sensitive to stimuli encountered in their home environment. Some dogs perform poorly on perspective-taking tasks. These findings have important implications for the interpretation of research designed to understand complex social cognition across species.  相似文献   

The PISA mathematics regime: knowledge structures and practices of the self     

Clive Kanes  Candia Morgan  Anna Tsatsaroni 《Educational Studies in Mathematics》2014,87(2):145-165

Within mathematics education research, the responses to the Programme for International Student Assessment’s (PISA’s) international testing regime tend to accept its framework and results as necessary points of reference, even when offering a critical reinterpretation or challenging national policy discourses based on PISA. In this article, we offer a different approach to the critique of PISA, drawing on theoretical tools provided by Bernstein and Foucault, to ask what the PISA regime achieves. Our understanding of this achievement encompasses both the production of knowledge structures and the production of students, teachers and other agents as subjects. We propose that the theoretical approach we offer provides a methodological entry point into analysis of the texts comprising the PISA mathematics regime. Analysis of a single PISA item is used to illustrate the insights that may be gained from such a theoretical lens. Such insights into the logic of PISA have the potential to allow us better to understand and hence contest the role that PISA and other large-scale assessment regimes may play in global and local policy discourses.  相似文献