Academic Journal Publishing     

Peter Binfield  Zachary Rolnik  Cindy Brown  Kerry Cole 《期刊图书馆员》2013,64(1-2):141-153

This paper summarizes the presentations made at the “Academic Journal Publishing” session of the 2007 NASIG conference. The session was conducted by four publishers from a variety of academic publishing companies who made presentations (specifically tailored to a librarian audience) which provided a broad stroke overview of their industry and how they go about the process of publishing and distributing academic journals in the 21st century. Through each of their presentations they spoke to the questions of “what they do, how they do it, and why they do it.” Topics covered included the launch and acquisition of journals, the peer review process, the tools and services supplied to authors and editors, the production processes employed, special legal and copyright issues, marketing and distribution strategies, and usage.  相似文献   

Addressing issues of religious difference through values education: an Islam instance     

Terence Lovat  Neville Clement  Kerry Dally  Ron Toomey 《Cambridge Journal of Education》2010,40(3):213-227

The article’s main focus is on exploring ways in which modern forms of values education are being utilized to address major issues of social dissonance, with special focus on dissonance related to religious difference between students of Islamic and non‐Islamic backgrounds. The article begins by appraising philosophical and neuroscientific research relevant to the underpinning concepts behind such forms of education. It then explores evidence from the federally funded Australian Values Education Program, and its various related research projects, that suggests that values education has potential to impact on a range of educational measures, including those related to enhancing understanding and tolerance across lines of religious difference.  相似文献   

Agricultural management education in Australia: genesis of a new degree programme in ecological agriculture     

Kerry Cochrane  Anantanarayanan Raman  Anthony McKenzie 《Environmental Education Research》2007,13(3):349-366

While the science community continues to ask how its responsibility to society needs to be expressed in the modern world, higher education grapples with issues of its own, including issues embroiled in the perennial tug‐of‐war between principle and economic pragmatism. In this paper, the authors give an account of the origins and development of a new undergraduate course in ‘ecological agriculture’ at a regional Australian university campus. In this story, the tug‐of‐war is dragged strongly back to central issues of purpose and philosophy. Supplementary pragmatic information included are summaries from the feedback from students who have undergone the course and members of the relevant industry obtained through the course evaluations done in the years 2002–2005; moreover, a brief explanation as to how the obstacles faced were met in launching the programme has also been included.  相似文献   

Cultural Associations and Communications: Students’ Construction of Meaning in Response to Visual Images     

Kerry Freedman 《The International Journal of Art & Design Education》1997,16(3):269-272

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Differentiation: teachers’ views of the usefulness of recommended strategies in helping the more able pupils in primary and secondary classrooms     

Trevor Kerry  Carolle A. Kerry 《Educational studies》1997,23(3):439-457

Recent official publications have emphasised the need for differentiation to take place in classrooms in order to ensure that the needs of all pupils, including the more able, are met effectively. These publications list methods of differentiation which are ‘recommended’ for classroom use. This article researches the views of teachers about the value of these recommended methods of differentiation for able pupils in primary and secondary classrooms. It concludes that the teachers are more subtle in their use of the methods than the official publications allow for and it suggests that no single method can be applied without understanding the context in which it is used.  相似文献   

Incremental beliefs of ability,achievement emotions and learning of Singapore students     

Wenshu Luo  Kerry Lee  Pak Tee Ng  Joanne Xiao Wei Ong 《教育心理学》2014,34(5):619-634

This study investigated the relationships of students’ incremental beliefs of math ability to their achievement emotions, classroom engagement and math achievement. A sample of 273 secondary students in Singapore were administered measures of incremental beliefs of math ability, math enjoyment, pride, boredom and anxiety, as well as math classroom attention and disruption. In addition, students’ end-of-year math achievement scores were collected from school records. The hypothesised mediation model was supported in structural equation modelling analysis. Incremental beliefs of math ability were associated positively with math enjoyment and pride, and negatively with math boredom and anxiety. Achievement emotions fully mediated the relationships of incremental beliefs of math ability to classroom engagement and math achievement. Incremental beliefs of math ability were associated positively with classroom attention through math enjoyment and pride, negatively with classroom disruption through math anxiety and positively with math achievement through the two outcome-related emotions, math pride and anxiety. The findings and implications are discussed in the academic context of Singapore.  相似文献   

Remembering Anna Craft     

Teresa Cremin  Kerry Chappell 《Education 3-13》2013,41(6):572-574

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Identifying High-Quality Preschool Programs: New Evidence on the Validity of the Early Childhood Environment Rating Scale–Revised (ECERS-R) in Relation to School Readiness Goals     

Rachel A. Gordon  Kerry G. Hofer  Ken A. Fujimoto  Nicole Risk  Robert Kaestner  Sanders Korenman 《Early education and development》2013,24(8):1086-1110

Research Findings: The Early Childhood Environment Rating Scale–Revised (ECERS-R) is widely used, often to evaluate whether preschool programs are of sufficient quality to improve children’s school readiness. We examined the validity of the measure for this purpose. Item response theory (IRT) analyses revealed that many items did not fit together to measure single dimensions, particularly when rated by consultants as indicating aspects of quality relevant for multiple domains of child development. IRT results also conflicted with the scale developers’ expectations in terms of whether markers that they attached to higher response categories represented higher quality empirically. When reanalyzed based on experts’ ratings, IRT results also showed that relatively few indicators captured the moderate to high range of quality. Practice or Policy: Our results suggest that policymakers should carefully consider whether measures designed for specific purposes are appropriate for other high-stakes uses. We encourage continued refinement of existing quality measures, development of new measures, and the accumulation of evidence for their various uses.  相似文献   

Exploring the role of gratitude in the professional experience of pre-service teachers     

Kerry Howells  Jessie Cumming 《Teaching Education》2013,24(1):71-88

The burgeoning body of empirical research in the area of positive psychology points to the beneficial effect of gratitude on factors that could be relevant to some of the challenges faced by pre-service teachers. Although the topic of gratitude has also long been discussed in other fields, there has been a noticeable absence of mention in teacher education research, and in education more broadly. The present article presents a theoretical framework for considering gratitude in the context of pre-service teachers’ professional experience. It then outlines a small qualitative pilot study of outcomes reported by six pre-service teachers when they consciously applied gratitude in their second practicum. The practicum was undertaken in a variety of primary- and secondary-school settings. Each participant reported positive effects in the areas of improved relationships, enhanced wellbeing, and improved teaching outcomes. Although this was a small exploratory study, the findings align closely with wider empirical work on gratitude. We propose that the outcomes reported by participants in this small study point to the value of further research on the role of gratitude in educational contexts and of considering practices of gratitude in teacher education pedagogy.  相似文献   

Knocking on the Ivory Tower's Door: The Experience of Ex‐Convicts Applying for Tenure‐Track University Positions     

Richard Wortley  Kerry Wimshurst 《Journal of Criminal Justice Education》2013,24(2):267-278

Courses dealing with crime and the criminal justice system go under various names, Criminology, Criminal Justice, Justice Studies, and Justice Administration being among the most popular. Presumably, those who name these courses see subtle differences between these names and select a title that is seen to best reflect the particular focus of their course. For example, in Australia Justice Administration has been generally used for courses that have an explicit vocational mission. This paper, however, is not about what these various courses contain, but what people think they contain. The paper reports on a study that examined the perceptions of various course names by prospective and current students in the field. It is argued that the name of a course has significant implications for the attractiveness of that course to prospective students and the way that students in a course define their studies. Moreover, the meanings that students attach to course names seem to impact upon their sense of occupational identity.  相似文献