Improving lecturers' assessment practice in higher education: a problem-based approach     

Joanna Swann  Kathryn Ecclestone 《Educational Action Research》2013,21(1):63-87

This article reports on a project based on the authors' concerns about assessment practice in higher education in the United Kingdom. These concerns stem from their experience as university lecturers, and from knowledge of research evidence and policy issues relating to assessment in higher education. Given the complex nature of higher education, improvement rather than mere change in assessment procedures will require the full participation of people who possess intimate day-to-day contextual knowledge, including an understanding of those aspects of the situation which are not easily measurable or even readily observable. The article details (a) a Popperian problem-based approach to action research designed to facilitate improvements in higher education assessment practice, and (b) how this methodology was adopted, tested and developed at the University of Sunderland. The authors’ aim is to encourage colleagues in other higher education institutions to adopt and further test this methodology in subsequent research.[1]  相似文献   

Playing Like Ladies: Basketball,Netball and Feminine Restraint     

Mandy Treagus 《国际体育史杂志》2013,30(1):88-105

Women's basket ball, which was adapted into the game now known as netball, developed in the late nineteenth-century in the US when education for women was in its early stages. Exercise in these institutions was promoted by early educationists, partly to offset the deleterious effects of 'brain work' for women. While vigorous exercise for women was a contested activity, basket ball and then netball in England were accepted because despite being vigorous games they appeared to conform to dominant understandings of femininity as a form of physical restraint. This acceptance saw netball become the leading women's game in many Commonwealth countries throughout the twentieth century. Both games are examined as cultural artefacts, embodying the values of their time.  相似文献   

Language abilities of ESN(s) pupils.     

W Swann  P Mittler 《Special education: forward trends》1976,3(1):24-27

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Education for Equality: the German Democratic Republic (GDR)     

Mandy Wharton 《Compare》1988,18(2):153-161

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Space density of cosmic ray particles     

W.F.G. Swann 《Journal of The Franklin Institute》1933,216(2):272-274

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Learning: An evolutionary analysis     

Joanna  Swann 《Educational Philosophy and Theory》2009,41(3):256-269

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Distance Teaching Draws Closer     

Will Swann 《British Journal of Special Education》1981,8(2):21-23

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A time allocation study of university faculty     

Albert N. Link  Christopher A. Swann  Barry Bozeman 《Economics of Education Review》2008

Many previous time allocation studies treat work as a single activity and examine trade-offs between work and other activities. This paper investigates the at-work allocation of time among teaching, research, grant writing and service by science and engineering faculty at top US research universities. We focus on the relationship between tenure (and promotion) and time allocation, and we find that tenure and promotion do affect the allocation of time. The specific trade-offs are related to particular career paths. For example, full professors spend increasing time on service at the expense of teaching and research while longer-term associate professors who have not been promoted to full professor spend significantly more time teaching at the expense of research time. Finally, our results suggest that women, on average, allocate more hours to university service and less time to research than do men.  相似文献   

HIP HOP for HIV awareness: using hip hop culture to promote community-level HIV prevention     

Mandy J. Hill  Camden J. Hallmark  Marlene McNeese  Nike Blue  Michael W. Ross 《Sex education》2014,14(2):128-143

The goal of this paper was to determine the effectiveness of the HIP HOP for HIV Awareness intervention, an innovative model utilising an exchange of an HIV test for a hip hop concert ticket, in a metropolitan city among African American youth and young adults. A subset of intervention participants participated in standardised testing, sex education and pre/post test administration. Data were analysed to identify changes in knowledge and attitudes with respect to HIV and sexually transmitted infections pre/post the educational session. An analysis of knowledge revealed variance in the pre- and post-assessment findings among participants receiving the intervention. Level of education and gender significantly influenced the variance in knowledge discerned from the pre- and post-assessment among participants. Two three-level significant interactions emerged from the analysis of variance: knowledge, education and gender; and knowledge, education and race/ethnicity. Programme findings suggest that an increase in knowledge and improved self-perceptions related to attitudes are the result of a brief, HIV-focused community-based intervention among young adults.  相似文献   

Questioning Questions: Elementary Teachers’ Adaptations of Investigation Questions Across the Inquiry Continuum     

Mandy Biggers 《Research in Science Education》2018,48(1):1-28

Questioning is a central practice in science classrooms. However, not every question translates into a “good” science investigation. Questions that drive science investigations can be provided by many sources including the teacher, the curriculum, or the student. The variations in the source of investigation questions were explored in this study. A dataset of 120 elementary science classroom videos and associated lesson plans from 40 elementary teachers (K-5) across 21 elementary school campuses were scored on an instrument measuring the amount of teacher-direction or student-direction of the lessons’ investigation questions. Results indicated that the investigation questions were overwhelmingly teacher directed in nature, with no opportunities for students to develop their own questions for investigation. This study has implications for researchers and practitioners alike, calling attention to the teacher-directed nature of investigation questions in existing science curriculum materials, and the need for teacher training in instructional strategies to adapt their existing curriculum materials across the continuum of teacher-directed and student-directed investigation questions. Teachers need strategies for adapting the teacher-directed questions provided in their existing curriculum materials in order to allow students the opportunity to engage in this essential scientific practice.  相似文献