A collaborative governance approach to improving tertiary education in Papua New Guinea     

Kaye Eldridge  Lisa Larry  Jeanette Baird  David Kavanamur 《Asia Pacific Journal of Education》2018,38(1):78-90

Tertiary education in Papua New Guinea (PNG) is in a critical state, as the sector struggles to address increased demand for student places with severely curtailed capacity. Recent thinking about improving public services in PNG has emphasized “whole of sector” or collaborative governance. Such an approach in tertiary education has the potential to improve the sector’s outcomes within its existing resource constraints. This exploratory paper examines the challenges involved in applying a deliberate collaborative governance approach to tertiary education in PNG. In particular, two theoretical models of collaborative governance are employed to gain insight into possible issues through the consideration of four main criteria: power, incentives, history, and leadership. The paper shows that the challenges to introducing collaborative governance to PNG tertiary education are substantive, and that any effective effort will require committed leadership and a carefully measured strategy that acknowledges the country’s particular circumstances.  相似文献   

Ability,demography, learning style,and personality trait correlates of student preference for assessment method   总被引：1，自引：1，他引：0  

Adrian Furnham  Andrew Christopher  Jeanette Garwood  Neil G. Martin 《教育心理学》2008,28(1):15-27

More than 400 students from four universities in America and Britain completed measures of learning style preference, general knowledge (as a proxy for intelligence), and preference for examination method. Learning style was consistently associated with preferences: surface learners preferred multiple choice and group work options, and viewed essay‐type and dissertation options less favourably. Deep learners, on the other hand, favoured essay‐type and oral exams as well as final dissertations. Males favoured oral (viva voce) exams and females coursework assessment. Extraverts preferred multiple choice, oral, and group work assessment, while openness was positively associated with essays and oral exams but negatively associated with multiple choice and group work. Regression analysis showed that personality, learning style, general knowledge, and demographic factors accounted for 5–10% of the variance in preferred examination technique. Results in part replicate earlier studies and are discussed in terms of changes in examination methods.  相似文献   

Getting comfortable with being uncomfortable: a narrative account of becoming an academic developer     

Jeanette M Fyffe 《International Journal for Academic Development》2018,23(4):355-366

This article uses a narrative retelling of my journey to academic development to offer a new insight into induction initiatives: alongside a critical commitment to student learning, new academic developers need to build an informed and scholarly ‘idea of the university’. As universities renew focus on teaching and learning, student retention, and success, there is a corollary increase in new academic developers. Newcomers need a full picture of the field; induction that focuses on the narrow institutional context and aspects of best practice is unlikely to fully prepare new academic developers for tensions they may encounter.  相似文献   

Editorial     

Penelope L. Lisi  Francisco Rios  Cornel Pewewardy  Jeanette Haynes Writer 《Multicultural Perspectives》2013,15(4):189-190

In this article the authors explore a language and literacy community mapping project carried out by public school teachers in southern California. They chronicle the knowledge produced by teachers about the depth and diversity of language and literacy resources present in the neighborhoods surrounding their various urban school sites.  相似文献   

The PCC ISNI Pilot: Exploring Identity Management on a Global,Collaborative Scale     

Michelle Durocher  Iman Dagher  Violeta Ilik  Chris Evin Long  Jeanette A. Norris  Isabel del Carmen Quintana 《Cataloging & classification quarterly》2020,58(3-4):438-448

Abstract

The Program for Cooperative Cataloging (PCC) conducted a multi-institution Pilot project to contribute metadata to the International Standard Name Identifier (ISNI) database. In addition to describing the goals, structure, and activities undertaken in the Pilot, this article examines some of the experiences of PCC metadata practitioners as they sought to incorporate ISNIs into their metadata workflows and pursue a wide range of ISNI use cases. Lastly, the article outlines next steps that flowed from the Pilot as the PCC has parlayed its newly developing identity management expertise into additional PCC program explorations.  相似文献   

Practice-Based Research in Social Work: A Guide for Reluctant Researchers,by Sarah-Jane Dodd and Irwin Epstein     

Jeanette Harder Ph.D. 《Journal of Teaching in Social Work》2013,33(5):578-580

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Strategic Engagement: New Models of Relationship Management for Academic Librarians     

Jeanette Eldridge  Katie Fraser  Tony Simmonds 《New Review of Academic Librarianship》2016,22(2-3):160-175

ABSTRACT

How do we best bridge the gap between the Library and the diverse academic communities it serves? Librarians need new strategies for engagement. Traditional models of liaison, aligning solutions to disciplines, are yielding to functional specialisms, including a focus on building partnerships. This paper offers a snapshot of realignment across the Russell Group from subject support to relationship management. It then follows the journey of a newly-formed Faculty and School Engagement Team. Techniques are explored for building relationship capital, anchored to a model Strategic Engagement Cycle. Theory is contrasted with the challenges of securing real buy-in to new ways of working amid diverging agendas and assumptions, notably within the Library itself. Consideration is given to the retention of aspects of subject librarian roles. Investment in a relationship management function demands staunch and ongoing commitment to fulfil its promise, not only from its performers but from across the library community.  相似文献   

Pathways to the profession of educational development: an international perspective     

Jeanette McDonald  Denise Stockley 《International Journal for Academic Development》2013,18(3):213-218

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Stay Behind the Yellow Line: Young Children Constructing Knowledge from an Art Exhibition     

Jeanette Clarkin‐Phillips  Margaret Carr  Rebecca Thomas  Maiangi Waitai  Joanne Lowe 《Curator: The Museum Journal》2013,56(4):407-420

Studies exploring very young children visiting museums and art galleries are few. The majority of research about museum and gallery visitors explores family group interactions. This paper examines the findings of a study involving three‐ and four‐year‐old children visiting an art exhibition in a national museum on more than one occasion. The children's construction of knowledge about being a museum visitor and exhibitor indicates their ability to develop an appreciation of art and an understanding of the purposes of museums and art galleries.  相似文献   

Imaginative interaction with Internet games. For children and teachers     

Jeanette Hannaford 《Literacy》2012,46(1):25-32

This article explores children's imaginative interaction with Internet games in the belief that an understanding of children's life experiences is essential to effective teaching and learning within the classroom. It is underpinned by the idea that imaginative play is, at least in some part, the work of children undertaking identity practice. It focuses on a small group case study of 8‐ and 9‐year‐old children, from diverse cultural backgrounds, who were regular players on free‐access commercial Internet games. As children frequently perform imaginative narrative play both privately and in groups triggered from experiences with novels, films and television, the research initially focused on whether similar activities resulted from experiences with commercially sponsored free Internet game sites. If so, to what extent might these texts also influence children's creative output? To explore this, the children attended a weekly after‐school computer club during which they played on Internet games. During the course of the club sessions, each child was observed and interviewed about the experiences they had resulting from the gameplay. Through consideration of the children's play and opinions, the teacher researcher developed valuable insights into her students and their worlds to the benefit of her practice.  相似文献