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11.
A fair slice of the pie? Problematising the dispersal of government funds to Australian universities
Troy A. Heffernan 《Journal of Higher Education Policy & Management》2017,39(6):658-673
A common theme in higher education research is the factors that affect university funding. Studies frequently examine how universities cope with funding cuts and the changes that have stemmed from operating in a neoliberal age, a period that now sees institutions commonly functioning on a cost/benefit basis. This paper offers an original contribution by using the Australian Federal Government Department of Education and Training’s document, Finance 2015: Financial Reports of Higher Education Providers, to problematise the financial assistance individual Australian public universities received from the federal government. The paper acknowledges the factors that can account for some institutions receiving more funding than others but nonetheless highlights the substantial discrepancies concerning government financial contributions that exist between Australia’s highest and lowest funded universities. At a time when a performative culture has increasingly become part of higher education, and an institution’s research performance is calculable and rankable, it is crucial to Australia’s long-term research success that all its universities remain competitive in the race for research and government funding. 相似文献
12.
The purpose of this study is to provide guidance on a process for including latent class predictors in regression mixture models. We first examine the performance of current practice for using the 1-step and 3-step approaches where the direct covariate effect on the outcome is omitted. None of the approaches show adequate estimates of model parameters. Given that Step 1 of the 3-step approach shows adequate results in class enumeration, we suggest using an alternative approach: (a) decide the number of latent classes without predictors of latent classes, and (b) bring the latent class predictors into the model with the inclusion of hypothesized direct covariate effects. Our simulations show that this approach leads to good estimates for all model parameters. The proposed approach is demonstrated by using empirical data to examine the differential effects of family resources on students’ academic achievement outcome. Implications of the study are discussed. 相似文献
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Keith W. Dickinson Anne Pollock John Troy 《Assessment & Evaluation in Higher Education》1995,20(1):59-66
The 1992–93 session in Scottish universities saw the introduction of the Scottish Higher Education Funding Council's (SHEFC) statutory requirement to introduce quality assessments of teaching and learning. This paper looks at some of the issues that have arisen from the experience of staff at Napier University in terms of being assessed. It focuses on the issues that have arisen from the first and second round of visits to institutions. The key questions and problems associated with the process are considered in the context of the following headings: (1) defining quality; (2) the role of the lead assessor; (3) the framework for the visit; (4) the role of the student; (5) the quality of the reports; (6) the cost benefit analysis. SHEFC's stated aims for assessment are evaluated in the light of the above. 相似文献
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Sasha A. Barab Troy D. Sadler Conan Heiselt Daniel Hickey Steven Zuiker 《Journal of Science Education and Technology》2007,16(1):59-82
In this paper we describe our research using a multi-user virtual environment, Quest Atlantis, to embed fourth grade students in an aquatic habitat simulation. Specifically targeted towards engaging students in a rich
inquiry investigation, we layered a socio-scientific narrative and an interactive rule set into a multi-user virtual environment
gaming engine to establish a virtual world through which students learned about science inquiry, water quality concepts, and
the challenges in balancing scientific and socio-economic factors. Overall, students were clearly engaged, participated in
rich scientific discourse, submitted quality work, and learned science content. Further, through participation in this narrative,
students developed a rich perceptual, conceptual, and ethical understanding of science. This study suggests that multi-user
virtual worlds can be effectively leveraged to support academic content learning. 相似文献
15.
William L. Romine Troy D. Sadler Eric P. Wulff 《Journal of Science Education and Technology》2017,26(5):534-545
We describe the development of the Measure of Affect in Science and Technology (MAST), and study its usefulness for measuring science affect in middle school students via both classical and Rasch measurement perspectives. We then proceed to utilize the measurement structure of the MAST to understand how middle school students at varying levels of affect express their interest and attitudes toward science and technology and gender differences in how students express their affect. We found that affect in science and technology comprises a main dimension, science interest, and four peripheral dimensions: interest in careers in science and technology, attitudes toward science, and interest in attending science class. Of these, careers in science and technology carry the highest affective demand. While males showed higher levels of personal and situational interest in science, a greater interest in careers in science and technology was the biggest contributor to males’ higher affect toward science and technology. We argue that whether the MAST is used as a measure of a single construct or multiple subconstructs depends upon specific research or evaluation goals; however, both uses of the MAST yield measures which produce valid inferences for student affect. 相似文献
16.
Learning science through research apprenticeships: A critical review of the literature 总被引：1，自引：0，他引：1
Science education models for secondary and college students as well as K‐12 teachers have been dominated by classroom‐based approaches. Recently, research apprenticeships wherein learners worked with practicing scientists on authentic scientific research have become increasingly popular. The purpose of this critical review of the literature was to review and synthesize empirical studies that have explored learning outcomes associated with research apprenticeships for science learners. We reviewed 53 studies of scientific research apprenticeship experiences for secondary students, undergraduates and teachers, both pre‐service and in‐service. The review explored various learning outcomes associated with participation in research apprenticeships. These outcomes included effects of apprenticeship experiences on participant career aspirations, ideas about the nature of science (NOS), understandings of scientific content, confidence for doing science and intellectual development. The extant literature supported many of the presumed positive associations between apprenticeship experiences and desired learning outcomes, but findings related to some themes (e.g., NOS understandings) supported conflicting conclusions. Implications included importance of the length of the apprenticeship, need to explicitly place attention on desired outcomes, and engagement of participants. © 2009 Wiley Periodicals, Inc. J Res Sci Teach 47:235–256, 2010 相似文献
17.
Mustafa Sami Topçu Jaimie A. Foulk Troy D. Sadler Sasithep Pitiporntapin Nejla Atabey 《Research in Science & Technological Education》2018,36(3):302-323
Background: For the past decade, science educators have been exploring the use of Socio-scientific Issues (SSI) as contexts for science teaching and learning, and research indicates that doing so can support significant learning gains. However, research related to how teachers take up the practice of SSI-based instruction is far more limited, due in part to a lack of tools for use in this kind of research.
Purpose: The focus of this research is development and testing of a new classroom observation protocol specifically designed for SSI-based instructional contexts.
Design and methods: Development of this SSI-Observation Protocol (SSI-OP) took place in four distinct phases: review of existing protocols and SSI-based instruction frameworks, writing and revision of protocol items, initial testing of the draft protocol, and soliciting feedback from SSI experts.
Sample: Following the four stages of SSI-OP development, we progressed to a series of field tests. The field tests were conducted with three different samples. The first sample was an experienced (10 + years) high school biology teacher and one of her honors biology classes. The second sample consisted of seven Turkish Pre-service Science Teachers (PST) participating in a science methods course. The third sample included two Thai PST from a field experience course embedded within a teacher education program.
Results: The final version of the protocol addressed five dimensions of SSI-based instructional activities: focus of instruction, teaching moves, role of teacher, role of students, and classroom environment.
Conclusions: The SSI-OP could be used in a variety of ways for research including documentation of current practices, impacts of professional development and/or curricula on teaching practices, and changes in teaching over time. We offer the SSI-OP as a new tool with the potential to contribute to science teacher education and research that may advance the teaching and learning of science through SSI. 相似文献
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This paper explores the intersection between critical methodologies and Indigenous knowledge. It is especially concerned with the ways in which the metaphors associated with the bricoleur researcher – tools and production – conceptualize Indigenous knowledge to that of an ecology and environmental work. This limits the appreciation for and engagement with narrative, and the ways in which “ecological” knowledge is embedded in narrative practices and interpretive processes. The author puts the work of Anishinaabe novelist and theorist Gerald Vizenor in conversation with the writings of J. Kincheloe as a way not only to contrast the central metaphors in critical and Indigenous methodologies, but similarly to highlight the differences between a bricoleur language of research and an Aboriginal language of survivance. 相似文献
20.
Robert D. Strom Tsai-Ju Lee Paris S. Strom Kathryn Nakagawa Troy E. Beckert 《Educational gerontology》2013,39(9):812-830
The purposes of this study were to (a) determine how three generations of females from the same families perceived the grandmothers, (b) identify strengths and learning needs of the grandmothers, and (c) recommend guidelines and curriculum themes to assist the grandmothers in adjusting to change. The 348 Taiwanese subjects included grandmothers (n = 116), mothers (n = 116), and teenage granddaughters (n = 116). Subjects completed a Mandarin version of the Grandparent Strengths and Needs Inventory. Each generation reported favorable ratings for grandmothers on the frustration, difficulty, information needs, and satisfaction scales. Unfavorable ratings were given for the teaching and success scales. 相似文献