Decoding codewords: statistical analysis of a newspaper puzzle     

Susan Meacock  Geoff Meacock 《Teaching Statistics》2012,34(3):99-103

This article presents various statistical analyses of a type of word puzzle common in English newspapers.  相似文献   

Distance education in the third world: critical analysis on the promise and reality     

Geoff Arger 《Open Learning》2013,28(2):9-18

  相似文献   

Heart Rate Variability as a Predictor of Speaking Anxiety     

Valerie A. MacIntyre  Geoff Carre 《Communication Research Reports》2013,30(4):286-297

This study examines the relations among the perception of speaking anxiety and difficulties in emotion regulation with 2 measures of physiological activity: heart rate (HR) and heart rate variability (HRV). Results show significant changes in HR and state anxiety, but not HRV, among the 6 experimental conditions: quiet, reading in both sitting and standing positions, and speaking in both sitting and standing positions. HRV significantly and negatively correlated with difficulties in emotion regulation and HR, but not with public speaking apprehension (PSA) scores or state anxiety ratings. PSA scores, however, were significantly and positively correlated with state anxiety ratings. Results are interpreted in terms of the simultaneous, coordinated operation of physical reactions and emotional coping strategies.  相似文献   

School Improvement: A Study of the Roles of Leaders and External Consultants     

Mel Ainscow  Geoff Southworth 《School Effectiveness & School Improvement》2013,24(3):229-251

This paper analyses the experience of so-called “failing schools” in order to develop understandings that can inform improvement efforts. It reports on a study of the experiences of a small number of English primary schools placed in “special measures” as a result of being inspected. The study is unusual in that, in the past, researchers have found it difficult to gain access to such sensitive contexts. Existing literature argues that staff collaboration and social cohesion have to be necessary features of efforts to support change in schools that are seen to be failing. However, the detailed analysis of what happened in the schools within this particular study suggests that the experience of being characterised as “failing” can act as a barrier to the creation of more collaborative ways of working. This analysis led to an examination of the links between culture and leadership, and how such links can provide useful insights for school improvement in contexts that are defined as failing.  相似文献   

The Role of Teacher Leadership in Professional Learning Community (PLC) in International Baccalaureate (IB) Schools: A Social Network Approach     

Warangkana Lin  Geoff Riordan 《Peabody Journal of Education》2013,88(5):534-550

This study aims to illuminate how professional interactions among teachers form different types of teacher leadership in schools, which, in turn, shape different levels of teachers’ involvement in activities related to their professional learning community (PLC). To investigate certain patterns of teachers’ interactions that contribute to the formation of teacher leadership and thereby the development of PLC, two international schools that offer a full continuum of three International Baccalaureate (IB) programs were purposively chosen. The schools have similar numbers of students and are located in two different countries in East Asia. Using a mixed-methods research approach, the patterns of teacher professional interactions were first examined using social network analysis. Next, the degree to which teachers in the case study schools enact practices related to PLCs was assessed and compared through a multivariate analysis of variance (MANOVA) test. Further, based on findings from social network analysis, in-depth semistructured interviews were conducted with selected key participants to understand the linkage between teacher leadership and teachers’ involvement in their PLC in each case school. From the findings, we propose four conceptual types of teacher leadership that explain how teacher leadership shapes different levels of teachers’ engagement in PLC in the two case schools.  相似文献   

通过教育应对社会不公平——英格兰2010年以来的政策与展望     

杰夫·维狄  丁道勇 《河北师范大学学报(教育科学版)》2013,(1):19-23

学业成就差距是英国教育政策的重要努力方向。2010年以前,新工党政府承诺要"缩小"不同社会背景学生的学业成就差距。此后上台的联合政府,进一步承诺要"取消"这种学业成就差距。为此,自2010年以来,英国政府出台了一系列教育政策。这些政策的共同核心问题是学业成就的"社会阶级"差异。  相似文献   

Association Profile: AECS ‐‐ Association of European Correspondence Schools     

Geoff Arger 《Open Learning》2013,28(1):54-55

  相似文献   

An exploration of the ‘value‐added’ of higher education for the health and social care workforce: the lecturers’ perspectives     

Elizabeth A. Girot  Margaret Miers  Jonathan Coles  Geoff Wilkinson 《Assessment & Evaluation in Higher Education》2006,31(1):121-133

As part of a larger case study, this co‐operative inquiry explores the lecturers’ perspectives of the added value of the higher education experience of mixed ability groups of experienced care workers undertaking a 60 credit Certificate in Empowering Practice programme. Following consistent positive programme evaluations the success of the course is reflected upon by two lecturers and two researchers to understand the lessons learned. Using a thematic analysis, findings provide an understanding of the principles involved in producing consistent enthusiasm from these students and their service managers. A key to their success appears to lie in the meaningful organisation of the curriculum and the creative use of learning and teaching strategies. As co‐inquirers, we have learned about the importance of promoting effective student support and creating successful links between their teaching and assessment strategies and the world of work. Although not generalisable, the findings of this co‐operative inquiry identify some of the lessons learned and the principles that can be used in larger groups of pre‐qualifying students to enhance their value in the workplace.  相似文献   

VET Under Review: the challenges in Central Asia     

Geoff Howse 《European Journal of Education》2001,36(1):35-43

  相似文献   

User dyads in software testing: bypassing the need for expert observers     

Geoff Foster 《British journal of educational technology : journal of the Council for Educational Technology》2005,36(2):205-216

This paper arises out of a research study into the online help facilities provided in popular software applications such as word processors. Its particular focus is on experimental methods of evaluating the effectiveness and usability of those facilities. Focus groups, questionnaires, and online surveys had already been used in other phases of the study, but it was judged that these approaches would be unsuitable for measuring effectiveness and usability because they are susceptible to respondents’ subjectivity. Direct observation of people working on set word‐processing tasks was ruled out initially because of a lack of trained observers; it would have taken too long for the investigator to observe a large enough sample by himself. Automatic recording of users’ actions was also rejected, as it would have demanded equipment and/or software that was not available and seemed too expensive to acquire. The approach and techniques described here were an attempt to overcome these difficulties by using observers drawn from the same population of students that provided the test subjects; as a by‐product, this may also have enhanced the acceptability (and hence possibly the validity) of the experiments by reducing the “exam pressure” perceived by participants.  相似文献