Institutional research as organizational intelligence     

Cameron Fincher 《Research in higher education》1978,8(2):189-192

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The packaging of planning     

Cameron Fincher 《Research in higher education》1979,11(4):365-368

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Letters to the editors     

Eleanor Cameron  Anne S. MacLeod 《Children‘s Literature in Education》1977,8(2):94-96

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Race and education in the United States: The multicultural solution     

Cameron McCarthy 《Interchange》1990,21(3):45-55

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美国高等教育著作的变化   总被引：3，自引：0，他引：3  

卡梅伦·芬彻  赵炬明 《复旦教育论坛》2003,1(6):65-68

本文是C·芬彻为《美国高等教育经典著作百种》一书写的介绍文章。文中介绍了选书的目的、原则、方法 ,以及这 1 0 0本著作的主题、领域和作者的情况。目的是帮助读者更好地了解这 1 0 0本美国高等教育名著。  相似文献   

The extended Theory of Planned Behaviour and college grades: the role of cognition and past behaviour in the prediction of students’ academic intentions and achievements     

Velibor Bobo Kovac  David Lansing Cameron  Rune Høigaard 《教育心理学》2016,36(4):792-811

Understanding the underlying processes influencing college students’ academic achievement represents an important goal of educational research. The aim of the present study was to examine the utility of the extended Theory of Planned Behaviour (TPB) and the relative influence of cognitive processes and measures of past behaviour in the prediction of grade intentions and actual grades in the context of higher education. Our results show that perceived behavioural control (PBC), subjective norms (SN) and past grades emerged as significant predictors and were able to explain 41% of the variance in grade intentions, while the influence of cognitive processes (planning and future orientation) was not significant. With respect to the prediction of actual grades, we found that habitual school attendance and past grades explained 26% of the variance in actual grades. Again, the influence of cognitive processes (planning and future orientation) was not significant. The main discussion is centred on the utility of the extended TPB in the prediction of academic achievement and the complex relationship between cognitive processes and past behaviour in predicting human actions in general. Limitations and implications of the study are also discussed.  相似文献   

A minimax principle for educational research     

Cameron Fincher 《Research in higher education》1974,2(2):99-107

Educational research has lost considerable prestige in recent years. The optimism of the 1960's has not been fulfilled and educational research has been relegated to a defensive position. If the findings of educational research are to be more intuitively appealing, readily understood, and widely accepted, educational researchers should give better attention to the reduction of needless methodological complexity and to the improvement of conceptual clarity. To focus attention on this necessity, a minimax principle is suggested in which the educational researcher should seek to minimize the maximum methodological complexity that is necessary to produce a satisfactory degree of conceptual clarity  相似文献   

Reclaiming Teacher Agency in a Student-Centred Digital World     

Kay Kimber  Hitendra Pillay  Cameron Richards 《Asia-Pacific Journal of Teacher Education》2002,30(2):155-167

This article examines the current dilemma faced by many teachers: the drive for a modern day pedagogy advocating student-centred, technology-enabled learning is at odds with teacher comfort zones still nestled in a teacher-talk, print-based classroom. Put another way, the 'techno-reluctance' of many teachers represents a negative reaction to the perception that new technologies represent a threat to their traditional roles and general sense of practical agency in the learning process or classroom. The paper interprets some of the key factors impacting on techno-reluctance as a means of moving beyond such a simplistic view of the connection between digital technologies and changing teacher roles. On this basis, it goes on to discuss the concept of 'technoliteracy' as a means of reclaiming teacher agency in a studentcentred, computer-mediated environment and also reframing teacher attitudes to electronic texts and related literacy practices.  相似文献   

The development of subjective group dynamics: children's judgments of normative and deviant in-group and out-group individuals     

Abrams D  Rutland A  Cameron L 《Child development》2003,74(6):1840-1856

A developmental model of subjective group dynamics suggests that social identity is sustained first by intergroup biases and later by intragroup biases. In this study 476 English children 5 to 11 years old evaluated the English and German soccer teams, and judged in-group or out-group members whose attitudes toward the teams was normative versus antinormative. Children of all ages expressed intergroup bias. Differential evaluation against in-group deviants and in favor of out-group deviants strengthened with age. Understanding of targets' relative acceptability (differential inclusion) among in-group and out-group members mediated the effects of age and intergroup bias on intragroup bias. Identification with the in-group moderated the effects only among older children.  相似文献   

Urban inequality,social exclusion and schooling in Dhaka,Bangladesh     

Stuart James Cameron 《Compare》2017,47(4):580-597

This paper asks whether education is a viable route to better livelihoods and social inclusion for children living in poor urban areas in Dhaka, Bangladesh. It uses qualitative interviews with 36 students aged 11–16, living in slum and middle-class areas, and also draws on data from a larger, mixed-methods study to provide context. Many children from slums are excluded altogether from education, while others are incorporated into the system but on unfavourable terms. The paper identifies three principal ways in which this adverse incorporation can happen: through differential access to different types and quality of school; through obstacles that prevent children from poorer households from progressing through the system and reaching higher levels; and through subordinate power relations in the school, embodied in systems of assessment, labelling of students and discipline. These are likely to limit the potential for education to be a socially transformative institution.  相似文献