Design requirements for decision support systems for RDT&E     

Robert W. Stephenson 《Information processing & management》1983,19(6)

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A.F. Aveni, Editor, World Archaeoastronomy, Cambridge University Press (1989), p. 504.     

F. Richard Stephenson 《Endeavour》1989,13(4)

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A contribution to the discussion on participant readiness for action learning     

Catherine Breathnach  Frances Stephenson 《Action Learning: Research and Practice》2011,8(3):261-266

The authors explore their experience of a course for long-term unemployed people and reflect as to whether the traits identified by Tom Bourner on readiness for action learning actually relate to their experience. They conclude that based on the obvious development by the members of the group over the course, they observed, in some small way, the kind of evolutionary process of becoming ready for action learning that Bourner seems to imply.  相似文献   

Voices from Manukau: recruitment and success of traditionally under represented undergraduate groups in New Zealand   总被引：1，自引：0，他引：1  

Pam Millward  Maxine S. Stephenson  Nane Rio  Helen Anderson 《Asia Pacific Education Review》2011,12(2):279-287

This paper describes a research project, “Voices from Manukau”, that investigated the impact of a joint initiative by a university and an institute of technology in New Zealand. The purpose of the initiative was to increase the participation of students traditionally under represented at tertiary-level study, particularly Māori (indigenous people) and individuals from Pacific Island nations. Many of the participants were adults who had not experienced high levels of success during their compulsory period of education and they lived in low socio-economic areas. We found that participation of under-represented groups increased. The “Manukau” students were as successful as other undergraduate students studying at the university. Of particular interest was the high level of success of Māori and Pacific Island students.  相似文献   

Relative age and the Early Years Foundation Stage Profile: How do birth month and peer group age composition determine attribution of a ‘Good Level of Development’—and what does this tell us about how ‘good’ the Early Years Foundation Stage Profile is?     

Tammy Campbell 《British Educational Research Journal》2022,48(2):371-401

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Increasing Girls’ STEM Engagement in Early Childhood: Conditions Created by the Conceptual PlayWorld Model     

Stephenson  Tanya  Fleer  Marilyn  Fragkiadaki  Glykeria 《Research in Science Education》2022,52(4):1243-1260

Research in Science Education - As societal needs change and STEM solutions are offered, an increasing concern for the participation of girls in STEM has emerged. Research has consistently shown...  相似文献   

Transferring Personal and Social Responsibility of Underserved Youth to the Classroom   总被引：1，自引：0，他引：1  

Martinek  Tom  Schilling  Tammy  Johnson  Dennis 《The Urban Review》2001,33(1):29-45

This report is an evaluation of an in-school mentoring program for 16 underserved elementary youngsters. The goals of the program are related to a Personal and Social Responsibility Model (Hellison, 1995), which focuses on the following: (1) self-control and respect for the rights of others; (2) effort and participation; (3) self-direction; and (4) helping others. Teacher and mentor journals, and student exit interviews, constituted the data sources. Data sources were reviewed and a program-goal matrix was developed to determine the level of performance of each participant. Results of the study indicated that the youngsters were able to apply the goal of effort to learning tasks in the classroom. The club members struggled, however, to transfer some of the other values to the classroom. One particular problematic area was the club members' inability to set personal goals in the classroom setting.  相似文献   

Anonymity as an instructional scaffold in peer assessment: its effects on peer feedback quality and evolution in students’ perceptions about peer assessment skills     

Tijs Rotsaert  Ernesto Panadero  Tammy Schellens 《European Journal of Psychology of Education - EJPE》2018,33(1):75-99

Although previous research has indicated that providing anonymity is an effective way to create a safe peer assessment setting, continuously ensuring anonymity prevents students from experiencing genuine two-way interactive feedback dialogues. The present study investigated how installing a transitional approach from an anonymous to a non-anonymous peer assessment setting can overcome this problem. A total of 46 bachelor’s degree students in Educational Studies participated in multiple peer assessment cycles in which groups of students assessed each other’s work. Both students’ evolution in peer feedback quality as well as their perceptions were measured. The content analysis of the peer feedback messages revealed that the quality of peer feedback increased in the anonymous phase, and that over time, the feedback in the consecutive non-anonymous sessions was of similar quality. The results also indicate that the transitional approach does not hinder the perceived growth in peer feedback skills, nor does it have a negative impact on their general conceptions towards peer assessment. Furthermore, students clearly differentiated between their attributed importance of anonymity and their view on the usefulness of a transitional approach. The findings suggest that anonymity can be a valuable scaffold to ease students’ importance level towards anonymity and their associated need for practice.  相似文献   

Teaching Systems Thinking in the Context of the Water Cycle     

Lee  Tammy D.  Gail Jones  M.  Chesnutt  Katherine 《Research in Science Education》2019,49(1):137-172

Research in Science Education - Complex systems affect every part of our lives from the ecosystems that we inhabit and share with other living organisms to the systems that supply our water (i.e.,...  相似文献   

Assessing Rigor in Teacher Education: Do NCTQ’s Guidelines Measure Up?     

Ann Medaille  Sharon Goldrup  Tammy Abernathy 《The Teacher Educator》2019,54(1):72-89

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