The importance of leisure reading to health sciences students: results of a survey          下载免费PDF全文

Erin M. Watson 《Health information and libraries journal》2016,33(1):33-48

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Closing the Feedback Loop: Ensuring Effective Action from Student Feedback   总被引：2，自引：0，他引：2  

Watson  Sarah 《Tertiary Education and Management》2003,9(2):145-157

Feedback from students can informimprovement in higher education institutionsand be part of the students' role in universitymanagement. To be effective it is important to`close the loop': from student views, throughidentifying issues and delegatingresponsibility for action, to informingstudents of the action resulting from theirexpressed views. The focus of this paper is theStudent Satisfaction Approach, aninstitution-wide survey used internationally.The paper explores the different waysuniversities feed back information to studentsfollowing institution-wide surveys, includingthe different presentation styles and the typesof issues that are presented to students,drawing on international examples.  相似文献   

Caregiver Responsiveness During Preschool Supports Cooperation in Kindergarten: Moderation by Children’s Early Compliance     

Megan E. Pratt  Shannon T. Lipscomb  Megan M. McClelland 《Early education and development》2016,27(4):421-439

Research Findings: The current study examined how children’s parent-reported compliance at age 3 (36 months) moderated the effects of 2 dimensions of directly observed early care and education (ECE) process quality (positivity/responsivity and cognitive stimulation) during the prekindergarten year (54 months) on teacher reports of children’s classroom cooperation in the fall of kindergarten. Compliance at 36 months and cooperation in kindergarten are operationalized as overt, behavioral aspects of self-regulation as appraised by parents and teachers. The sample consisted of 996 children from the National Institute of Child Health and Human Development Study of Early Child Care and Youth Development who attended formal or informal ECE settings during the prekindergarten year. Results indicated that children with low compliance at age 3 tend to demonstrate stronger cooperation skills by kindergarten when they experience more positivity/responsivity from their ECE caregivers. Main effects of positivity/responsivity and cognitive stimulation on classroom cooperation were not detected for the overall sample. Practice or Policy: The discussion addresses the importance of preparing and empowering ECE providers to help young children who enter the preschool period struggling with behavioral aspects of self-regulation, such as compliance, to improve these skills through positive and responsive caregiving.  相似文献   

Ethnomethodology,conversation analysis and education: An overview     

D. Rodney Watson 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》1992,38(3):257-274

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Different kinds of information affect word learning in the preschool years: the case of part-term learning     

Saylor MM  Sabbagh MA 《Child development》2004,75(2):395-408

Two studies investigated how preschool children's interpretations of novel words as names for parts of objects were affected by 3 kinds of information: (a) whole object familiarity, (b) whole part juxtaposition, and (c) syntactic information indicating possession. Study 1 tested 3- to 4-year-olds and found that although there was evidence that all information affected children's part-term interpretations to some extent, they were most systematic when provided with 2 or more kinds of information. Study 2 adapted the procedure for use with 2.5-year-olds and found the same general pattern of results. Variations across studies were found that may reflect changes in how different kinds of information affect word learning with development.  相似文献   

Using ‘HOCS-Centered Learning’ as a Pathway to Promote Science Teachers' Metacognitive Development     

Mary Leou  Pamela Abder  Megan Riordan  Uri Zoller 《Research in Science Education》2006,36(1-2):69-84

An element of current reform in science education worldwide is the shift from the dominant traditional algorithmic lower-order cognitive skills (LOCS) teaching, to the higher-order cognitive skills (HOCS)-promoting learning; that is, the development of students' capabilities including those of question asking (QA), critical/system thinking (CST), decision making (DM), problem solving (PS), conceptualisation of fundamental concepts (CFC) and the transfer of these within both the science disciplines and real life interdisciplinary situations. Accordingly, an innovative metacognition-promoting science teacher professional development course, integrating formal and informal science education, was developed and implemented within a traditional model, focusing on the HOCS skills of QA, PS, and CFC. The HOCS promoting teaching and assessment strategies of this course not only enabled participants to reflect on their own learning, but also facilitated their self-reflective assessment, utilising a pre–post designed research-based methodology. The results suggest that such, or similarly appropriate, metacognition-oriented courses can contribute positively to the development of science teachers' HOCS capability.  相似文献   

Taken-as-shared: a review of common assumptions about mathematical tasks in teacher education     

Anne Watson  John Mason 《Journal of Mathematics Teacher Education》2007,10(4-6):205-215

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A.M.Y. Lin and P.W. Martin, Editors, Decolonisation, Globalisation: Language-in-Education Policy and Practice, Multilingual Matters, Clevedon (2005) ISBN 1-85359-825-9 (pbk), 1-85359-824-0 (pbk) (price £49.95 hbk, £19.95 pbk, pages xix+204).     

Keith Watson   《International Journal of Educational Development》2007,27(6):708-709

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Editorial     

Deryn Watson 《Education and Information Technologies》2001,6(4):223-224

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Afro-Caribbean Immigrant Faculty Experiences in the American Academy: Voices of an Invisible Black Population     

Dave A. Louis  Keisha V. Thompson  Patriann Smith  Hakim Mohandas Amani Williams  Juann Watson 《The Urban Review》2017,49(4):668-691

Afro-Caribbean immigrants have been an integral part of the history and shaping of the United States since the early 1900s. This current study explores the experiences of five Afro-Caribbean faculty members at traditionally White institutions of higher education. Despite the historical presence and influence of Afro-Caribbean communities and the efforts within education systems to address the needs of Afro-Caribbean constituents, Afro-Caribbean faculty members continue to be rendered indiscernible in higher education and to be frequently and erroneously perceived as African–Americans. The study examines the lived experiences of these individuals in the hegemonic White spaces they occupy at their institutions with both White and Black populations. Through their narratives, issues of stereotyping, microaggression, and isolation are addressed. The participants also offer solutions to address these issues by university administrators, department heads, faculty development professionals, diversity officers, policy makers, and other stakeholders. The voices in this study shed light on an overlooked, misunderstood, and under-researched population within our faculty ranks in the American Academy.  相似文献