Contemporary perspectives on the Australian doctorate: framing insights to guide development     

Hamish Coates  Gwilym Croucher  Kenneth Moore  Umesha Weerakkody  Mollie Dollinger  Ilke Grosemans 《高等教育研究与发展》2020,39(6):1122-1139

ABSTRACT

The growth of the doctorate in recent decades has spawned concerns about programme quality and external relevance. This article reports findings from research conducted in Australia that was shaped by the view that the doctorate remains in need of educational clarification and design. The research generated insights that can be used to modernise and realign the doctorate. First, this article discusses the development of a doctoral education framework. Next, it presents results from a questionnaire developed using the framework and administered in a national survey to both five-year-out doctoral graduates and to doctoral experts. This identifies the need to design programmes that better orient and align research training with students’ professional aspirations, incorporate more real-world forms of learning, enhance traditional aspects of research training and provide structured reports of doctoral outcomes, experiences and preparations. The results underpin the need for more specific analyses of outcomes and assessment, the nature and distribution of doctoral experiences and the design and management of the resources that go into doctoral education.  相似文献   

Measuring learning quality in Ethiopia,India and Vietnam: from primary to secondary school effectiveness     

Padmini Iyer  Rhiannon Moore 《Compare》2017,47(6):908-924

Abstract

This paper examines the way in which learning quality has been conceptualised and measured in school effectiveness surveys conducted by Young Lives, a longitudinal study of child poverty. Primary school surveys were conducted in Vietnam in 2010–11 and Ethiopia in 2012–13, and surveys at upper-primary and secondary level were conducted in Ethiopia, India and Vietnam in 2016–17. The paper discusses the design of cognitive tests to assess Maths and reading at primary level, and then focuses on the development of cognitive tests to assess Maths, functional English and transferable skills at upper-primary and secondary level. In particular, the paper explores how learning quality can be conceptualised and measured in relation to ‘twenty-first century skills’, which are increasingly seen as an important outcome of secondary education. The challenges of designing cognitive tests to measure and compare learning quality across three diverse country contexts are also explored.  相似文献   

The Australian law of copyright and its application to distance education     

Len Moore 《Distance Education》1987,8(1):18-37

This paper deals with the statutory protection of copyright in works created in the course of employment with illustrations of copyright in employer institutions. Distance teachers and their employers — universities, TAFE colleges, schools and colleges of advanced education — are all subject to the law of copyright in making, reproducing and distributing teaching materials. Copyright protection under the Commonwealth Copyright Act, 1968 and Amendments (1980), (1984), is given to literary, dramatic, musical and artistic works as expressions by authors of their creativity. International copyright conventions apply in Australia. Educational institutions are prohibited from ‘authorising’ the making of infringing copies. Certain dealings by educational institutions with hard copy or software materials do not constitute breach of copyright.  相似文献   

A fading procedure facilitates the maintenance of observing responses when the more valued stimulus is not produced     

Barbara J. Kaminski  Jay Moore 《Learning & behavior》1990,18(4):423-433

Pigeons served in two experiments in which responding on an observing key converted a two-component mixed schedule to the corresponding multiple schedule of reinforcement. Presentation of the stimulus correlated with the more valued component was faded out (probabilistically) over sessions, so that ultimately an observing response produced only the stimulus correlated with the less valued component. Observing was well maintained after a fading procedure when a stimulus was produced by a single response, regardless of whether the less valued stimulus was associated with food or with extinction (Experiment 1). However, observing was not well maintained after a fading procedure when a stimulus was produced according to an intermittent schedule (Experiment 2). Taken together, the results of the two experiments suggest that the absence of an exteroceptive stimulus change after a single response may become discriminative in its own right for the more valued component, and that the fading procedure is an effective means of promoting this discrimination. However, if observing responses produce a stimulus change according to an intermittent schedule, then the absence of a stimulus change after a response is correlated with both components. Under these conditions, the absence of stimulus change is not discriminative for either component, even with fading, and observing is not maintained.  相似文献   

Teaching and learning science in linguistically diverse classrooms     

Emilee Moore  Natalia Evnitskaya  S. Lizette Ramos-de Robles 《Cultural Studies of Science Education》2018,13(2):341-352

In this paper we reflect on the article, Science education in a bilingual class: problematising a translational practice, by Zeynep Ünsal, Britt Jakobson, Bengt-Olav Molander and Per-Olaf Wickman (Cult Stud Sci Educ, doi: 10.1007/s11422-016-9747-3). In their article, the authors present the results of a classroom research project by responding to one main question: How is continuity between everyday language and the language of science construed in a bilingual science classroom where the teacher and the students do not speak the same minority language? Specifically, Ünsal et al. examine how bilingual students construe relations between everyday language and the language of science in a class taught in Swedish, in which all students also spoke Turkish, whereas the teacher also spoke Bosnian, both being minority languages in the context of Swedish schools. In this forum, we briefly discuss why close attention to bilingual dynamics emerging in classrooms such as those highlighted by Ünsal et al. matters for science education. We continue by discussing changing ontologies in relation to linguistic diversity and education more generally. Recent research in bilingual immersion classroom settings in so-called “content” subjects such as Content and Language Integrated Learning, is then introduced, as we believe this research offers some significant insights in terms of how bilingualism contributes to knowledge building in subjects such as science. Finally, we offer some reflections in relation to the classroom interactional competence needed by teachers in linguistically diverse classrooms. In this way, we aim to further the discussion initiated by Ünsal et al. and to offer possible frameworks for future research on bilingualism in science education. In their article, Ünsal et al. conclude the analysis of the classroom data by arguing in favor of a translanguaging pedagogy, an approach to teaching and learning in which students’ whole language repertoires are used as valuable resources for constructing meaning and for developing academic competences in the language of instruction. This is a conclusion that we support wholeheartedly and an educational practice that we hope to promote with this forum discussion.  相似文献   

A case study of long‐term engagement and identity‐in‐practice: Insights into the STEM pathways of four underrepresented youths     

Jrne Rahm  John C. Moore 《科学教学研究杂志》2016,53(5):768-801

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Evaluating an improved quality preschool program in rural Bangladesh     

Anna C. Moore  Sadika Akhter  Frances E. Aboud 《International Journal of Educational Development》2008

An important goal of education in developing countries is to implement and improve early childhood education. A pre–post intervention–control design was used to compare a piloted-revised versus a regular preschool program offered by an organization in rural Bangladesh. After 7 months in operation, the quality of the piloted-revised program was higher than the regular program, though the regular program had also improved. Children attending pilot preschools made greater gains than children attending regular preschools on most outcome measures. Action research was conducted alongside the quantitative evaluation to study the process of the implementation and to identify areas for further improvement.  相似文献   

Exactly returning boomerangs     

Mont Hubbard  Anthony L. Moore 《Sports Engineering》2014,17(4):197-206

Differential equations of motion of a boomerang can be integrated numerically given its aerodynamic and inertial properties and initial conditions. We use the dynamic model and experimental aerodynamic data of a typical boomerang in still air studied by Hess (Boomerangs, aerodynamics and motion. PhD thesis, University of Groningen, 1975). The trajectory size and shape are well-defined functions of five initial conditions. Beginning with a nominal guessed set, an iterative search finds release conditions that result in exact return. The distance to the point on the trajectory closest to the desired return point and its gradient with respect to the release conditions are calculated. Release conditions are then modified iteratively using Newton’s method to decrease the miss distance. Exact return conditions are presented for constant values of initial angle of attack and advance ratio. A variant of the algorithm calculates release conditions that ensure return at “turnaround” where the speed is lowest and thus catching is easiest. Although in general the set of exact return release conditions is five dimensional, it is thin in the sense that certain variables must lie in a fairly narrow range. Some initial conditions are more easily modified than others, accounting for the not-inconsiderable skill required to achieve exact return in practice. A discussion is also included of the stable asymptotic helical attractor approached by the boomerang after turnaround.  相似文献   

Post-16 Education,Semi-dependent Youth and the Privatisation of Inter-age Transfers: Re-theorising youth transition     

John Ahier  Rob Moore 《British Journal of Sociology of Education》1999,20(4):515-530

This paper critically reviews historical and contemporary debates around the study of youth transitions and social change in the sociology of education and elsewhere. It argues that current accounts of recent social change of the 'post' variety tend to both over state and simplify the character of these changes. The paper suggests that it is more appropriate to think of change in terms of the reconfiguration of relationships between 'inflexibility' and 'flexibility', independence and dependency, and the public and the private. Substantively, these things can be studied through the 'intergenerational transfer' of 'assets' of various kinds within kin networks. On this basis, the paper argues for a shift away from a narrower focus upon parents that has been the basis for some recent useful and relevant work on educational decision-making in sociology of education in the UK. These issues about decision-making are related to the developing debate around Rational Action Theory and culturalist vs structural approaches. It is suggested that recent work in the areas of stratification and class formation theory would prove of value to these, and other, concerns in the sociology of education.  相似文献   

The Discourse of 'Voice' and the Problem of Knowledge and Identity in the Sociology of Education     

Rob Moore  Johan Muller 《British Journal of Sociology of Education》1999,20(2):189-206

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