Gender Differences in Teacher Response to School Inspection     

Nicola Brimblecombe  Michael Ormston  Marian Shaw 《Educational studies》1996,22(1):27-40

Teachers’ responses to inspection were investigated using a questionnaire survey of a random sample of 821 secondary school teachers who had undergone a full OFSTED inspection and in‐depth interviews with a further 35 teachers. The research found that inspection causes additional stress and that female teachers, regardless of level of seniority, felt more nervous about inspection than male teachers. Both male and female teachers felt more nervous when an inspector of a different gender to themselves was observing them in the classroom. Teachers’ affective responses to inspection alter their behavioural ones, thus affecting the resultant picture not only of the school itself but also of schools in this country‐‐a picture on which future advice and policy may be based. Explanations for gender differences are sought using the frameworks of stress and power differentials.  相似文献   

Bridging form and meaning: support from derivational suffixes in word learning     

Nicola Dawson  Kathleen Rastle  Jessie Ricketts 《Journal of Research in Reading》2021,44(1):27-50

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An examination of the relationship between Facebook groups attached to university courses and student engagement     

Nicola Sheeran  Daniel J. Cummings 《Higher Education》2018,76(6):937-955

Educators and researchers are increasingly interested in the benefits of using Facebook groups attached to university courses, largely around connectedness, engagement and sense of belonging. However, thus far, there have been no broad-scale investigations on the potential outcomes of course-attached Facebook groups. The current study used both within- and between-group analyses on 471 participants, in order to investigate whether courses with an attached official or unofficial Facebook group was related to increased student engagement (in the categories of relationships with faculty members, peer relationships, behavioural engagement, cognitive engagement, valuing and a sense of belonging) and degree identity compared to courses without Facebook groups. Results indicated that students reported interacting more with unofficial than official Facebook groups. Courses with an official Facebook group had significantly greater staff connectedness compared to courses without an official Facebook group, while courses with either an official or unofficial Facebook group had a significantly higher peer relationships compared to courses without any Facebook group. Students with either an official or unofficial Facebook group had a significantly higher sense of belonging. Though students with either an official or unofficial Facebook group reported higher degree identity, this may be primarily due to the unofficial, rather than official Facebook groups; this difference may only exist in the unofficial, but not the official Facebook groups.  相似文献   

Models and methodology for simulating virtual enterprises in educational environment     

Antonio Volpentesta  Nicola Frega  Maurizio Muzzupappa 《European Journal of Engineering Education》2001,26(4):391-405

This paper deals with a semester-long educational experience the authors led at the University of Calabria for reproducing current developments and uncertainties in real-world concurrent engineering, knowledge management practice and virtual enterprise organization. Students with different backgrounds (mechanical engineering, computer science engineering and management engineering) were selected in order to form a laboratory class and then were divided into many multidisciplinary teams. Such teams played different roles and were required to collaborate on the Web to simulate a virtual enterprise, which was aimed at designing virtual prototypes of average complexity articles. In addition to that, any team was involved in the construction of a knowledge base for codifying the explicit knowledge arising from the execution of technical and managerial tasks. The paper deals with models, methodologies and technologies that have been used in this laboratory experience and, moreover, it describes an approach for simulating, in an educational environment, some aspects of the behaviour of virtual enterprises generated by a virtual organization.  相似文献   

Higher education as a public good: critical perspectives on theory,policy and practice     

Nicola Dunham 《高等教育研究与发展》2018,37(3):665-667

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What’s in a word? Practices associated with ‘feedforward’ in higher education     

Nicola Reimann  Ian Sadler  Kay Sambell 《Assessment & Evaluation in Higher Education》2019,44(8):1279-1290

Abstract

The term ‘feedforward’ is increasingly employed in higher education, and this paper focuses on the way in which it fits into contemporary debates about feedback and its impact on practitioners. Semi-structured interviews were used to investigate the practices academics associate with feedforward and the ways in which their intentions and understandings varied. The term resulted in practices being framed as a process and prompted academics to consider the points in the future when students were expected to deploy information and improve. Three future horizons were identified: the ‘within-module’ future horizon dominated, while the challenges of ‘beyond-module’ and ‘beyond-programme’ horizons became apparent. Written comments, guidance, formative assessment and design practices were associated with feedforward, comprising both transmission and student-focused approaches. It is concluded that the modular system restricts longer-term future horizons and sustainable practices, and more must be done to address the divide between theoretical and practitioners’ perspectives.  相似文献   

Teacher Scaffolding: An Exploration of Exemplary Practice     

Jennifer Masters  Nicola Yelland 《Education and Information Technologies》2002,7(4):313-321

While computers have increasingly been used in classroom over the last twenty years, their application has often been mundane; being merely used to reinforce existing educational practices rather than as a catalyst for educational innovation. An effective way to bring about change may be to identify instances of best practice and then study associated strategies that may be useful for teachers trying to use computers in new and meaningful ways. This study investigates strategies used by a teacher deemed to be exemplary at using computers and associated technology in her classroom. It involved observing and recording teaching sessions conducted by the teacher. This paper discusses the learning task, the children's progression through the task and the teaching strategies used. In particular, it looks for instances of teacher scaffolding as a strategy for supporting children working with computers.  相似文献   

Primary Telesoftware     

Nicola J. Yeates 《Learning, Media and Technology》1983,9(3):179-182

The Telesoftware and Education Project, which was set up in 1980 by the BBC, the IBA and Brighton Polytechnic, demonstrated the feasibility of using broadcast transmissions to distribute computer programs as teletext pages, to be downloaded (i.e. recorded) onto a microcomputer in school. The success of the project led to the setting up of a Telesoftware and Primary Education Project, to distribute software to the area of education in which programming expertise is least often available. Telesoftware is not only a means of distributing stand‐alone software but can also be coupled with schools’ broadcasts and can read relevant information from any page of teletext, providing an educational television ‘package’. The project provides a link between schools and programmers and functions as a pre‐ and post‐broadcast evaluation team. The initial feedback from schools has been very positive and it is hoped that the broadcasting of high quality, relevant telesoftware will be a useful TV service in the future.  相似文献   

Technology as Play     

Nicola Yelland 《Early Childhood Education Journal》1999,26(4):217-220

The role of play in young children's learning has always been considered to be of primary importance. Thus, early childhood programs have been characterized by curricula that provide plenty of opportunity for young children to play and interact with materials, ideas, and people. As we approach the new millennium, the impact of the new information technologies on play and as play, for young children need to be conceptualized and discussed. This article begins that discussion. The view that there are opportunities for young children to play in technological environments as well as with traditional materials and contexts is presented.  相似文献   

A Longitudinal Person-Centered Examination of Affinity for Aloneness Among Children and Adolescents     

Owen Daly  Teena Willoughby 《Child development》2020,91(6):2001-2018

Affinity for aloneness among youth often is viewed negatively. However, some youth may enjoy solitude for positive reasons, rather than because of social anxiety. The prevalence and adjustment over time of youth with high affinity for aloneness is unclear. Groups of children (N = 605, M_age = 9.29) and adolescents (N = 596, M_age = 12.20) were identified using affinity for aloneness and social anxiety scores, and group differences in adjustment were assessed. Latent class analyses revealed four groups at T1 and T2 for both samples. Among these were Normative (Low.affinity_for_aloneness-Low.social_anxiety) and Affinity for Aloneness (High.affinity_for_aloneness-LowMod.social_anxiety) groups. These groups did not differ longitudinally in adjustment. Having elevated levels of affinity for aloneness without high social anxiety is relatively benign.  相似文献