Millennial Students' Mental Models of Search: Implications for Academic Librarians and Database Developers     

Lucy Holman 《The Journal of Academic Librarianship》2011,37(1):19-27

Today's students exhibit generational differences in the way they search for information. Observations of first-year students revealed a proclivity for simple keyword or phrases searches with frequent misspellings and incorrect logic. Although no students had strong mental models of search mechanisms, those with stronger models did construct more complex searches.  相似文献   

Evidencing the impact of teaching-related CPD: beyond the ‘Happy Sheets’     

Lucy Spowart  Jennie Winter  Rebecca Turner  Reema Muneer  Colleen McKenna  Pauline Kneale 《International Journal for Academic Development》2017,22(4):360-372

Abstract

In this paper we report the outcomes of a national survey of academic development staff in a range of UK HE Institutions to consider the approaches adopted to evaluate teaching-related continual professional development (CPD). Despite the increasing drive towards accountability, the majority of respondents undertook no benchmarking to establish existing knowledge, there was minimal use of existing data sets, and few evaluated provision longitudinally. We argue that in order to arrive at an evidence-informed approach, evaluation and teaching-related CPD must be clearly conceptualised, and aligned with institutional priorities. The involvement of students with staff CPD could also be usefully explored.  相似文献   

Science identity as a landscape of becoming: rethinking recognition and emotions through an intersectionality lens     

Avraamidou  Lucy 《Cultural Studies of Science Education》2020,15(2):323-345

Cultural Studies of Science Education - In this conceptual paper, I put forward an argument about the conceptualization of science identity as a landscape of becoming by placing emphasis on...  相似文献   

Reflecting gendered experiences of student-staff partnership: a student standpoint using poetic transcription     

Lucy Mercer-Mapstone  Rachel Guitman  Anita Acai 《Teaching in Higher Education》2019,24(6):809-818

  相似文献   

What Institutional Websites Reveal About Diversity-Related Partnerships Between Academic and Student Affairs     

Lucy A. LePeau  Sarah S. Hurtado  Ryan J. Davis 《Innovative Higher Education》2018,43(2):125-142

Little is understood about how campus educators within Academic Affairs and Student Affairs use institutional websites to articulate what their institutional commitments to diversity, inclusion, and social justice are and how they are enacted. Through an exploratory content analysis using LePeau’s (2015) framework on pathways to partnership (i.e., complementary, coordinated, and pervasive) to address diversity, inclusion, and social justice aims, we examined 23 institutional websites to determine what types of Academic Affairs and Student Affairs partnerships institutions employed. Findings revealed predominantly complementary partnerships, which means maintaining the distinct cultures of Academic Affairs and Student Affairs in diversity, inclusion, and social justice efforts.  相似文献   

Critical Ethnography: problems in contemporary theory and practice     

Steven Jordan  David Yeomans 《British Journal of Sociology of Education》1995,16(3):389-408

This paper reviews and critiques significant developments within contemporary ethnography. The first part of the paper traces the antecedents of ethnography in an anthropology which was itself closely identified and entwined with colonialism and imperialism. The paper then goes on to review contemporary developments within ethnography, particularly those associated with postmodernism. Attempts to establish a critical ethnography are reviewed and critiqued in the following section. The paper then goes on to suggest ways in which the concepts of ‘really useful knowledge’ and the processes of action research might be combined in order to assist in the construction of critical ethnography. The paper concludes by acknowledging the difficulties which exist for educational researchers and practitioners who wish to practice critical ethnography in the current educational climate in both Britain and North America.  相似文献   

Giving priority to evidence in science teaching: A first‐year elementary teacher's specialized practices and knowledge     

Lucy Avraamidou  Carla Zembal‐Saul 《科学教学研究杂志》2005,42(9):965-986

The purpose of this qualitative case study was to examine the nature of a first‐year elementary teacher's specialized practices and knowledge for giving priority to evidence in science teaching and to explore the possible sources from which this knowledge was generated. Data included three audiotaped interviews, six videotaped classroom observations, lesson plans, and samples of students' work. The findings of this study reveal that the teacher gave priority to evidence by frequently engaging students in collecting evidence through observations and investigations, recording and representing evidence, and using that evidence to construct explanations. The findings of this study also illustrate that critical experiences during preparation to teach and specific university coursework acted as sources through which the teacher's specialized knowledge for giving priority to evidence was generated. © 2005 Wiley Periodicals, Inc. J Res Sci Teach 42: 965–986, 2005  相似文献   

‘Getting it Write’ in social work: exploring the value of writing in academia to writing for professional practice     

Lucy Rai  Theresa Lillis 《Teaching in Higher Education》2013,18(4):352-364

Writing plays a central role in social work practice and in the qualifying programmes studied by student social workers. The research on which this paper is based explores the value of writing undertaken in higher education to writing for professional practice in social work. Drawing on data sources from a ‘text oriented ethnography’, this paper explores the reflections of five recently qualified social workers making the transition from academic to professional practice. The significance of this study is heightened as social work practice and education are undergoing significant review at the time of writing. This review has identified the role of writing as important in both academic and practice domains. The paper suggests that there is currently no clear progressive link between academic writing in social work and the writing in practice required of graduate social workers. This paper offers some reflections on the implicit and explicit value of writing in an academic context to writing in professional practice.  相似文献   

The Contested Curriculum: Academic learning and employability in higher education     

Speight  Sarah  Lackovic  Natasa  Cooker  Lucy 《Tertiary Education and Management》2013,19(2):112-126

This article explores the discourse of employability in higher education by investigating the understanding of different stakeholder groups (students, staff, employers) of the University of Nottingham (UK and China), and their fit to each other and to the educational literature. It finds that, while theories of life-long or life-wide learning position employability as an outcome of a holistic curriculum embracing both discipline and employability, stakeholders perceive learning for employability as a threat to disciplinary learning. The results suggest that to progress significant curriculum development in support of employability, a greater consensus of stakeholder views is needed with a deeper sympathy towards the integration of academic learning and employability. The article concludes with an assessment of the re-envisioning needed by Nottingham and other universities as they prepare students for an “employability” fit for purpose in a twenty-first century characterized by change and challenge.  相似文献   

The Oasis: nurture group provision for Key Stage 3 pupils     

Christine Cooke  Jane Yeomans  Jane Parkes 《Emotional and Behavioural Difficulties》2013,18(4):291-303

  相似文献