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61.
Michael Henderson Tracii Ryan Michael Phillips 《Assessment & Evaluation in Higher Education》2019,44(8):1237-1252
AbstractAssessment feedback is one of the most important components of the learning process. However, student and educator dissatisfaction with feedback practices continues to remain a significant problem in higher education. To better understand the barriers to effective feedback, the present study explores feedback challenges identified by 3807 students and 281 educators from two Australian universities. Open-response data were analysed using an inductively derived coding framework and thematic analysis. The findings reveal three major themes relating to the challenges of feedback from the perspective of students and educators: feedback practices, contextual constraints and individual capacity. In addition to confirming the persistence of many previously reported challenges in the literature, this paper also offers insights into challenges that are particular to feedback, especially relating to the production of useful comments and the perceived hurdles of both student and educator attitudes and capabilities. The findings also highlight the constrained nature of educators’ work, particularly in relation to time. While further research is needed, we propose that feedback needs to be understood as an interaction between practices, context and individuals. 相似文献
62.
63.
Richard Henderson 《Higher Education in Europe》2002,27(3):249-252
The University of the Incarnate Word of San Antonio, Texas, is making an effort to enroll international students from China, Taiwan, and South America into its "Organizational Leadership Doctoral Programme". In undertaking this task, the University is also assuming some responsibility for the future ethical behaviour of the leaders it trains and launches. But how should teachers go about developing the cultural and linguistic sensitivity that they will need to participate in the training of international students? The University polled its doctoral students to derive some ideas on this subject. The questions and the answers elicited are described. 相似文献
64.
Susan Edwards Andrea Nolan Michael Henderson Helen Skouteris Ana Mantilla Pamela Lambert 《Early Years: An International Journal of Research and Development》2016,36(3):322-335
AbstractAdvancements in technology have increased preschool children’s access to the Internet. Very little research has been conducted to identify pre-school-aged children’s understandings of the Internet and ramifications of being ‘online’. Without an understanding of children’s thinking about the Internet, it is difficult to provide age- and pedagogically appropriate cyber-safety education. This study developed and pilot-tested an interview schedule that focuses on the Internet thinking and cyber-safety awareness of Australian children aged 4–5 years. The schedule is informed by sociocultural theory, cyber-safety education research and approaches for researching with young children. The schedule shows potential to elicit children’s understandings of the Internet and cyber-safety awareness. Adjustments are required to allow more contextualised responses from children. 相似文献
65.
Christopher Ziguras Leanne Reinke Grant Mcburnie 《Globalisation, Societies & Education》2003,1(3):359-374
In this paper we explore the avowedly partisan stance of Australia regarding trade in education services, the government's enthusiastic approach to market liberalisation through GATS, and its response to the concerns of vocal critics including academic and student unions. Education is a major export enterprise for Australia, both onshore and offshore. Education is publicly referred to as an ‘industry’ as often as a ‘sector’, and institutions behave in an aggressively market‐oriented manner unthinkable two decades ago. While other major education exporters, including the EU, US and Canada, have showed flagging commitment to pursuing trade liberalisation in education due to opposition from the academic community and little pressure from the ‘industry’ for such an approach, Australia and New Zealand have come to represent the most ardent supporters of free trade in education. The Australian government's approach has involved making changes to its domestic education regulations to ensure they are consistent with market liberalisation, and facilitating the exploration of concerns through various international forums, including APEC, the WTO and OECD. Issues such as quality assurance, consumer protection, and public subsidies remain high on the list of matters for further debate. 相似文献
66.
67.
Jennifer Esposito Taneisha Lee Kelly Limes-Taylor Henderson Amber Mason Anthony Outler Justina Rodriguez Jackson 《Educational Studies A Journal of the American Educational Studies Association》2017,53(2):155-177
In this article, a group of nontraditional and/or doctoral students of color and our advisor discuss how the advisor-advisee mentoring relationship has positively affected our experiences within academia. The mentoring relationship, cultivated within a group mentoring model, was integral to our acclimation of the hidden culture of our doctoral programs. We elaborate on the history and mentoring model of the group of which we are a part, and follow with a review of the literature on mentoring practices and a discussion of methodology. Finally, through autoethnographic vignettes, each author discusses his/her experience as a non-traditional and/or student of color and how our relationship with the group has provided us with the logistical, emotional, and psychological support needed to progress in and complete our programs. 相似文献
68.
Paulette A. Henderson 《About Campus》2009,14(4):8-15
The needs of ESL students do not end after the first year. Paulette Henderson describes one community college's approach to supporting ESL students throughout their academic career. 相似文献
69.
Paul J. Bischoff Leanne Avery Constance Feldt Golden Paul French 《Journal of Science Teacher Education》2010,21(4):411-429
The purpose of this study was to investigate the development of preservice science teachers’ knowledge structures in the domain
of oxidation and reduction chemistry. Knowledge structures were elicited through video-recorded semi-structured interviews
before and after the unit of instruction, and analyzed using a visual flow map representation. Paralleling these interviews,
the preservice teachers were tasked with diagnosing middle school students’ scientific understandings. Data analyzed quantitatively
and qualitatively showed large variation in knowledge structure complexity across the preservice teachers, strong correlations
between measures of knowledge structure and diversity (as defined by the Shannon Wiener diversity index), and the development
of more balanced knowledge structure representations. For most preservice teachers, their diagnostic scores of the middle
school students showed a small increase. 相似文献
70.
This paper investigates regional Australian students’ aspirations and expectations for their future and, more specifically,
the manner in which these are formulated around a view to move outward — that is, away from regional, remote and rural communities
— and onward — that is, to make something of their lives. Drawing upon interview data, the paper highlights the ways in which
rural students from across Australia expressed high-level aspirations, most of which centred on future careers. It explores
features of student talk which demonstrates that many of them had thought about their futures in detailed ways and had accumulated
knowledge and “street savvy” that would assist them in steering their futures. The paper also examines the ways in which student
talk about the changing context of the world of work and the inescapability of further education emerge as a naturalised discourse
in justifying their future plans. Finally, the paper explores the implications of such research findings for career advisers
and teachers working in regional areas of Australia. 相似文献