Students’ perceptions of written feedback in teacher education: ideally feedback is a continuing two-way communication that encourages progress     

Tony Dowden  Sharon Pittaway  Helen Yost  Robyn McCarthy 《Assessment & Evaluation in Higher Education》2013,38(3):349-362

A small but growing body of research has investigated students’ perceptions of written feedback in higher education but little attention has been brought to bear on students’ emotional responses to feedback. This paper investigates students’ perceptions of written feedback with particular emphasis on their emotional responses within a teacher education programme in a regional Australian university. Online questionnaires were used to gather qualitative data from cohorts of distance students and on-campus students. The study found that students’ emotions strongly mediated their perceptions of written feedback. The paper concludes that in order to accommodate students’ emotional responses, effective written feedback should be aligned with pedagogies which specifically include the development of rich dialogue within the teaching and learning context.  相似文献   

Reviews     

Andrew Wright  Di Bentley  Brenda Hopper  Shirley Lee 《Pastoral Care in Education》2013,31(2):36-38

Andrew Wright, Whitelands College, Another Step: Challenging Inequalities, by Margaret Robson, Andrew Gregory and Dawn Gill. Association for Curriculum Development, 1991, 297pp., ISBN 1 8540 1 045 X

Di Bentley, School of Education, Roehampton Institute, Skills for the Primary School Child: Personal and Social Education in the Primary School, a pack by the Teachers' Advisory Committee on Alcohol and Drug Education (TACADE) and the Society for the Prevention of Solvent and Volatile Substance Abuse (Re-Solv). Salford: TACADE, 1990, three booklets (57pp., 29pp., 60pp.) and thirty-three workcards, ISBN 0 905954 43 2 (set)

Brenda Hopper, Edge Hill College of Higher Education, Gender and Pastoral Care, edited by C. McLaughlin, C. Lodge and C. Watkins. Oxford: Basil Blackwell, 1991, 192pp., pb ISBN 0 63117177 0, £9.99

Shirley Lee, Roehampton Institute, Career Development for Teachers by Jim Donnelly, London: Rogan Page, 1992, 96pp., pb ISBN 0 7494 0645 3, £9.95  相似文献   

Looking Back on Lessons Learned: Gifted Adults Reflect on Their Experiences in Advanced Classes     

Kristin M. Perrone  Stephen L. Wright  Tracy M. Ksiazak  Amy L. Crane  Aarika Vannatter 《Roeper Review》2013,35(2):127-139

The purpose of this study was to learn about gifted adults' experiences in advanced classes and attitudes about advanced classes or gifted programs for their children. Participants were 88 adults (33 men and 55 women) who have been participating in a longitudinal study of academically talented individuals since their high-school graduation in 1988. Participants responded to open-ended questions via mailed surveys. Eighty-five percent of participants described their academic experiences in advanced classes as positive, whereas slightly fewer participants (59%) described their interpersonal experiences in advanced classes as positive. Seventy-five percent of participants with children described signs of giftedness in their children, and 88% of participants indicated that they would support advanced placement for their children if it were recommended by the school. Implications of the findings were discussed and directions for future research were provided.  相似文献   

Cost and competition in the adoption of satellite news gathering technology     

Stephen Lacy  Tony Atwater  Xinmin Qin  Angela Powers 《Journal of Media Economics》2013,26(1):51-59

This study finds that many local stations subscribe to satellite news networks to obtain material for news broadcasts but that the high cost of satellite news gathering vehicles stops most from obtaining such vehicles. The study also finds that intensity of competition in the local market is a primary reason for acquiring such equipment.  相似文献   

On‐line relational maintenance strategies and perceptions of partners within exclusively internet‐based and primarily internet‐based relationships     

Kevin B. Wright Ph.D. 《Communication Studies》2013,64(2):239-253

While relational maintenance has been found to be an important aspect of interpersonal relationships within the face‐to‐face world, the nature of relational maintenance among partners within computer‐mediated relationships is a relatively unexplored area. This study examined the use of maintenance strategies and perceptions of relational partners among (N = 178) undergraduate students within exclusively Internet‐based and primarily Internet‐based relationships. The findings indicated that positivity and openness were the most frequently used maintenance strategies. People who used positivity and on‐line activities had higher perceptions of attitude similarity than people using avoidance strategies, and people who used positivity and openness perceived their partner's quality of communication to be higher than those who used other strategies. People maintaining primarily Internet‐based relationships had higher relational communication and background similarity scores than people maintaining exclusively Internet‐based relationships. Finally, people maintaining exclusively Internet‐based relationships had different perceptions of on‐line friends and acquaintances based upon their frequency of on‐line interaction.  相似文献   

A case for adapting and applying continuance theory to education: understanding the role of student feedback in motivating teachers to persist with including digital technologies in learning     

Noeline Wright 《Teachers and Teaching》2013,19(4):459-471

In New Zealand schools, the adoption and persistent use of digital tools to aid learning is a growing but uneven, trend, often linked to the practices of early adopters and/or robust wifi infrastructure. The Technology Adoption Model is used internationally to gauge levels of uptake of technological tools, particularly in commerce and also in education. However, this model is inadequate when it is used to attribute reasons for teachers adopting technologies for learning. This article offers an alternative view to understanding why teachers continue using digital technologies for learning. It focuses on the role of student voice and teachers’ pedagogical purposes as motivators, even when teachers have technological hurdles to overcome. The article engages with continuance theory as a lens for understanding these motivations via a qualitative thematic analysis of Moodle postings made by a 2012 cohort of initial teacher education students. The intention is to signpost ideas that might better explain teachers’ continued use of digital technologies in classrooms even if conditions for use are not optimal.  相似文献   

Zoology Students' Experiences of Collaborative Enquiry in Problem-based Learning     

Tony Harland 《Teaching in Higher Education》2013,18(1):3-15

This paper presents an action-research case study that focuses on experiences of collaboration in a problem-based learning (PBL) course in Zoology. Our PBL model was developed as a research activity in partnership with a commercial organisation. Consequently, learning was grounded in genuine situations of practice in which a high degree of collaboration was essential for a successful outcome. A particular social context was established in which tutors and students endeavoured to interact as learners to negotiate and construct new understandings and develop life-long learning skills. Students valued the quality of working relationships, the democratic way in which group work was facilitated, and the opportunities for freedom of action and thought. During the course, participants achieved new insights into themselves as learners and this meta-cognitive skill was seen as important for developing the necessary competence in diagnostic self-assessment for PBL. Students had not previously encountered PBL and the transitional nature of their experiences is discussed.  相似文献   

Public knowledge: public education: Northland Secondary College versus the State     

Tony Knight 《International Journal of Inclusive Education》2013,17(4):295-308

Large‐scale cuts to the education budget were a primary focus for the newly elected State Liberal party in Victoria, Australia in 1992. Northland Secondary College, a Melbourne urban school of 474 students, had been selected for closure. Northland had long defined itself as a ‘community school’, with a strong commitment to and success in meeting the needs of Aboriginal (Koori) students. This local community reacted strongly to news of closure, and for a period of two years resisted the full weight of the State through a series of course procedures, and public defiance. During this period, Northland maintained a Rebel School conducted by volunteer teachers. The school and local community sought to expand the concept of accountability as defined by the State. They directly challenged the increasing trend towards centralizing, and what they perceived as the homogenization of the curriculum. At the heart of core concerns to the school community was a deep commitment to maintain and participate in decisions defining important educational knowledge. It was a staunch defence of local needs. The present corporate model of administrative governance directing State schooling proved inadequate in dealing with the plurality and hybridity of this modern community, and, in particular, one inhabited with urban Aboriginal cultures.  相似文献   

Gender-blind racism in the experience of schooling and identity formation     

Cecile Wright  Debbie Weekes  Alex McGlaughlin 《International Journal of Inclusive Education》2013,17(4):293-307

Much of the research dealing with education and race has concentrated on the experiences of black males. Research now needs to address the issue of how schools affect the production of black femininities. The aim is to explore how both black males and females adapt to schooling, and school exclusion in particular. Previous theoretical models often situate black women within the stereotype of the ‘superwoman’ and negate the experiences of black females in families that are not female-headed. Previous research also suggests that much of the black male pupil response to schooling is based on the way in which teachers equate disaffection with black masculinity. The study draws on research in schools with pupils aged from 13 to 15 years when observed and interviewed. Many pupils responded to schooling in a way that cut across race and gender. Pupils often attempted to subvert the traditional relationship of teacher as powerful and pupil as powerless, reacting to this relationship through their own racial and gendered backgrounds. It is argued that teachers often speak of black pupils in homogeneous ways when in fact gendered differences exist. The issue of how schools construct blackness is addressed and it is argued that too often this is simply to equate race with masculinity.  相似文献   

Student mentoring in higher education: Hong Kong Baptist University     

Leung Mee Lee  Tony Bush 《Mentoring & Tutoring: Partnership in Learning》2013,21(3):263-271

There is a developing interest in mentoring in the educational system in Hong Kong, especially in higher education. Mentoring is looked at as a retention and enhancement strategy for undergraduate education. With the setting up of a mentoring system during the freshmen year, it is hoped that student retention can be increased and academic achievement can be promoted. The study aims to find out the current mentoring practices carried out at the Hong Kong Baptist University. Results are based upon quantitative data collected from 456 students and 79 faculty members engaging in the mentoring programme of the University Life Programme at the university in 1998. The author also conducted insight interviews into the student–mentor relationship and the problems encountered by mentors. The study focuses upon students' perspectives of an ‘effective’ mentor. The implications for resources are discussed as part of a review of the mentoring programme at the university.  相似文献