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51.
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Catherine Victoria Nicholls 《档案与原稿》2018,46(2):143-157
The role of recordkeeping in our personal and professional lives is rarely perceived as a topic of mainstream interest outside the world of professional records managers and archivists. While corporate records management has been written about throughout the recordkeeping literature, there has traditionally been less focus on what McKemmish describes as the role of ‘personal recordkeeping cultures’. Yet personal recordkeeping can play a role in creating a sense of belonging, especially for children and families. For example, within the field of Australian early childhood education, one of the key policy documents replicates a similar theme with the aptly titled ‘Early Years Learning Framework – Belonging, Being & Becoming’. By reflecting on her own personal recordkeeping story and that of her family, the author aims to explore the purpose of recordkeeping awareness and the role this plays in the wider profession. This article will draw upon relevant recordkeeping theory as well as some key early childhood education literature to introduce how ‘recordkeeping awareness’ could be reconceptualised as ‘recordkeeping literacy’. She will also explore what impact a reconceptualised understanding of continuum-based ‘recordkeeping literacy’ may have upon evolving recordkeeping theory and practice. 相似文献
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Nussbaum Miguel Barahona Camila Rodriguez Fernanda Guentulle Victoria Lopez Felipe Vazquez-Uscanga Enrique Cabezas Veronica 《Educational technology research and development : ETR & D》2021,69(1):201-206
Technology has the potential to facilitate the development of higher-order thinking skills in learning. There has been a rush towards online learning by education systems during COVID-19; this can therefore be seen as an opportunity to develop students’ higher-order thinking skills. In this short report we show how critical thinking and creativity can be developed in an online context, as well as highlighting the importance of grit. We also suggest the importance of heuristic evaluation in the design of online systems to support twenty-first century learning.
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Data, based on responses of 1274 Australia secondary school students, are reported which link the student's learning motives and strategies to both personological and school environment factors and learning outcomes. The results indicate substantial positive relationships between the students’ level of self‐esteem and their perceptions of the learning environment as enjoyable and worthwhile with both deep and achieving approaches to learning. Students with more versatile learning strategies are also likely to be the more successful academically. 相似文献
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Helen R. Johnson Margaret J. J. Thompson Suzanne Wilkinson Louise Walsh Jonathon Balding Victoria Wright 《教育心理学》2002,22(5):553-556
Twenty five class teachers completed a "Strengths and Difficulties" assessment for 523 children aged from 7 to 11 years of age. Children self-completed a 39-item "My Life in School" questionnaire. One third of the sample were self-reported victims of bullying behaviour. Boys with poor prosocial skills, emotional problems and general difficulties with social interaction, expression of emotion and hyperactivity were at greatest risk of being bullied. There was no significant effect of age. The data support previous research findings that gender influences the prevalence of bullying but not that younger children are more vulnerable. This study provides new evidence that teachers recognise social behaviour and interactions that can significantly affect whether primary school children are bullied. 相似文献
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Slomp David Marynowski Richelle Holec Victoria Ratcliffe Brittany 《Educational Assessment, Evaluation and Accountability》2020,32(4):431-460
Educational Assessment, Evaluation and Accountability - Large-scale externally mandated exit exams are common in many education systems. Exit exams are considered medium stakes when exam scores are... 相似文献
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Peter Baldwin Victoria Yaneva Janet Mee Brian E. Clauser Le An Ha 《Journal of Educational Measurement》2021,58(1):4-30
In this article, it is shown how item text can be represented by (a) 113 features quantifying the text's linguistic characteristics, (b) 16 measures of the extent to which an information‐retrieval‐based automatic question‐answering system finds an item challenging, and (c) through dense word representations (word embeddings). Using a random forests algorithm, these data then are used to train a prediction model for item response times and predicted response times then are used to assemble test forms. Using empirical data from the United States Medical Licensing Examination, we show that timing demands are more consistent across these specially assembled forms than across forms comprising randomly‐selected items. Because an exam's timing conditions affect examinee performance, this result has implications for exam fairness whenever examinees are compared with each other or against a common standard. 相似文献
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There has been considerable investment in the use of interactive whiteboard technology in schools in the UK. There is evidence that whilst teachers understand such technology, many do not understand the nature and implications of interactive learning. Observation and analysis of 50 video‐recorded lessons taught by ‘successful’ teachers drawn from mathematics and modern foreign language departments in secondary schools led to the classification of three types of practice representing a spectrum of increasing interactivity. The nature of this good practice was analysed together with criteria for assessing the changes being wrought by technology in approaches to learning and teaching. The investigation concluded that the use of new technology alone cannot lead to enhanced learning. Teachers also need training to develop awareness of the relationship between approaches to interactive learning and conceptual and cognitive development in subject areas. 相似文献