Use of electronic surveys in course evaluation   总被引：3，自引：0，他引：3  

Jaclyn Moss  & Graham Hendry 《British journal of educational technology : journal of the Council for Educational Technology》2002,33(5):583-592

The growth of e–Universities and flexible delivery in higher education may also lead to increased use of electronic course evaluation methods. The effectiveness and methodology of electronic surveys are discussed. In the graduate–entry, problem–based University of Sydney Medical Program extensive use is made of web technologies for curriculum delivery and evaluation. The design and response rates for web–based "End of Year" student evaluation surveys in the medical program are reported for the period 1997–2001. To be used successfully in course evaluation, online surveys should be infrequent, short, simply designed and free from password access, and de–identified results should be displayed to students on their completion of a survey.  相似文献   

Enabling international student families: new empiricisms and posthumanist entanglements in higher education     

Penelope Pitt  Julianne Moss 《Teaching in Higher Education》2019,24(5):709-722

ABSTRACT

This paper presents research on movements involved in the lives of international university students and their accompanying family members. Located in the framing of new empiricisms and new materialisms, a posthumanist approach is offered as a way to move beyond the limitations of a focus on the educational mobilities of individualised self-contained student subjects. The research this paper draws on engages a diffractive visual methodology involving interview encounters with women who each moved from Iran to Australia together with their partner and children. A materialist feminist approach enables the consideration of how a variety of entangled movements and animated affects shape the lives of international student families. The utility of this approach becomes the inspiration for thinking through the concept of ‘intra-active becoming in movement’. This brings a refreshed set of practices for designing higher education experiences for international students that resists the divisiveness of binary oppositions in Western thought.  相似文献   

Student See Versus Student Do: A Comparative Study of Two Online Tutorials     

Ilana Stonebraker  M. Brooke Robertshaw  Jennifer D. Moss 《TechTrends》2016,60(2):176-182

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The film of the picture book: Raymond Briggs's ‘The Snowman’ as progressive and regressive texts     

Geoff Moss 《Children‘s Literature in Education》1991,22(3):195-204

He has contributed to theChildren's Literature Association Quarterly, and his work relating critical theory to experimental texts for children will appear in the forthcomingChildren's Literature: Contemporary Criticism, edited by Peter Hunt.  相似文献   

Belief, Doubt and Reason: C. S. Peirce on education     

Donald J.  Cunningham  James B.  Schreiber & Connie M.  Moss 《Educational Philosophy and Theory》2005,37(2):177-189

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Diversity study circles in teacher education practice: An experiential learning project     

Glenda Moss 《Teaching and Teacher Education》2008

This paper addresses the dilemma of trying to prepare primarily white preservice teachers for educational arenas in which they will interface with students of colour and many who are socially disadvantaged. This paper describes how diversity study circles can be integrated as integral to education that is multicultural in the development of preservice teachers’ critical self-reflection as a bridge to developing a critical lens for classroom practice and a democratic society.  相似文献   

Birth order and sex of sibling as determinants of mother-infant interaction.     

B S Jacobs  H A Moss 《Child development》1976,47(2):315-322

Mother-infant interaction was assessed on 32 first- and second-born siblings when each was 3 months old. Data were colleted during 2 6-hour naturalistic home observations using a modified time-sampling technique. The sample consisted of 4 equal-size subgroups of same and opposite sex sibling pairs. Results suggested that interaction between a mother and her infant varied depending on the birth order and gender of the infant. Mothers spent significantly less time in social, affectionate, and caretaking interaction (except for feeding activities) with their second borns than they had with their firstborns; this difference was greater if the second born was female. Certain patterns of maternal behaviors appeared to be stable from one sibling to the other. Different types of interaction between the mothers and their younger infants were related to attention-seeking behavior in the firstborn male and female siblings.  相似文献   

Can We Be Scientists Too? Secondary Students' Perceptions of Scientific Research from a Project-Based Classroom     

Moss  David M.  Abrams  Eleanor D.  Kull  Judith A. 《Journal of Science Education and Technology》1998,7(2):149-161

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Vygotsky and sociology     

Gemma Moss 《British Journal of Sociology of Education》2014,35(2):296-307

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EPILOGUE     

Gemma Moss  Harvey Goldstein 《比较教育学》2014,50(3):374-377

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