Student perceptions of student perception of module questionnaires: questionnaire completion as problem solving     

S. Ian Robertson 《Assessment & Evaluation in Higher Education》2004,29(6):663-679

A sample of 202 students filling in a student evaluation of teaching (SET) questionnaire were asked to complete another questionnaire asking about the specific reasons for awarding a score to the specific SET questionnaire items. The aim was to find out what influenced students' judgements on those items. It was found that students' interpretation of some questions differed from the ‘expected’ interpretation. Several factors, such as the placing of questions and the salience of items retrieved from memory, could influence a score. It was also found that asking for an explanation improved scores overall. The conclusions were that questionnaire completion could be understood as a form of problem solving and judgement under uncertainty. The specific heuristics used led to variability in students' interpretation of the task.  相似文献   

Exploring Designerly Thinking of Students as Novice Designers     

McRobbie  Campbell J.  Stein  Sarah J.  Ginns  Ian 《Research in Science Education》2001,31(1):91-116

Few studies have attempted a detailed analysis of designerly thinking and actions of students as they solve design technology problems. This paper reports on a study that describes in detail, the design processes used by small groups of preservice teacher education students engaged in ill-defined, open-ended, self-selected design technology projects. A notation of symbols and connectors was devised and used to map the decisions, and the material and embodied actions of two groups of students throughout the course of their projects. The detail provided by the maps gives insights into these adult novice designers' design processes and provides information to assist teacher educators in planning courses to support future teachers of design and technology.  相似文献   

Student work loads     

John C. Clift  Ian D. Thomas 《Higher Education》1973,2(4):447-460

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The ‘first’ educator? Rethinking the ‘teacher’ through luce irigaray’s philosophy of sexual difference     

Chris Peers 《The Australian Educational Researcher》2005,32(1):83-100

This article examines historical imagery of the teacher in relation to a story drawn from ancient Greece: that relating to the teacher of the mythic hero Achilles in The Iliad. The article explores the possibility that this early image of a teacher — the aging warrior Phoenix — could be a source for later representations of the teaching function. In an effort to place this historical image into a larger context of cultural symbolism relating to pedagogy, the article asks, why is this ‘first’ educator a man? By what narrative procedure was a man contrived to assume roles such as nurturing and childrearing that had always been (and continue to be) represented as feminine occupations? Using the work of Luce Irigaray, the article raises issues about the sex of the teacher in order to disrupt the seemingly obvious sex-neutrality of modern images of education, which define teaching and learning as humanistic, as social and cultural practices for which gender is irrelevant, and through which abstract disciplines such as literacy and numeracy are represented as transcending the physicality of the sexed body. It attempts to expose the constant deference modern educators unconsciously pay to patriarchal models of the pedagogical relationship, and to reveal the repression of sexual difference at the core of the mythology from which Western images of education have been generated.  相似文献   

Reflections on citizenship education in Australia,Canada and England   总被引：1，自引：2，他引：1  

Ian Davies  John Issitt 《比较教育学》2005,41(4):389-410

In this article we describe the background to the recent development of citizenship education in Australia, Canada and England and then, following an account of our methods, discuss issues arising from an analysis of a sample of textbooks from these countries. We suggest that the current policies to introduce versions of citizenship education have emerged in these countries in the context of diverse challenges to the legitimacy of the nation state. We argue, generally, that all three countries tend, in the textbooks we have examined, to emphasize forms of citizenship education that may submerge citizen empowerment under essentially orthodox agendas. We see differences in textbooks between and within the three countries but argue that, despite many exceptions, we are able to characterize textbooks in Ontario, Canada as education in civics (provision of information about formal public institutions), those in England as education for citizenship (a broad‐based promotion of socially useful qualities) and those in Australia as social studies (societal understanding that emerges from the development of critical thinking skills related to existing academic subjects such as history and English).  相似文献   

Implicit learning of non-linguistic and linguistic regularities in children with dyslexia     

Luciana Nigro  Gracia Jiménez-Fernández  Ian C. Simpson  Sylvia Defior 《Annals of dyslexia》2016,66(2):202-218

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Students’ knowledge acquisition and ability to apply knowledge into different science contexts in two different independent learning settings     

Mutlu Cukurova  Judith Bennett  Ian Abrahams 《Research in Science & Technological Education》2018,36(1):17-34

Background: Recently, there is a growing interest in independent learning approaches globally. This is, at least in part, due to an increased demand for so-called ‘21st century skills’ and the potential of independent learning to improve student skills to better prepare them for the future.

Purpose: This paper reports a study that explored the effectiveness of two different independent learning approaches: (i) guided independent learning and (ii) unguided independent learning with independent research, in enabling students in an undergraduate Macromolecules course to acquire knowledge in one chemistry context and apply it successfully in another.

Sample: The study involved 144 chemistry students commencing their first term of undergraduate study at a northern university in England. Students completed pre- and post-intervention tests containing 10 diagnostic questions, of which 4 measured students’ knowledge acquisition in one context and 6 measured their ability to apply it in another.

Design and methods: Diagnostic questions had been identified using a Delphi approach. Paired t-tests and chi-square tests were used to analyse the significance of any change in students’ responses to the diagnostic questions and the number of responses evidencing misconceptions, respectively.

Results: Whilst guided independent learning settings were found to improve students’ knowledge and ability to apply that knowledge in novel situations, unguided independent learning had no statistically significant effect. Unguided independent learning was also linked to a statistically significant increase in the number of student misconceptions in one of the diagnostic questions.

Conclusions: The results of this study show that guidance in independent learning activities is a key necessity for effective learning in higher education. This paper has strong relevance and high significance to tertiary STEM education, especially in the light of increased importance of teaching, such as the Teaching Excellence Framework in the UK, and shifts to more independent learning activities.  相似文献   

Trends in the Educational Placement of Students with Disabilities in New South Wales     

Ian Dempsey  Phil Foreman 《International Journal of Disability, Development & Education》1997,44(3):207-216

This paper reports the results of an analysis of trends in the placement of students with intellectual, physical, sensory, or behavioural disabilities in New South Wales for the period 1986 to 1994. Although there was a general trend of movement of students from special schools to support classes, there were some major differences across disability groups. The results are discussed in relation to current special education policy in New South Wales and the philosophy of including students with a disability in regular schools and classes.  相似文献   

CITIZENSHIP EDUCATION AND CHARACTER EDUCATION: SIMILARITIES AND CONTRASTS   总被引：1，自引：0，他引：1  

Ian  Davies   Stephen  Gorard  Nick  McGuinn 《British Journal of Educational Studies》2005,53(3):341-358

ABSTRACT:  We suggest that there is a need for those who seek to explore issues associated with the implementation of citizenship education in England to clarify its specific nature. This can be done, at least in part, through a process of comparison. To that end we review some of the connections and disjunctions between 'character education' and 'citizenship education'. We argue, drawing from US and UK literature but focusing our attention on contexts and issues in England, that there are indeed some broad areas of overlap between these two fields. Citizens should be of 'good' character and the educational initiatives that we consider both emerge from a concern about current trends in society. However, we suggest that the overlaps with citizenship education principally apply when character education is drawn very broadly. When we examine a particular approach to character education that is often US-based, and titled as 'citizenship', we note many contrasts with citizenship education as formulated in the National Curriculum for England. We suggest that citizenship educators in England need to interpret claims about the similarity between these two fields with caution, or meanings that apply to both character education and citizenship education will be distorted.  相似文献   

Good readers but at a cost? Attitudes to reading in England     

Liz Twist  Michela Gnaldi  Ian Schagen  Jo Morrison 《Journal of Research in Reading》2004,27(4):387-400

The results of the Progress in International Reading Literacy Study 2001 (PIRLS) were reported in 2003. In addition to data about the reading achievements of 10‐year‐olds in 35 countries, the study also collected questionnaire information from children, their teachers, headteachers and parents. One aspect of the data that attracted comment in the media was the fact that, despite high achievement on the reading tests, children in England were reported as having relatively poor attitudes to reading, compared to children in many other countries. A review of the results of selected surveys over the past 30 years suggests that there may be some evidence of attitudes to reading in primary schools becoming less positive. Preliminary analysis of the attitude and achievement data from PIRLS suggests a more complex picture than that presented in the summary index published in 2003.  相似文献