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Jani Ursin Helena Aittola Charles Henderson Jussi Välimaa 《Tertiary Education and Management》2013,19(4):327-340
Mergers are common phenomena in higher education institutions. Improving educational quality is typically one of the stated goals of university mergers. Yet, little information exists about how merging institutions approach this goal. This paper presents results from a study of planning documents created prior to four mergers in the Finnish higher education system. These documents show that there was little concrete attention given to the educational issues related to the mergers. Most attention was placed on administrative issues and issues related to research. When educational issues were mentioned, it was almost always in the form of vague goals with few details provided about how the goals were to be reached. We conclude that this lack of attention to the educational aspect of mergers is a significant weakness of the planning process in these mergers. 相似文献
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Leanne Crosswell 《Asia-Pacific Journal of Teacher Education》2013,41(2):144-158
For graduating teachers, the bridging period between formal teacher preparation and joining the profession is a time of high anxiety and great excitement. While this transition influences efficacy, job satisfaction, career length and future teaching quality, it is widely recognised to be inconsistent, poorly planned and resourced and largely unsupported. In Australia, the transition to teaching remains largely a school-based affair. However, individual schools may not have the resources to support a comprehensive and cohesive transition program. This paper discusses a pilot university program of extended teacher preparation. It reports on the perceived professional learning needs of a group of graduates as they transition to teaching. The key findings indicate that these graduates are seeking ongoing support as they develop confidence in their canonical skills of teaching. The authors argue that university-based programs are one way of providing professional learning and support for beginning teachers. 相似文献
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Peter Tymms Christine Merrell Brian Henderson 《Educational Research and Evaluation》2013,19(2):101-118
In England children must start school after their fifth birthday, but it is common for children to start when they are four in what is known as the Reception class. The Performance Indicators in Primary Schools (PIPS) project collected data on 1700 pupils’ early mathematics and pre/early reading levels at the start and end of their Reception year. The on‐entry assessment proved to be a good predictor of performance in reading and mathematics at the end of reception and the progress which each child made was estimated. This progress was found to vary considerably between schools and the variation was much greater than that typically found in school effectiveness studies. The data provided a unique opportunity to compare the progress of children who had, and had not, been to school. The Reception year was found to have had a major impact on the literacy and numeracy of children. Multi‐level models were employed for the analysis and from the models Effect Sizes were computed to assist in comparing the importance of variables in the study. This approach provides a mechanism for comparing the findings of school effectiveness studies with experimental studies and meta‐analyses. 相似文献
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Chronic victimisation in adolescence is a traumatic experience with potential negative long-term health consequences. Given that victimisation has been shown to increase over the transition from primary to secondary school, longitudinal data from 1810 students transitioning from primary to secondary school were used to identify victimisation trajectory groups; classified as low-increasing, low-stable, medium-stable and not-bullied. Males with emotional and behavioural difficulties (both internalising and externalising behaviours) and females with externalising behaviours were more likely to be in the increasing and stable victimised groups than the not-bullied group. The results of this study suggest whole-school bullying intervention programmes need to occur before students reach secondary school, and that transition programmes need to emphasise and support social interaction between peers to reduce victimisation and the harms caused by long-term exposure to bullying. 相似文献
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Brendan Mccormack Elizabeth Henderson Christine Boomer Ita Collin David Robinson 《Action Learning: Research and Practice》2008,5(1):5-19
Action learning is being increasingly utilised as a strategy to underpin practitioner focused development and research projects in healthcare generally and nursing in particular. Whilst facilitators of and participants in action learning have a variety of resource materials to guide their practice and participation, there continue to be few systematic and/or evaluative accounts of the experience of participating in action learning for potential action learning participants to draw upon. This paper attempts to address this agenda. The paper presents an interpretive evaluation of the experience of nurses participating in action learning as the learning strategy underpinning a 3-year emancipatory practice development/practitioner research programme. In particular, the paper focuses on the experience of ‘joining a learning set’. This focus has been adopted as the theory of action learning emphasises the principle of ‘voluntariness’, but yet action learning is increasingly being pre-prescribed as a component of development and research programmes. Such was the case with the programme reported on in this paper. The paper describes an approach used to evaluate learning that was adopted in this programme and in particular the initial evaluation stage that focuses on participants' feelings about joining an action learning set. The data collection and analysis processes are described and the key themes arising from the analysis (‘self-preservation’ versus ‘development of self’) discussed. It is concluded that working with principles of enlightenment is essential to successful action learning and the transformation of workplace cultures. 相似文献
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Henderson J. Bryan Zillmer Nicole Holton April Weiner Steven Greenwald Eric Goss Megan Lopez M. Lisette Morales Christina Pearson P. David McNeill Katherine L. 《Journal of Science Education and Technology》2021,30(6):803-815
Journal of Science Education and Technology - We present lessons learned from an ongoing attempt to conceptualize, develop, and refine a way for teachers to gather formative assessment evidence... 相似文献