Maximising resource allocation in the teaching laboratory: understanding student evaluations of teaching assistants in a team-based teaching format     

Sasha Nikolic  Thomas F. Suesse  Timothy J. McCarthy  Thomas L. Goldfinch 《European Journal of Engineering Education》2017,42(6):1277-1295

Minimal research papers have investigated the use of student evaluations on the laboratory, a learning medium usually run by teaching assistants with little control of the content, delivery and equipment. Finding the right mix of teaching assistants for the laboratory can be an onerous task due to the many skills required including theoretical and practical know-how, troubleshooting, safety and class management. Using larger classes with multiple teaching assistants, a team-based teaching (TBT) format may be advantageous. A rigorous three-year study across twenty-five courses over repetitive laboratory classes is analysed using a multi-level statistical model considering students, laboratory classes and courses. The study is used to investigate the effectiveness of the TBT format, and quantify the influence each demonstrator has on the laboratory experience. The study found that TBT is effective and the lead demonstrator most influential, influencing up to 55% of the laboratory experience evaluation.  相似文献   

Student & tutor consensus: a partnership in assessment for learning     

James Thompson  Don Houston  Kathryn Dansie  Timothy Rayner  Timothy Pointon  Simon Pope 《Assessment & Evaluation in Higher Education》2017,42(6):942-952

The mistakes made when attempting tasks often prove to be some of the most invaluable learning experiences. Despite this, outcome and results driven assessment formats largely penalise student performance errors or reward students who succeed by chance. The consequences of this paradigm are visible effects on student relationships with assessment. The student–tutor consensus approach to assessment was introduced to capture student learning achieved ‘from’ assessment to complement the measurement of performance outcomes. This approach parallels student and tutor judgement in a grade negotiation, affording the student an opportunity to share with their assessor what they have learned from the assessment activity. This student self-awareness was then considered alongside the conventional outcome-based score awarded by the tutor to generate a final grade for the assessed activity. Our study evaluated the perceptions of 90 undergraduate students enrolled in the bachelor of paramedic studies, who participated in this novel assessment approach as part of a final-year capstone topic. The results comprehensively indicated value for all aspects of the assessment approach, as well as a recognition that the skills will be useful in their future professional roles.  相似文献   

Is the Internet a US invention?—an economic and technological history of computer networking     

David C. Mowery  Timothy Simcoe 《Research Policy》2002,31(8-9)

Although the inventions embodied in the Internet originated in a diverse set of industrial economies, the US was consistently the source of critical innovations and an early adopter of new applications. Why did other nations, including several that made important inventive contributions to the Internet, not play a larger role in its development, particularly in the creation of new business organizations, governance institutions, and applications? We argue that the role of the US “national innovation system” in the creation of the Internet echoes several key themes of US technological development before 1940. The presence of a large domestic market, a set of antitrust and regulatory policies that weakened the power of incumbent telecommunications firms, and a diverse private/public research community that was willing to work with both domestic and foreign inventions were important preconditions for US leadership in computer networking innovation.  相似文献   

Considering common method variance in educational technology research     

Timothy Teo 《British journal of educational technology : journal of the Council for Educational Technology》2011,42(5):E94-E96

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Trained humans can exercise safely in extreme dry heat when drinking water ad libitum     

Nolte HW  Noakes TD  Van Vuuren B 《Journal of sports sciences》2011,29(12):1233-1241

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Attentional bias for exercise-related images     

Berry TR  Spence JC  Stolp SM 《Research quarterly for exercise and sport》2011,82(2):302-309

This research examined attentional bias toward exercise-related images using a visual probe task. It was hypothesized that more-active participants would display attentional bias toward the exercise-related images. The results showed that men displayed attentional bias for the exercise images. There was a significant interaction of activity level by gender, and simple slopes analysis showed that active women displayed attentional bias toward the exercise-related images and inactive women displayed attentional bias toward the control images. A similar analysis with explicit attention to the pictures as the outcome variable was not significant. These findings confirm that attention for exercise-related images can be captured automatically regardless of whether people report they are attending to them.  相似文献   

Objectively assessed physical activity among Tongans in the United States     

Behrens TK  Moy K  Dinger MK  Williams DP  Harbour VJ 《Research quarterly for exercise and sport》2011,82(3):565-569

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Structuring professional dialogue through protocols: a study among elementary English teachers in Taiwan     

Chien  Chin-Wen  Teo  Timothy 《Educational Research for Policy and Practice》2022,21(3):357-373

This study focuses on the integration of protocols into elementary school English teacher’s professional dialogue and discusses the influence of protocols on teacher’s teaching and learning. Based on the analysis of documents, observations, and interviews, this study concludes that the introduction of protocols to elementary school English teachers led them to discuss their classroom practice and gain professional learning in instructional strategies and student learning during the professional dialogue. However, English teacher’s lack of experience in using protocols led to interruptions during the professional dialogue. Suggestions for effective protocol-based professional dialogue are provided.

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Classroom instructional quality,exposure to mathematics instruction and mathematics achievement in fifth grade     

Erin R. Ottmar  Lauren E. Decker  Claire E. Cameron  Timothy W. Curby  Sara E. Rimm-Kaufman 《Learning Environments Research》2014,17(2):243-262

This study examined the quality of teacher–child interactions and exposure to mathematics instruction as predictors of 5th grade student’s mathematics achievement. The sample was a subset of the children involved in the NICHD–SECC longitudinal study (N = 657). Results indicate that, even after controlling for student demographic characteristics, more exposure to mathematics instruction was related to increased fifth grade mathematics achievement for both calculations and applied problems assessments, but there was no main effect for improved instructional quality. Findings also indicate that, in classrooms where lower instructional quality was observed, greater exposure to mathematics instruction predicted improved mathematics achievement. Findings are discussed in terms of differing aspects of mathematics instruction and the possible compensatory role of exposure to instruction in classrooms of lower quality.  相似文献   

Self-Study of Teacher Education Practices Promotes Self-Understanding     

Tom Russell  Amanda Berry 《Studying Teacher Education》2014,10(1):1-2

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