The potential of student narratives to enhance quality in higher education     

Claire Hamshire  Rachel Forsyth  Amani Bell  Matthew Benton  Roisin Kelly-Laubscher  Moragh Paxton 《Quality in Higher Education》2017,23(1):50-64

University policies are increasingly developed with reference to students’ learning experiences, with a focus on the concept of the ‘student voice’. Yet the ‘student voice’ is difficult to define and emphasis is often placed on numerical performance indicators. A diverse student population has wide-ranging educational experiences, which may not be easily captured within the broad categories provided by traditional survey tools, which can drown out the rich, varied and gradual processes of individual development. There is no single tool that can be used to measure students’ experiences. This paper draws on findings from four narrative inquiry studies, carried out in the United Kingdom, Australia, South Africa and New Zealand, to illustrate how a narrative approach could be used to complement performance indicators. This provides a richer context for educators’ understanding of students’ experiences and for supporting and setting institutional agendas.  相似文献   

Impact of discipline-specific professional development: implementation of core instructional practices     

Rachel G. Ragland 《Teacher Development》2017,21(1):118-141

A study of a discipline-specific teacher development project designed to prepare teachers to implement a series of core instructional practices for pre-collegiate history teaching is described as a model that can be applied to any content discipline. Teachers were surveyed concerning the success of the project in achieving the goals it set, implementation of and feelings about the new strategies learned for ‘doing history’ and the impact of the PD activities provided. A variation on the Concerns-Based Adoption Model was used to measure the levels of use and stages of concern of the teachers with regard to the strategies. Teachers reported a high level of adoption of and comfort with the strategies. Implications for structuring successful PD activities that are discipline-specific, collaborative, use active learning, have a coherent vision and sufficient duration are presented.  相似文献   

INFLUENCE OF PEER SOCIAL EXPERIENCES ON POSITIVE AND NEGATIVE INDICATORS OF MENTAL HEALTH AMONG HIGH SCHOOL STUDENTS     

Shannon M. Suldo  Cheryl D. Gelley  Rachel A. Roth  Lisa P. Bateman 《Psychology in the schools》2015,52(5):431-446

Modern definitions of complete mental health include both positive and negative indicators of psychological functioning. We examined the associations between peer relationships (victimization and receipt of prosocial acts) and multiple indicators of mental health that represent subjective well‐being (i.e., life satisfaction, positive and negative affect) and psychopathology (general internalizing symptoms and externalizing problems—aggressive behavior) among 500 high school students in Grades 9 to 11. Peer experiences explained the most variance in positive affect (R² = 18%) and internalizing psychopathology (R² = 19%). Different types of peer experiences drove these effects, with relational victimization particularly salient to internalizing psychopathology and prosocial acts by peers most predictive of positive affect. Moderation analyses indicated that peers’ prosocial acts did not serve a protective role in the associations between victimization and mental health. Instead, the presence of overt victimization negated the positive associations between prosocial acts and good mental health (high life satisfaction, low internalizing psychopathology). Understanding these associations illuminates the range of student outcomes possibly impacted by victimization and suggests that both limiting peer victimization and facilitating positive peer experiences may be necessary to facilitate complete mental health among high school students.  相似文献   

VII. INFANT SLEEP DEVELOPMENT FROM 3 TO 6 MONTHS POSTPARTUM: LINKS WITH MATERNAL SLEEP AND PATERNAL INVOLVEMENT          下载免费PDF全文

Liat Tikotzky  Avi Sadeh  Ella Volkovich  Rachel Manber  Gal Meiri  Golan Shahar 《Monographs of the Society for Research in Child Development》2015,80(1):107-124

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Assessing the doctoral thesis when it includes published work     

Sharon Sharmini  Rachel Spronken-Smith  Clinton Golding  Tony Harland 《Assessment & Evaluation in Higher Education》2015,40(1):89-102

In this article we explore how examiners assess a thesis that includes published work. An online survey was used to gather data on approaches to assessing publication-based theses (PBTs). The respondents were 62 supervisors who had experience examining PBTs across a range of disciplines at a research-intensive university in New Zealand. Nearly half of the respondents had examined ‘hybrid’ theses with papers inserted as chapters, 41% had examined theses with publications appended and 14% had examined PhDs by publication (i.e. papers alone). Twenty-nine per cent of examiners used their own extended set of criteria to assess PBTs, 48% found them easier to assess but 26% wanted more guidance. Our analysis also indicated that 86% of the examiners were highly influenced by publications in top-ranked journals and international peer-reviewed journals. Among the concerns of the examiners was the intellectual input of the candidate in any multi-authored publication, as well as the coherence of the thesis. We recommend the need for clearer guidelines for doctoral candidates, supervisors and examiners managing PBTs.  相似文献   

A comparison of attitudes related to global citizenship between Korean- and US-educated Korean university students     

Young Ha Cho  Eunlim Chi 《Asia Pacific Journal of Education》2015,35(2):213-225

This study compared the perceptions of Korean-national university students studying in Korea and in the US regarding global citizenship. The study sample consisted of two distinct groups: students who had received their education exclusively in Korea and students who were born in Korea but had studied in the US since secondary school. By applying latent mean analysis, the study found that the US-educated Koreans had higher levels of trust and national identity, whereas the Koreans had higher levels of social responsibility and participation. The results suggest that university students of the same nationality who experience different social environments may perceive global citizenship in dissimilar ways. For future investigations, we suggest a longitudinally designed experimental study, which may reveal a causal relationship between the social experiences of university students who study abroad and their perceptions of global citizenship. In addition, future investigations should consider how these students are assimilated into and adapt to diverse interactions on multicultural campuses.  相似文献   

Exploration of a Blended Learning Approach to Reading Instruction for Low SES Students in Early Elementary Grades     

Rachel Schechter  Paul Macaruso  Elizabeth Brooke 《学校用计算机》2015,32(3-4):183-200

This study investigated the potential benefits of a blended learning approach on the reading skills of low socioeconomic status students in Grades 1 and 2. Treatment students received English language arts instruction that was both teacher-led and technology-based. Comparisons were made with control students who received the same English language arts instruction without the blended learning component. Results showed significantly greater pretest/posttest gains on a standardized reading assessment for the treatment students compared to the control students. The greatest discrepancy occurred in reading comprehension. A sub-analysis of low-performing English language learner students in the treatment group revealed the largest reading gains. At posttest, these students performed at the level of non-English language learner students in the control group. Results indicated a blended learning approach can be effective in enhancing the reading skills of low socioeconomic students.  相似文献   

Teacher education students using TPACK in science: a case study     

Rachel Sheffield  Eva Dobozy  David Gibson  Jim Mullaney  Chris Campbell 《Educational Media International》2015,52(3):227-238

Teacher education is in the grip of change. Due to the new Australian Curriculum, no longer is it possible to plan and implement lessons without considering the inclusion of Information and Communication Technologies. Simply knowing about the latest technology gadgets is not enough. Information literacy is essential in today’s information-rich learning and working environment. Students and teachers must be able to engage with diverse learning technologies efficiently and effectively in the search for the “right information” at the “right time” for the “right purpose”. Key information literacy and inquiry skills have been recognised as vital learning goals by the Australian Curriculum Assessment and Reporting Authority and the International Society for Technology in Education and are thus critical in science teacher education. This paper examines the overlap of technology, pedagogy and science content in the Technological Pedagogical and Content Knowledge (TPACK) framework and its affordances for science educators, at the intersection between technology knowledge, science pedagogy (information literacy and inquiry) and science content knowledge. Following an introduction of the TPACK framework for science education, the paper reports the research findings, which illustrate that 90% of pre-service teachers thought the experimental unit improved their understanding of the inquiry process, 88% reported more confidence in their understanding of science concepts and 94% of students reported an increase in their knowledge and confidence of Web 2.0 tools in supporting scientific inquiry in science. The implications of this study are that the online inquiry improved students’ knowledge and confidence in the skills and processes associated with inquiry and in science concepts.  相似文献   

College Men and Masculinity: Implications for Diversity Education     

Rachel Wagner 《Equity & Excellence in Education》2015,48(3):473-488

The balance of empirical research on college men is a portrait of their maladaptive and antisocial attitudes and behaviors. Studies have demonstrated the correlation between college men's problematic behavior and adherence to gender role traditionalism. Educators have few composites of men's prosocial behavior nor the masculine ideology that accompanies it.

This article is based, in part, on a study where I explored college men's prosocial behaviors through their engagement in an educationally purposeful activity that has been operationally defined in the literature: diversity education (DE). DE was defined as opportunities to engage meaningfully with diversity through coursework or purposeful cross-culture interactions in pursuit of educational outcomes.

Using a basic interpretive qualitative methodology, I addressed the following research question: How do college men who have been engaged in diversity education understand and perform masculinity? Themes derived using the constant comparative method included (a) the persistence of hegemonic masculine ideology and (b) experiences of gender socialization. Findings confirmed other studies that demonstrated the influence of hegemonic masculine ideology on college men (Davis, 2002; Edwards, 2007; Harris, 2006). This study adds to the literature by ascertaining how hegemonic masculine ideology may permeate the diversity classroom or workshop, creating dynamics that social justice educators must consider when designing effective learning environments.  相似文献   

Morphological Decomposition in the Recognition of Prefixed and Suffixed Words: Evidence From Korean     

Say Young Kim  Min Wang  Marcus Taft 《Scientific Studies of Reading》2015,19(3):183-203

Korean has visually salient syllable units that are often mapped onto either prefixes or suffixes in derived words. In addition, prefixed and suffixed words may be processed differently given a left-to-right parsing procedure and the need to resolve morphemic ambiguity in prefixes in Korean. To test this hypothesis, four experiments using the masked priming lexical decision paradigm were conducted. Results showed that suffixed primes facilitated responses to their stem targets regardless of the lexicality or interpretability of the primes. In contrast, prefixed primes had a significant effect only when they were real words, and not when they were either interpretable or noninterpretable prefixed pseudowords. These results suggest that there may be two different processing mechanisms for derived words in Korean. One is prelexical morphological decomposition for suffixed words, and the other is the supralexical analysis for prefixed words where decomposition occurs only after the whole word has been accessed.  相似文献