An investigation into students’ disposition to the use of objectives in distance learning materials     

Olugbemiro J. Jegede  Jackie Walkington  Som Naidu 《Educational research; a review for teachers and all concerned with progress in education》2013,55(3):293-304

The use of learning objectives in study materials for external students is an instructional design strategy which is generally accepted. However, with the emergence of the constructivist paradigm in learning theory, there is the question as to whether the use of objectives, underpinned by behaviourist theory, is justified. This study was undertaken to investigate the distance education student's disposition towards objectives, with particular reference to the way they used them and to what their perceptions and expectations were. Responses to a questionnaire revealed that objectives were perceived by the majority of the students sampled as useful to their studies, and that objectives, for them, were an integral part of their learning strategy.  相似文献   

Older people in accident and emergency: the use of action research to explore the interface between services in an acute hospital     

Jackie Bridges  Julienne Meyer 《Educational Action Research》2013,21(2):277-289

This article reports on an ongoing action research study into the organisation of care for older people in a United Kingdom accident and emergency (A&E) department. The study is located at the interface between A&E and the in-patient services for elderly people (SEP) wards, and aims to work between these two services to seek improvements for change to the care of older people in A&E. Preliminary data are used in the article to explore three claims about the value of action research: action research enables an understanding of the issues from the perspectives of the different participants; action research enables work to take place that explicitly takes account of the different perspectives; and action research helps to explain the reasons for resistance to change. The analysis is used to highlight the value that action research may have in bridging gaps between services in an acute hospital.  相似文献   

COMMUNITY COLLEGE ADMINISTRATORS’ PERCEPTIONS OF NEED OF EDUCATIONAL MEDIA PERSONNEL: A NATIONAL STUDY     

David M. Moore  Jackie Oxford 《Community College Journal of Research & Practice》2013,37(4):349-360

The purpose of this study was to ascertain the perceptions held by community college administrators concerning the types of personnel needed and the academic degrees held by these individuals in the field of educational media. The administrators were asked to respond to a prepared survey instrument designed to obtain information on the degree levels and on the number of librarians, educational technologists, combination librarians‐educational technologists, and paraprofessionals presently employed. In addition the respondents were asked to project future personnel needs and degree levels sought. A third section attempted to identify additional competencies that would be desirable for those presently on the staff and for future employees. The last section tried to determine the attitudes of the respondents toward the importance of educational media. From a population of 164 administrators nationwide, 117 survey instruments were returned. Results showed (1) there is little demand for doctorates in media at the community college level, (2) professional training in media production is more important than instructional development, (3) in the next 5 years there will be approximately a 10% increase in demand for media professionals with a B.S. and above.  相似文献   

A Fair Comparison? The Evolution of Methods of Comparability in National Assessment     

Gill Elliott  Jackie Greatorex 《Educational studies》2002,28(3):253-264

Comparability is a term used in educational assessment to describe the relative outcomes of one assessment against another. It is investigated in order to inform the Awarding Bodies, centres, candidates and the general public about the extent to which standards are consistent between assessments. The purpose of this paper is to demystify some technical aspects of how national assessment standards are guarded, by making details of these methods of comparability accessible to practitioners, managers, policy makers and researchers. In doing so, the authors review the use and techniques of comparability, describe the methodology currently in use, and discuss its application towards ensuring justice within national assessment.  相似文献   

The development of executive function in early childhood   总被引：8，自引：0，他引：8  

Zelazo PD  Müller U  Frye D  Marcovitch S  Argitis G  Boseovski J  Chiang JK  Hongwanishkul D  Schuster BV  Sutherland A 《Monographs of the Society for Research in Child Development》2003,68(3):vii-137

  相似文献   

Becoming a teacher: encouraging development of teacher identity through reflective practice     

Jackie Walkington Corresponding author 《Asia-Pacific Journal of Teacher Education》2005,33(1):53-64

Models of learning to teach recognize the important relationship between university and school settings. The roles that educators in each setting play in the development of effective beginning teachers are not discrete. Rather they complement and support one another. Building upon existing literature, and utilizing recent data, this paper challenges teacher educators to consider how pre‐service teacher core beliefs and perceptions affect the dynamics of learning to teach and the establishment of a teacher identity. To facilitate these, it is argued that a consultative mentoring model that acknowledges individuality is more effective in the growth of teacher identity than the more traditional supervision model that focuses mainly on socialization. Reflective practice is promoted as crucial and its development is the responsibility of all teacher educators—both at university and in the schools.  相似文献   

Making the Grade - How Question Choice and Type Affect the Development of Grade Descriptors     

Jackie Greatorex 《Educational studies》2001,27(4):451-464

  相似文献   

Developing critical reflection as a part of teaching training and teaching practice     

Jackie Walkington  Hans Peter Christensen  Hanne Kock 《European Journal of Engineering Education》2001,26(4):343-350

Academics in universities can no longer teach in the ways that have been appropriate in the past. The paradigm has shifted from the dissemination of knowledge to a focus on the students and how to facilitate the best learning outcomes for them. This paper proposes that critical reflection is at the heart of being an effective teacher. It invites teachers to evaluate their own philosophies about teaching and to be critically reflective of their own practice. It is suggested that teachers need to learn how to be reflective practitioners through both self-evaluation and the use of collaborative strategies. It is no longer appropriate to focus solely on the 'what', but also on the 'how' and 'why'.  相似文献   

The Impact of Supply and Demand on Doctorates in Physical Education Teacher Education: The Future of the Profession     

Barbara Ann Boyce  Jackie Lund  Kason O’Neil 《Quest (Human Kinetics)》2016,68(3):337-347

ABSTRACT

Quality preparation of doctoral students is a key to the survival of physical education teacher education. Past research has revealed a shortage of students graduating with a doctoral degree in physical education and a general reluctance of teachers to leave their jobs to pursue an advanced degree. As the number of universities preparing new physical education teacher education assistant professors decreases, those in the profession are concerned for the future of teacher education. Unlike other professions that prepare more doctoral students than the market can accommodate, this is not the case for physical education teacher education doctoral programs. This article will provide summary information on supply and demand, which will be used to identify trends and recommendations for the future. This article will explore the status of doctoral programs in the United States and whether university programs will be able to prepare a sufficient number of professors to replace the aging physical education teacher education professoriate.  相似文献   

Spongelike acquisition of sight vocabulary in beginning readers?     

Morag Stuart  Jackie Masterson  Maureen Dixon 《Journal of Research in Reading》2000,23(1):12-27

We report two training studies designed to investigate the relation between phonological awareness, sound‐to‐letter mapping knowledge, and printed word learning in novice five‐year‐old readers. Effects of visual memory and of teaching methods are also explored. In our first study, novice five‐year‐old readers able to segment initial phonemes and with good knowledge of mappings between sounds and letters learned words more easily from repeated exposure to texts. Results suggested that visual memory influenced word learning in non‐segmenting but not in segmenting children. Spelling regularity did not affect ease of learning. Nouns were easier to learn than function words. In the second study, although phonological awareness and sound‐to‐letter mapping knowledge still exerted a significant influence, all novice five‐year‐olds were able to learn words more easily if these were taught out‐of‐context singly on flashcards. Results support the view that mental representations of printed words are more easily formed by beginners who are able to match at least some of the phonological segments detected in the spoken word to letters in the printed word.  相似文献