An Effective Assessment Model for Implementing Change and Improving Learning     

Rose Mince  Tara Ebersole 《Community College Journal of Research & Practice》2013,37(11):871-876

Assessment at Community College of Baltimore County (CCBC) involves asking the right questions and using data to determine what changes should be implemented to enhance student learning. Guided by a 5-stage design, CCBC's assessment program is faculty-driven, risk-free, and externally validated. Curricular and pedagogical changes have resulted in evidence-based learning improvements that benefit everyone.  相似文献   

Body‐Building: A Female Student's Use of the Transitional Spaces of a Painting Degree Course to Explore her Sexual Desirability and Aesthetics as a ‘Grotesque’ Female Body     

Tara Chittenden 《The International Journal of Art & Design Education》2013,32(1):55-67

Whilst a part of the fine art degree course is about teaching technical skills and learning from tutor/peer group crits, a larger part is about the facilitation of a ‘safe’ and structured space in which students gain the confidence to experiment with personal ideas, to hone a self‐critical reflection and understand who they are as individuals, before being cast out into the world as ‘artist’. In this article I examine the thought processes and decision‐making of one undergraduate female painting student. For this student, who struggled to find her own ‘grotesque’ female body image in the canon of art historical works or contemporary popular media, the spaces of the painting degree course created a frame for possible enactments of identity and desire, as well as for playing with roles and practices. Through a mix of interviews with the student, viewing her visual work and written narratives, I analyse how she was able to carve out a space for her visual representation within the institutional frame. My analysis reveals how this student uses the transitional spaces of the degree course to develop creative strategies through which to explore her sexual desirability and aesthetic self. As an individual who felt marginalised from the visual realm of the ‘body beautiful’, the degree course offered an important refuge where she could examine how she felt about her own body and develop a confidence and character to present her body to the world.  相似文献   

Transitioning in elementary school: parent advocacy and teacher allyship     

Tara Goldstein  Austen Koecher  Pamela Baer  benjamin lee hicks 《Teaching Education》2018,29(2):165-177

This paper examines how parent advocacy and teacher allyship played an important role in supporting six-year-old Violet Addley’s (a pseudonym) gender transition in elementary school. We first met the Addley family in the spring of 2015 when we interviewed them for a research study on the experiences of lesbian, gay, bisexual, transgender, and queer (LGBTQ) families in Ontario schools. The goals of the study are to interview LGBTQ families about issues that come up at school, document how families have worked with schools to create safer and more respectful classrooms for their children, and share the families’ interviews with teachers and principals so they can begin to think about the ways they can best work with LGBTQ parents and their children. Our paper also discusses what a group of teachers learned about parent advocacy and teacher allyship from their engagement with the Addley family interviews.  相似文献   

Overhaul ordered for bioethics bill     

Patel T 《New scientist (1971)》1993,138(1874):9

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Stress and coping in primary caregivers of children with a disability: a qualitative study using the Lazarus and Folkman Process Model of Coping     

Tara  Kelso  Dr  Davina French  Miguel  Fernandez 《Journal of Research in Special Educational Needs》2005,5(1):3-10

Twenty-six primary caregivers of children with a disability took part in focus groups or interviews to discuss their perceptions of stress and the coping process. Research was framed within the Process Model of Stress and Coping ( Lazarus & Folkman, 1984 ). Findings provided a snapshot of the common stresses encountered by caregivers and indicate the need to consider individual experiences when determining the impact of stressful events. Eight common stressors were identified, as well as novel constructions of stressful experiences. Results suggested that a range of coping resources and strategies were employed. The study also indicated that the majority of participants adapted well to the requirements of raising a child with a disability. The current study indicates the value of using qualitative methods, particularly with unique populations, to inform policy and service provision.  相似文献   

Digital analytics in professional work and learning     

Richard Edwards  Tara Fenwick 《Studies in Continuing Education》2016,38(2):213-227

In a wide range of fields, professional practice is being transformed by the increasing influence of digital analytics: the massive volumes of big data, and software algorithms that are collecting, comparing and calculating that data to make predictions and even decisions. Researchers in a number of social sciences have been calling attention to the far-reaching and accelerating consequences of these forces, claiming that many professionals, researchers, policy-makers and the public are just beginning to realise the enormous potentials and challenges these analytics are producing. Yet, outside of particular areas of research and practice, such as learning analytics, there has been little discussion of this to date in the broader education literature. This article aims to set out some key issues particularly relevant to the understandings of professional practice, knowledge and learning posed by the linkages of big data and software code. It begins by outlining definitions, forms and examples of these analytics, their potentialities and some of the hidden impact, and then presents issues for researchers and educators. It seeks to contribute to and extend debates taking place in certain quarters to a broader professional education and work audience.  相似文献   

Patients could lose out in tussle over gene bank     

Patel T 《New scientist (1971)》1994,141(1918):9

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Becoming a female leader in higher education: investigations from a regional university     

Petrea Redmond  Hannah Gutke  Linda Galligan  Angela Howard  Tara Newman 《Gender and education》2017,29(3):332-351

Issues of gender imbalance in leadership have long been a significant issue in universities, as is the case across most industries. This paper explores the experiences of seven females who have successfully achieved senior leadership positions at a regional university in Australia. While the experiences of these women differ in many ways, there are certainly similarities in the challenges and adversities that they have faced, and their perceptions of what has allowed them to experience success in their leadership roles. This paper provides a number of recommendations for women aspiring to be leaders in higher education, such as committing to ongoing development, taking opportunities when presented, developing resilience, developing a track record, and seeking support, and also recommendations for institutions.  相似文献   

Problem-Based Learning,Group Process and the Mid-career Professional: Implications for Graduate Education     

Tara J. Fenwick 《高等教育研究与发展》2002,21(1):5-21

Problem-based learning (PBL) is becoming increasingly popular as a method of educating professionals, although its use is more widespread at undergraduate pre-service levels than in graduate education. Existing literature tends to focus upon delivery methods and student achievement at the conclusion of a PBL-based course, and little research addresses the potential of PBL to meet the needs of professionals at graduate levels. This paper focuses on a Master of Arts in leadership program centered on PBL, presenting a study of mid-career professionals' perceptions of their long-term learning attributed to PBL experiences. Participants involved program graduates, experienced professionals from a broad range of disciplines including health care, education, social services, military and peace-keeping forces, and business management. Questionnaires distributed among program graduates ( N = 166) and follow-up interviews with twenty respondents yielded themes supporting the effectiveness of problem-based learning in developing particular skills and understandings. Students perceived their most valuable learnings were related to two main areas: group process and self-knowledge (including sub-themes of learning to understand different perspectives, to cooperate, to lead small groups, to manage conflict, self-awareness, confidence, and systems thinking). Both areas were claimed by students to be valuable in their professional practice over the long term. The article closes with practical implications of these findings for professional education.  相似文献   

The Interrelation of First-Year College Students’ Critical Thinking Disposition, Perceived Academic Control, and Academic Achievement   总被引：2，自引：0，他引：2  

Robert H. Stupnisky  Robert D. Renaud  Lia M. Daniels  Tara L. Haynes  Raymond P. Perry 《Research in higher education》2008,49(6):513-530

While a great deal of research has examined students’ critical thinking skills, less is known about students’ tendencies to use these skills. Specifically, little is known about what factors contribute to students developing a disposition to think critically or what impact this disposition has on college students’ academic achievement. Perceived control, which has been found to be an important factor in college students’ academic success, may be an important factor in developing this disposition. The current longitudinal study examined the reciprocal-effects between critical thinking disposition and perceived academic control, and their comparative influences on academic achievement in 1196 first-year college students. Using a two-wave, two-variable cross-lag structural equation model, a reciprocal-effect was found whereby students’ perceived academic control predicted their subsequent critical thinking disposition, and students’ critical thinking disposition predicted their subsequent perceived academic control. Furthermore, after controlling for high school academic performance, perceived academic control was found to have a stronger impact on students’ GPAs than critical thinking disposition. Implications of fostering a critical thinking disposition and perceived academic control among college students are discussed.

Robert H. StupniskyEmail:

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