Mastering cognitive development theory in computer science education     

Richard Gluga  Judy Kay  Raymond Lister  Simon  Sabina Kleitman 《Computer Science Education》2013,23(1):24-57

To design an effective computer science curriculum, educators require a systematic method of classifying the difficulty level of learning activities and assessment tasks. This is important for curriculum design and implementation and for communication between educators. Different educators must be able to use the method consistently, so that classified activities and assessments are comparable across the subjects of a degree, and, ideally, comparable across institutions. One widespread approach to supporting this is to write learning objects in terms of Bloom’s Taxonomy. This, or other such classifications, is likely to be more effective if educators can use them consistently, in the way experts would use them. To this end, we present the design and evaluation of our online interactive web-based tutorial system, which can be configured and used to offer training in different classification schemes. We report on results from three evaluations. First, 17 computer science educators complete a tutorial on using Bloom’s Taxonomy to classify programming examination questions. Second, 20 computer science educators complete a Neo-Piagetian tutorial. Third evaluation was a comparison of inter-rater reliability scores of computer science educators classifying programming questions using Bloom’s Taxonomy, before and after taking our tutorial. Based on the results from these evaluations, we discuss the effectiveness of our tutorial system design for teaching computer science educators how to systematically and consistently classify programming examination questions. We also discuss the suitability of Bloom’s Taxonomy and Neo-Piagetian theory for achieving this goal. The Bloom’s and Neo-Piagetian tutorials are made available as a community resource. The contributions of this paper are the following: the tutorial system for learning classification schemes for the purpose of coding the difficulty of computing learning materials; its evaluation; new insights into the consistency that computing educators can achieve using Bloom; and first insights into the use of Neo-Piagetian theory by a group of classifiers.  相似文献   

Teachers engaging in action research: challenging some assumptions   总被引：2，自引：2，他引：0  

Judy Peters 《Educational Action Research》2013,21(4):535-556

A number of recent professional development projects in Australia have expected teachers to engage in action research as a process for professional learning and educational reform. This study investigated the experiences of ten teachers from one school who spent a year undertaking action research projects as part of the Innovative Links Project. The author was a participant observer in the study in her role as the school's ‘academic associate’ for the project. In this article, the project's expectations of the teachers are examined to reveal the extent to which they were based on realistic assumptions about the conditions within which the teachers worked as they tried to achieve them.  相似文献   

Knowledge translation and research careers: Mode I and Mode II activity among health researchers     

Carole A. Estabrooks  Peter Norton  Judy M. Birdsell  Mandi S. Newton  Adeniyi J. Adewale  Richard Thornley   《Research Policy》2008,37(6-7):1066-1078

Defining knowledge translation activities using Gibbons and Nowotny's Mode I and II forms of knowledge production, health researcher (N = 240) characteristics are compared with their knowledge translation activities. Applied researchers (n = 168) engaged in more Mode II activity (p < .001), perceived their work as having more impact (p < .001), and reported higher levels of relational capital (p < .001) when compared to basic researchers (n = 72). Those from medical schools (n = 128) had more publications (p = .004) as did applied researchers in medical school compared to applied researchers from other faculties (p = .001). These findings provide early empirical insights into emerging tensions in environments where Mode I and Mode II activities co-exist; tensions that may extract unintended costs from researchers. Such costs may be paid in the currency not only of tenure and promotion, but also of successful grant and career scientist award acquisition.  相似文献   

An Exploratory Study of Teachers' Beliefs Regarding the Implementation of Constructivism in Their Classrooms   总被引：1，自引：0，他引：1  

Beck  Judy  Czerniak  Charlene M.  Lumpe  Andrew T. 《Journal of Science Teacher Education》2000,11(4):323-343

Journal of Science Teacher Education -  相似文献   

Letters Home: The meaning of instructional technology     

James A. Pershing  Michael H. Molenda  Trena Paulus  Lai Har Judy Lee  Emily Hixon 《TechTrends》2000,44(1):31-38

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A little TLC (technology learning cycle) as a means to technology integration     

Rose?M.?MarraEmail author  Jane?Howland  Judy?Wedman  Laura?Diggs 《TechTrends》2003,47(2):15-19

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Developing the Librarians' Role in Supporting Grant Applications and Reducing Waste in Research: Outcomes From a Literature Review and Survey in the NIHR Research Design Service     

Mary L. Edmunds Otter  Judy M. Wright  Natalie V. King 《New Review of Academic Librarianship》2017,23(2-3):258-274

ABSTRACT

Librarians and information specialists' involvement during the development of grant applications for external funding can save researchers' time, provide specialist support, and contribute to reducing avoidable waste in research. This article presents a survey of information specialists working for the National Institute for Health Research's Research Design Service within English applied health services research and a scoping review to identify other examples of librarians supporting grant applications. The survey found that support included: verifying proposed research has not already been performed; searching literature to provide background for the project; and advising on or writing systematic review methods. The scoping review found three examples where librarians were involved: in writing sections of the application; conducting reviews, and becoming a co-applicant. We recommend librarians engage with researchers by checking whether search requests are to support an application and by becoming familiar with resources and techniques to support grant proposal development.  相似文献   

How can the inspection process enhance improvement in special schools?     

Judy Sebba  John Clarke  Brian Emery 《欧洲特需教育杂志》2013,28(1):82-94

Abstract

The new system for the inspection of special schools was introduced in England in September 1994, using common criteria as those used for mainstream schools. One of the main purposes of inspection stated by the Office for Standards in Education (OFSTED) is school improvement. This paper presents the perceptions of headteachers of the inspection process arising from the first inspections carried out during September‐December 1994. The evidence base used on these inspections is also considered. These data are used to suggest that school improvement can be enhanced by the inspection process under certain conditions. A preliminary exploration of these conditions is provided in the paper. Implications for the school inspection process, school self‐review and future research questions are identified.  相似文献   

Issues in identifying gifted students: How Renzulli's model stacks up     

LaDonna MacRae  Judy L. Lupart 《Roeper Review》2013,35(2):53-58

Traditional approaches to the identification of gifted and talented students are the subject of increasing scrutiny and criticism. Several problems, limitations and issues have been noted in the literature, and as a result, new conceptualizations and procedures have been advanced. Renzulli's Revolving Door Identification Model (RDIM) is one such model which has been widely adopted. This article first gives a brief summary of the model and investigates the reasons for its popularity. It then addresses some of the more serious criticisms that have been levelled against the model. Finally, it reviews what the authors feel are the more legitimate concerns about the model as they assess its validity and utility for identifying and serving gifted students.  相似文献   

Learning to write in the street     

Judy Kalman 《International journal of qualitative studies in education》2013,26(3):187-203

In Mexico City there is a system of public scribes who function as written language brokers, composing letters, filling out forms, drawing up contracts, designing invitations or producing any other kind of written product that a client might require. The main question to be addressed in this paper is how the scribes learned their trade, and how they acquired the literacy practices and knowledge they need to make a living writing for others. The scribes' views about what they needed to learn and how they went about learning it is of interest to researchers and practitioners alike. Of particular relevance is the relationship they establish between the specific context in which they write and the use of ''local knowledge'' (as defined by Geertz) while writing. Their commentary on what they learned to do at school, what they learned to do in order to meet the demands of their clients, and how they must meet those demands is of particular interest at a time when educators are broadening their views about literacy, how it is learned, and how it is accomplished.  相似文献