The Paradox of Education for the Gifted     

Elton B. Mcneil 《College Teaching》2013,61(3):111-115

Abstract

The article explores how using constructivist techniques can make teachers more effective. When teachers use illustrative methods to introduce new material, students are better able to make the concepts their own. Several activities and their possible application across disciplines are discussed.  相似文献   

The archival management of machine-readable records from database management systems     

Thomas Elton Brown  William A. Reader 《Archival Science》1987,1(1):9-12

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Validation of the Biglan model   总被引：1，自引：9，他引：1  

John C. Smart  Charles F. Elton 《Research in higher education》1982,17(3):213-229

The empirical validity of the Biglan model of academic disciplines is supported by the results of this study. Examples are provided to illustrate how the systematic use of this model could enhance the quality of research on university faculty members and the academic administration of institutions of higher learning.  相似文献   

Should classification of the UK honours degree have a future?   总被引：1，自引：0，他引：1  

Lewis Elton 《Assessment & Evaluation in Higher Education》2004,29(4):415-422

The classified honours degree has so much prestige and so venerable a tradition that only very serious and systemic changes could justify the question as to whether classification has a future. However, while this paper argues that such changes have indeed taken place in the past 30 years, the main arguments for change are pedagogical. The proposed change is for an unclassified degree, in which details are provided in a profile, covering assessments—only some of which can be classified—in a range of learning activities. A major innovation is the creation by each student of a portfolio, a device well known in art and architecture, which documents their learning. One consequence of this change is that students are treated individually and the traditional concept of fairness, which is based on all students being treated the same, has to be replaced by a more sophisticated concept of fairness. More generally, this change—with its stress on integrating assessment and the process of learning, as opposed to the current attitude where assessment certifies the product of learning—will have to affect not only the processes of assessment, but of all associated teaching and learning. The proposed scheme ought to be helpful also to prospective employers, who would, however, have to change many traditional attitudes.  相似文献   

The departmental rating game: Measure of quantity or quality?     

Charles F. Elton  Sam A. Rodgers 《Higher Education》1973,2(4):439-446

What constitutes quality in graduate education? The most widely accepted definition has been proposed by Cartter who asked recognized scholars to rate departmental excellence in 30 disciplines. Cartter's instructions to the raters could have allowed the influence of a “halo effect” to operate. This is an error in rating which is produced when the particular characteristics being rated are contaminated by the rater's notion of the general worthiness of the object being rated. This study demonstrated that the halo effect related to size variables occurred in the Cartter study. Data were collected from public sources for each department of mathematics, physics, chemistry, and geology rated in the Cartter study as “extremely attractive,” “attractive,” “acceptable plus” and for a random sample of “less than acceptable plus” departments. These data consisted of the following size variables: (1) number of areas of specialization within a department; (2) number of faculty; (3) number of Ph.D. degrees awarded between 1960–64; (4) number of full-time students; (5) number of first year students; and (6) ratio of part-time to full-time students. Tests of statistical significance indicated that these variables differentiated the departmental ratings beyond chance expectation. A graphic illustration is provided for each discipline showing the relationships between the size measures and the mean departmental ratings. Implications of these findings are that measures of size ought not to be confused with measures of quality and that the development of measures of quality is a matter of urgent priority.  相似文献   

Teachers investigate their work – By Altrichter, Herbert     

Lewis Elton 《British journal of educational technology : journal of the Council for Educational Technology》2008,39(4):749-749

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Task differentiation in universities: Towards a new collegiality     

Lewis Elton 《Tertiary Education and Management》2013,19(2):138-145

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Reconsidering science learning     

Lewis  Elton 《British journal of educational technology : journal of the Council for Educational Technology》2005,36(1):120-120

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A Challenge to Established Assessment Practice   总被引：2，自引：0，他引：2  

Lewis Elton 《Higher Education Quarterly》2004,58(1):43-62

The article looks back 35 years to a challenge on examination practices, based on common assumptions at the time. It notes that many – although not all – of these assumptions are still accepted in much of current practice, although some have been examined by researchers and found wanting extensively in the intervening time. The particular assumptions investigated relate to the distribution, recording and use of examination results, the demand for uniformity of treatment, the comparability of degrees, the assessment of imponderables and the use and value of external examiners.  相似文献   

commentary     

Elton Lewis  Lucas Lisa 《Perspectives: Policy and Practice in Higher Education》2013,17(1):18-20

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