Connecting Students and Academics Through the Arts     

Libby V. Morris 《Innovative Higher Education》2012,37(5):347-348

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Dynamic Visual Acuity of Varsity Women Volleyball and Basketball Players     

G. S. Don Morris  Ellen Kreighbaum 《Research quarterly for exercise and sport》2013,84(2):480-483

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Women in Higher Education: Access,Success, and the Future     

Libby V. Morris 《Innovative Higher Education》2011,36(3):145-147

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The Generation X Faculty is Arriving!     

Libby V. Morris 《Innovative Higher Education》2011,36(5):287-289

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Promoting curriculum reforms in the context of a political transition: an analysis of Hong Kong's experience     

Paul Morris 《教育政策杂志》2013,28(1):13-28

This article explores the changing educational landscape in Hong Kong prior to and following its transition to Chinese sovereignty in 1997. It does this through an analysis of the rise and fall of a specific curriculum reform, the Target Oriented Curriculum (TOC), which straddled the political reunification. The article draws on a range of published research and evaluation projects and the analysis focusses on the four key elements of public policy, namely the origins, the nature, the policy actions used and its impact on practice.  相似文献   

A Multi-Purpose Sequence Timing Unit     

Harold H. Morris 《Research quarterly for exercise and sport》2013,84(3):554-556

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110 in the School     

Roy Morris 《Educational Media International》2013,50(3):21-24

This two part article covers the use of 110 photographic equipment by a group of 11 year old children in a Middle School in West Sussex, England. The first part of the article deals with initial impressions of the 110 system after trials using simple automatic cameras to produce sequential slide photoplays. The second part of the article considers the wider scope of 110 picture taking using a more advanced camera offered with a number of lens attachments. The camera was used in the school after the initial trials.  相似文献   

Making R&D More Than Research Plus Development     

Geoff Stanton  & Andrew Morris 《Higher Education Quarterly》2000,54(2):127-146

Much criticism of educational research has focussed on the problem of its effective dissemination to practitioners. This paper explores an alternative model, in which research, in some of its modes at least, is linked with development rather than dissemination. This argument is made in the context of further education. Most further education colleges have a tradition of involvement in development work, and many have a senior member of staff responsible for it. An examination of this has led to the conclusion that a two-way link needs to exist between researchers and those who have the role of development manager in colleges. It is argued that a well developed model embracing both research and development could be very powerful, and could establish a new and more productive relationship between colleges and universities. However, it is also argued that this relationship cannot be fully effective without some form of mediation. This requires the creation of a new kind of professional to undertake this function. The model proposed is one in which research and development remain distinct activities, each with their own disciplines and expertise, but where R&D as an integrated concept becomes more than the sum of its parts.  相似文献   

Anytime,anywhere, anyplace: Articulating the meaning of flexible delivery in built environment education     

Richard Tucker  Gayle Morris 《British journal of educational technology : journal of the Council for Educational Technology》2011,42(6):904-915

This paper describes a process for negotiating aspects of flexible learning through the consideration of flexibility from student, teacher and institutional perspectives. The process aimed to reconcile, in an Australian school of architecture, the competing demands of learner's increasing flexibility demands, teacher's attributes and pedagogical objectives and the structural limitations that militate against the delivery, resourcing and maintenance of flexibility. Results indicated that the only categories of flexibility (out of time, content, access/entry requirements, pedagogy and delivery) that were demanded by students were pedagogy (but only in the choice of working in groups) and delivery; whereas teachers were merely willing to offer flexibility in delivery. Thus, what students desired of teaching, and what teachers were able to provide, were multiple mediums of knowledge delivery that allowed students flexibility in when and where they could learn. These findings, it is suggested, have relevance for course redesign throughout the creative/visual arts.  相似文献   

Comparing two types of model progression in an inquiry learning environment with modelling facilities   总被引：2，自引：0，他引：2  

Yvonne G. Mulder  Ard W. LazonderTon de Jong 《Learning and Instruction》2011,21(5):614-624

The educational advantages of inquiry learning environments that incorporate modelling facilities are often challenged by students’ poor inquiry skills. This study examined two types of model progression as means to compensate for these skill deficiencies. Model order progression (MOP), the predicted optimal variant, gradually increases the specificity of the relations between variables, whereas model elaboration progression (MEP) gradually expands the number of variables in the task. The study utilized a between-subject design with three conditions: a MOP condition (n = 28), a MEP condition (n = 26), and a control condition without model progression (n = 30). Consistent with expectations, model progression enhanced students’ task performance; a comparison among the two model progression conditions confirmed the predicted superiority of the MOP condition. These results are discussed in relation to the inconsistent findings from prior research. Based on this discussion ways to optimize model order progression are advanced.  相似文献