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排序方式: 共有309条查询结果,搜索用时 15 毫秒
61.
Dr Hilary McQueen Susan Hallam Andrea Creech Maria Varvarigou 《International Journal of Lifelong Education》2013,32(3):353-377
The basis of this article is findings from the Music for Life Project which investigated the benefits and challenges of music activity participation for the over 50s in three case study sites in the United Kingdom. The paper uses a philosophical lens to explore the leaders’ and participants’ views on the purpose of the activities, how learners are characterised, the role of the activity leader, and the use of assessment. Data from 147 participant and 13 activity leader questionnaires, from 28 participant and 13 activity leader individual interviews, and from 15 participant focus groups were analysed within a philosophical framework that refers to six approaches: liberal, progressive, behaviourist, humanistic, radical and analytic. NVivo and SPSS assisted with the quantitative and qualitative analyses. The analyses indicated that humanism was prevalent although other approaches, particularly behaviourist and progressive, were evident. Activity leaders’ emphasis on humanism might lead to more concern with the comfort side of participation than with musical progression. There was very little use of formal assessment or feedback to support progression. There was some discrepancy between purposes for participation between leaders and participants. There might be a need to clarify purpose, particularly if activities are part of adult education rather than adult social groups. 相似文献
62.
63.
Margaret Scanlon Hilary Jenkinson Pat Leahy Fred Powell Olive Byrne 《Irish Educational Studies》2013,32(3):343-357
The number of young people progressing to higher education (HE) in Ireland has grown significantly over the last three decades but inequality of access and participation remain a major policy challenge. This article sets out to explore the factors which impact on levels of participation in HE by young people from lower socio-economic backgrounds, based on interviews and focus groups with 70 secondary school students and 25 parents in three case-study locations. In line with previous research, we found that financial considerations continue to have an important influence on decisions about whether to go on to higher education. The findings in relation to young people’s aspirations and orientations to HE present a more complex picture. While the majority of students aspired to go on to HE, this was countered by a lack of confidence in relation to certain aspects of college life, both social and academic. 相似文献
64.
Hilary Lee-Corbin 《Education 3-13》2013,41(2):51-57
This paper considers the process of being in special measures and looks at the experiences that teachers in five primary schools encountered. It also endeavours to establish links with generally accepted characteristics of school improvement as identified in previous research on sustained primary school improvement and school improvement in general. 相似文献
65.
The perceptual and cognitive processing demands involved in comprehending complex animations can pose considerable challenges to learners. There is a tendency for learners to extract information that is highly perceptually salient but neglect less conspicuous information of crucial relevance to the building of a quality mental model. This study investigated the effectiveness of self-generated drawing for learning from an animation illustrating a scientific phenomenon, the so-called “Newton’s Cradle.” Participants were 199 students in grade seven, randomly assigned to three experimental conditions: self-generated drawing, traced/copied drawing, and no drawing. All participants were asked to produce an explanation of the animation for both immediate and delayed posttests. The results revealed the superiority of self-generated drawing in supporting animation comprehension at both testing times compared to the other two conditions, which did not differ from each other. In addition, comprehension of the animation was related to the quality of self-generated drawings. Specifically, the depiction of information characterized by low perceptual salience but high conceptual relevance to the phenomenon predicted comprehension and retention over time. 相似文献
66.
Patterns of response to an approaches to studying inventory across contrasting groups and contexts 总被引:1,自引:0,他引:1
Noel Entwistle Hilary Tait Velda McCune 《European Journal of Psychology of Education - EJPE》2000,15(1):33-48
The development of the Approaches and Study Skills Inventory for Students (ASSIST) is reported, which incorporates a revised
version of the Approaches to Studying Inventory. This questionnaire was completed by three separate samples; 1284 mainly first-year
students from six British universities, 466 first-year students from a Scottish technological university; and 219 students
from a ‘historically disadvantaged” South African university. Analyses of these data were designed to explore the patterns
of response found in sub-groups which varied in terms of their levels of attainment and contexts. Maximum likelihood analysis
of the largest sample confirmed the expected three factors of deep, surface apathetic, and strategic approaches to studying,
and almost identical patterns were also found in the other two samples, and in students having contrasting levels of attainment.
There were, however, some interesting minor differences in the South African sample. K-means relocation cluster analysis was
then carried out on the largest sample and produced clusters with generally coherent patterns of response. However, one persistent
low attainment cluster showed unexpected, dissonant patterns of response, combining moderately high scores on the sub-scales
of both deep and surface apathetic approaches, associated with low scores on the strategic approach. 相似文献
67.
Jon Lauglo C. H. Dobinson Wolfgang Mitter Ian Lister G. W. Parkyn T. Neville Postlethwaite R. Gardner Walter Hahn John Lowe A. J. Cropley Georges Belbenoit Janusz J. Tomiak Bill Halls 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》1976,22(1):107-126
68.
Institutional repositories (IRs) are important research management tools that can give increased visibility to the institution’s scholarly outputs. Although statistics were previously available through the various repository interfaces, without an agreed standard it was not possible to measure usage across a range of IRs accurately. IRUS-UK is a national aggregation service, containing details of all content downloaded from participating IRs in the United Kingdom. Through collecting raw usage data and processing them into item-level usage statistics IRUS-UK provides comparable and authoritative standards-based data and also acts as an intermediary between UK repositories and other agencies. 相似文献
69.
This article explores issues for developing primary teacher trainee mathematics subject knowledge from a tutor perspective, and ways of working together in an e-environment that can promote quality learning. It focuses on the design of the e-environment, the methods of working and the advantages and disadvantages for developing mathematics subject knowledge through an e-environment from a tutor perspective. 相似文献
70.