Editorial     

Stuart Macdonald 《The International Journal of Art & Design Education》1982,1(2):177-179

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Professional standards for teachers: a case study of professional learning   总被引：1，自引：2，他引：1  

Diane Mayer  Jane Mitchell  Doune Macdonald  Roslyn Bell 《Asia-Pacific Journal of Teacher Education》2005,33(2):159-179

This paper analyses the current Australian policy and research context in relation to developing quality teachers. Like other countries, many educational authorities in Australia are developing professional standards for teachers and the evaluation of teachers against those standards as a mechanism for ensuring and extending the quality of teaching in schools. A key policy consideration involves the use of professional standards as tools for extending professional learning and/or for credentialing and appraisal. This paper considers these uses of standards by drawing on an evaluation of Education Queensland's Professional Standards for Teachers pilot. The pilot focused on using a set of standards as a framework for professional learning. Teachers' perspectives on the standards and their intended use, their engagement with the standards during the pilot and the nature of professional learning associated with that engagement are discussed in light of current policy debates about professional standards.  相似文献   

Students' perceptions of teaching and learning in first-year university physics   总被引：1，自引：0，他引：1  

Richard White  Dr. Richard Gunstone  Enno Elterman  Ian Macdonald  Brian McKittrick  David Mills  Pam Mulhall 《Research in Science Education》1995,25(4):465-478

The transition from school to university involves substantial change in the structure and organization of teaching, and in the nature and purpose of learning contexts. This paper, which reports some data from a broader study of learning and teaching in first year university physics, focuses on aspects of the school-university transition. In particular, we report perceptions of first year physics students about how they should learn physics, what it is intended they should learn, and what they believe to be the functions of the various teaching situations in which they are placed.  相似文献   

(Mis)appropriations of criteria and standards‐referenced assessment in a performance‐based subject     

Peter J. Hay  Doune Macdonald 《Assessment in Education: Principles, Policy & Practice》2008,15(2):153-168

This paper draws on semi‐structured interview data and participant observations of senior secondary Physical Education (PE) teachers and students at two school sites across 20 weeks of the school year. The data indicated that the teachers in this study made progressive judgements about students’ level of achievement across each unit of work without explicit or overt reference to the criteria and standards represented in the schools’ work programmes and in the Senior PE syllabus. The teachers’ justification for such an approach was that the criteria and standards had become for them sufficiently ‘internalised’. Determining students’ levels of achievement was for the teachers somewhat ‘intuitive’, being reliant on their memory of students’ performances, and influenced by the construct‐irrelevant affective characteristics of the students. It is argued in this paper that such construct‐irrelevance compromised the construct validity and possible inter‐rater reliability of the decisions made and advantaged some students and marginalised others on the basis of characteristics that were not specifically related to the learning expected from following the syllabus. The potential inequities of such an approach are discussed and suggestions are made for the consolidation of the validity and reliability of teachers’ judgements.  相似文献   

Sometimes It's Good to be Short: The Serotonin Transporter Gene,Positive Parenting,and Adolescent Depression     

Keriann Little  Craig A. Olsson  Sarah Whittle  Jacqui A. Macdonald  Lisa B. Sheeber  George J. Youssef  Julian G. Simmons  Ann V. Sanson  Debra L. Foley  Nicholas B. Allen 《Child development》2019,90(4):1061-1079

In threatening environments, the short (S) allele of 5-HTTLPR is proposed to augment risk for depression. However, it is unknown whether 5-HTTLPR variation increases risk for depression in environments of deprivation, lacking positive or nurturant features. Two independent longitudinal studies (n = 681 and 176, respectively) examined whether 5-HTTLPR moderated associations between low levels of positive parenting at 11–13 years and subsequent depression at 17–19 years. In both studies only LL homozygous adolescents were at greater risk for depression with decreasing levels of positive parenting. Thus, while the S allele has previously been identified as a susceptible genotype, these findings suggest that the L allele may also confer sensitivity to depression in the face of specific environmental challenges.  相似文献   

Performative Afterlife: an interview with Amelia Jones     

Amelia Jones  Swen Steinhäuser  Neil Macdonald 《Parallax》2018,24(1):11-18

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Educational action research in Singapore: to prove or improve?     

Wah Kiat Tan  Doune Macdonald  Tony Rossi 《Asia Pacific Journal of Education》2009,29(3):357-371

The rise of educational action research amongst schools in Singapore can be attributed to the government's belief that educational research and reform can improve school performance and help Singapore keep pace with the impact of globalization. However, against a backdrop of neo-liberal educational reform where efficiency, accountability and demonstrable outcomes are valued, the underlying intent of the action research projects would seem to be inconsistent with the emancipatory intent normally associated with action research. A systematic review was conducted of 71 action research projects submitted to a local educational conference in 2006. Of concern to us is how action research has been narrowly interpreted and recruited simply as an evaluative tool with the emancipatory potential largely ignored. The paper is theoretically framed by governmentality and performativity to explore the embedded power relations that may “fabricate” the action research projects. The findings and discussions suggest a need for the government, schools and teacher-researchers to reflexively question the current expectation of action research and to be clear about its broader purpose.  相似文献   

It's All Very Well,in Theory: Theoretical Perspectives and Their Applications in Contemporary Pedagogical Research     

Doune Macdonald  David Kirk  Michael Metzler  Lynda M. Nilges  Paul Schempp  Jan Wright 《Quest (Human Kinetics)》2013,65(2):133-156

Current debates about educational theory are concerned with the relationship between knowledge and power and thereby issues such as who possesses a “truth” and how have they arrived at it, what questions are important to ask, and how should they best be answered. As such, these debates revolve around questions of preferred, appropriate, and useful theoretical perspectives. This paper overviews the key theoretical perspectives that are currently used in physical education pedagogy research and considers how these inform the questions we ask and shapes the conduct of research. It also addresses what is contested with respect to these perspectives. The paper concludes with some “cautions” about allegiances to and use of theories in line with concerns for the applicability of educational research to pressing social issues.  相似文献   

The whens and hows of learning to rank for web search     

Craig Macdonald  Rodrygo L. T. Santos  Iadh Ounis 《Information Retrieval》2013,16(5):584-628

Web search engines are increasingly deploying many features, combined using learning to rank techniques. However, various practical questions remain concerning the manner in which learning to rank should be deployed. For instance, a sample of documents with sufficient recall is used, such that re-ranking of the sample by the learned model brings the relevant documents to the top. However, the properties of the document sample such as when to stop ranking—i.e. its minimum effective size—remain unstudied. Similarly, effective listwise learning to rank techniques minimise a loss function corresponding to a standard information retrieval evaluation measure. However, the appropriate choice of how to calculate the loss function—i.e. the choice of the learning evaluation measure and the rank depth at which this measure should be calculated—are as yet unclear. In this paper, we address all of these issues by formulating various hypotheses and research questions, before performing exhaustive experiments using multiple learning to rank techniques and different types of information needs on the ClueWeb09 and LETOR corpora. Among many conclusions, we find, for instance, that the smallest effective sample for a given query set is dependent on the type of information need of the queries, the document representation used during sampling and the test evaluation measure. As the sample size is varied, the selected features markedly change—for instance, we find that the link analysis features are favoured for smaller document samples. Moreover, despite reflecting a more realistic user model, the recently proposed ERR measure is not as effective as the traditional NDCG as a learning loss function. Overall, our comprehensive experiments provide the first empirical derivation of best practices for learning to rank deployments.  相似文献   

Dualing with gender: teachers’ work,careers and leadership in physical education     

Louisa Webb  Doune Macdonald 《Gender and education》2007,19(4):491-512

The discursive practices of physical education reflect not only the expectations and constraints of discourses in the wider society, educational organizations and bureaucracies, but also the pervasive influences of working with and within sport. Within physical education, and specifically in the lives, work and careers of physical education teachers, in what ways are gender dualisms breaking down and in what ways are powerful gendered discourses still influential? This paper will outline results from research on teachers’ work, careers and leadership in physical education, with a particular focus on gendered patterns. A mixed methods research design was used with 556 female and male participants in the quantitative phase and 17 participants in the qualitative phase. Some of the results challenged gender dualistic ways of thinking about physical education teachers’ work, careers and leadership while other results indicated ways in which powerful dominant discourses still shape gendered patterns.  相似文献