Editorial invité:Problèmes de l’évaluation du niveau de base     

Sheila Wolfendale  Geoff Lindsay 《Journal of Research in Reading》1999,22(1):8-13

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Lessons from team work: towards a systematic scheme for course development     

Geoff Foster 《Higher Education》1992,24(2):193-211

Differences in practice and culture between distance and face to face universities are examined in the light of course design and production. This paper then proposes that a team approach which has been developed and refined for the production of distance teaching courses, and more particularly for the management of the production process, be used as a starting point for the development of a systematic scheme capable of being used in a conventional university setting not only by teams but also by individuals. Examples of ways in which this scheme might be used are given, and the benefits pointed out; these include improvements in the efficacy of course production and in the integration and cohesiveness of the resulting courses. There are also indirect gains to be made, in educational development and in increased professionalism, as well as in the enrichment of academic life.  相似文献   

The Development of Reasoning about Causal and Noncausal Influences on Levers     

Eric Amsel  Geoff Goodman  Dallas Savoie  Megan Clark 《Child development》1996,67(4):1624-1646

2 studies examined 5–12-year-olds' judgments regarding the behavior of balance scales and other levers whose arms varied in a causal (the number of equally weighted objects or their distances from the fulcrum) or a noncausal (the color, position, or orientation of objects) variable. There were age-related increases in correct judgments for each causal and noncausal variable, with children tending to make correct judgments about the influence of physical features of objects (their number and color) at an earlier age than they did about spatial relations between objects (their distance, orientation, and position). Children's patterns of errors judging the influence of causal (particularly distance) and noncausal (particularly position and orientation) variables were different, and there was no relation between children's correct judgments regarding causal and noncausal variables The results suggest that there are separate processes underlying children's ability to identify causal and dismiss noncausal influences on levers which are dependent on the kinds of features (physical or both physical and spatial) which children conceive of as potentially influencing the behavior of levers.  相似文献   

Conceptualising transitions from vocational to higher education: bringing together Bourdieu and Bernstein     

Eugenia Katartzi  Geoff Hayward 《British Journal of Sociology of Education》2020,41(3):299-314

Abstract

In this paper we provide a framework for conceptualising transitions from Vocational Education and Training (VET) programmes to Higher Education (HE), by bringing together Bourdieu’s and Bernstein’s theoretical approaches with the view to attend to the often side-lined epistemic and pedagogical parameters. We utilise the Bourdieusian tools of field, habitus and capital to capture the relational, material and cultural aspects of HE transitions. In using a Bernsteinian lens we shed further light into how social agents acquire differentially structured and valorised knowledges and develop a sense of themselves as hierarchically positioned knowers. The metaphor of transitional frictions is utilised to capture the ongoing struggles that students with a VET background experience as they make the transition to HE. We argue for the need of widening epistemic access and putting in place enabling pedagogies that can ease these transitional frictions, thereby potentially increasing the chances of successful HE participation and completion.  相似文献   

Undergraduate Students’ Conceptions of Mathematics: An International Study     

Peter Petocz  Anna Reid  Leigh N. Wood  Geoff H. Smith  Glyn Mather  Ansie Harding  Johann Engelbrecht  Ken Houston  Joel Hillel  Gillian Perrett 《International Journal of Science and Mathematics Education》2007,5(3):439-459

In this paper, we report on an international study of undergraduate mathematics students’ conceptions of mathematics. Almost 1,200 students in five countries completed a short survey including three open-ended questions asking about their views of mathematics and its role in their future studies and planned professions. Responses were analysed starting from a previously-developed phenomenographic framework (Reid et al., 2003) which required only minor modification. Students’ conceptions of mathematics ranged from the narrowest view as a focus on calculations with numbers, through a notion of mathematics as a focus on models or abstract structures, to the broadest view of mathematics as an approach to life and a way of thinking. Broader conceptions of mathematics were more likely to be found in later-year students (p<0.001) and there were significant differences between universities (p<0.001). The information obtained from the study not only confirms previous research, but also provides a basis for future development of a monitoring questionnaire.  相似文献   

Unsung Heroes: Exploring the roles of school-based professional experience coordinators in Australian preservice teacher education     

Kay Martinez  Geoff Coombs 《Asia-Pacific Journal of Teacher Education》2001,29(3):275-288

The literature on practicum in preservice teacher education provides varied and detailed accounts of the roles of the student teacher, the supervising teacher, and the university-based teacher educator. However, the school-based professional experience coordinator, usually the principal or deputy principal, has been dismissed as an administrative outsider to the essential triad of supervision. Feedback from the field suggested that the coordinator's role may in fact be crucial in ensuring that practicum is an occasion for quality learning. This paper reports on a study to explore ways in which a small selection of professional experience coordinators contribute to the establishment, support and appraisal of high quality practicum experience in a variety of settings. The research fills a gap in the existing literature on the practicum by providing some illumination of the varied ways the school-based coordinator role is filled. In addition, the paper raises questions about selection and support of coordinators, about ownership of the practicum, and argues for a reconceptualisation of the practicum as the site where all shareholders engage in the partnership, with continual opportunities for construction, reconstruction and renewal of the teaching profession.  相似文献   

Twenty-four things to do with a book     

Geoff Fox 《Children‘s Literature in Education》1977,8(3):135-138

During a summer workshop course, a group of teachers in British Columbia recently considered ways of encouraging the response of readers in their classes. Time was limited, and their ideas reflect a sustained brainstorming session rather than an attempt to produce a definitive list. More-idiosyncratic ideas which depended upon the peculiar skills of individual teachers have been omitted, as have highly specific illustrations relating to particular books. A dance drama version ofWatership Down, for example, was not seen as a readily transferable classroom activity.The suggestions below are for individual work, for work in pairs, groups, or with the whole class. The Canadian teachers were concerned to confirm a climate in which books were readily handled, shared and exchanged as a central and regular practice of the class.Geoff Fox has taught in secondary schools in both England and America. He has been Visiting Professor at Harvard University and the University of British Columbia and is on the staff at Exeter University. He has collaborated on several books, both for the classroom and for teachers, and is Secretary to the U K Editorial Committee ofCle.  相似文献   

Negotiating the "Rackety Bridge" — a Dynamic Model for Aligning Supervisory Style with Research Student Development     

Geoff M. Gurr 《高等教育研究与发展》2001,20(1):81-92

Postgraduate research student supervision is examined with the aim of developing a model of the supervisory relationship to improve practice by encouraging a more proactive role for students. The term "competent autonomy" is defined and argued to be a universal objective of the PhD. A tentative "supervisor/student alignment model" based on the development of this objective is proposed. It draws upon some features of earlier models but stresses the need for a dynamic alignment of supervisory style with the student's degree of development. Operationalised as a tool and tested empirically, it was found to encourage students to periodically reflect on and discuss their needs as competent autonomy is developed. Feedback is presented from a group of PhD students with whom the tool has been used at approximately 6 monthly intervals for up to three years to deliver supervision aligned to their dynamic needs.  相似文献   

Improving the presentation of printed text for tertiary level distance education: Literature review and survey     

Geoff Andrewartha 《Distance Education》1996,17(2):387-411

This paper furnishes recommendations for improving the presentation of distance education study guides. Two approaches were used to distil these recommendations. First, a review of the literature was undertaken. Then, the opinions of thirty‐five practitioners with first‐hand experience of printed study guide production for distance education were surveyed. The questionnaire (which was constructed on the basis of the literature findings) covered many aspects of textual design and layout including general, as well as macro and micro textual issues. Both sources generally agreed that simplicity, consistency, adequate use of white space, utilisation of a hierarchical heading structure, and use of access devices are essential for optimal textual design. But the applicability of a universal layout style, methods of separating paragraphs, whether to use section numbering, replacing textual cues with icons, the readability of fully justified text, and techniques for differentiating levels of headings were more contentious issues.  相似文献   

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