Stratification, elaboration and formalisation of design documents: Effects on the production of instructional materials     

Eddy W. Boot  Jon Nelson  Jeroen J.G. van Merriënboer  Andrew S. Gibbons 《British journal of educational technology : journal of the Council for Educational Technology》2007,38(5):917-933

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Confronting connectivity: feminist challenges to the metropolis     

Andrew Culp 《传播与批判/文化研究》2016,13(2):166-183

Google suggests that connectivity is the new paradigm for politics in the digital age. I argue that the effect of connectivity is a shift in the operation of power from the centralized institutions of the state to the decentralized logistics of inclusion of the digital metropolis. Explaining this power's features, I elaborate a media theory of inclusive disjunction and a feminist theory of pornographic exposure. Locating cultural resistance to connectivity, I look to feminist artistic responses to the city, from which I explore the feminist imagining of connectivity through the metaphor of the storm to reclaim their bodies as sites of contestation.  相似文献   

Evaluation of Preservice Teachers’ Internships: A Model to Encourage Career Continuity and Program Reform     

Jennifer M. Good  Andrew Weaver 《Journal of Personnel Evaluation in Education》2003,17(3):263-275

Quality teacher evaluation is a complex subject, requiring complex methods that draw from multiple data sources (Peterson, 2000). Most importantly, preservice teacher evaluation should match teacher education objectives (Popham, 1993) and, ultimately, be used to inform teacher practices and reform educational programming (Darling-Hammond, 1990). The purpose of this study is to present an evaluation model that uses multiple data sources for a preservice teacher’s internship experience. This model is employed within a teacher education program at a large land-grant university; the multiple data sources match program objectives and draw parallels between preservice and inservice teacher evaluation tools at use in this particular state. The evaluation model incorporates two guiding objectives within this college of education’s mission statement—objectives that focus on performance and reflection. First, preservice teachers are educated to assume roles of leadership and service in classroom practice, and second, preservice teachers are taught to become reflective practitioners, The first objective is measured by using a research-based classroom observation rating form during the internship that closely resembles the tool used by the state-licensing department of education. The second program objective is measured through the use of portfolios. In addition to using the results from these instruments to advise preservice teachers regarding their professional growth, the data can also guide program development within the college and suggest programmatic reform, an often overlooked yet integral factor of personnel evaluation. Discussion of specific rating results per instrument and specific avenues for program development are presented.  相似文献   

Self‐Concepts,Self‐Esteem,and Academic Achievement of Minority and Majority North American Elementary School Children          下载免费PDF全文

Dario Cvencek  Stephanie A. Fryberg  Rebecca Covarrubias  Andrew N. Meltzoff 《Child development》2018,89(4):1099-1109

Minority and majority elementary school students from a Native American reservation (N = 188; K–fifth grade; 5‐ to 10‐year‐olds) completed tests of academic self‐concepts and self‐esteem. School grades, attendance, and classroom behavior were collected. Both minority and majority students exhibited positive self‐esteem. Minority students demonstrated lower academic self‐concepts and lower achievement than majority students. Two age‐related patterns emerged. First, minority students had lower academic achievement than majority students, and this effect was stronger in older (Grades 3–5) than in younger (Grades K–2) students. Second, children's actual achievement was related to their academic self‐concepts for older students but more strongly linked to self‐esteem in younger students. The authors offer a developmental account connecting students’ developing self‐representations to their school achievement.  相似文献   

Correlations,trends and potential biases among publicly accessible web-based student evaluations of teaching: a large-scale study of RateMyProfessors.com data     

Andrew S. Rosen 《Assessment & Evaluation in Higher Education》2018,43(1):31-44

Student evaluations of teaching are widely adopted across academic institutions, but there are many underlying trends and biases that can influence their interpretation. Publicly accessible web-based student evaluations of teaching are of particular relevance, due to their widespread use by students in the course selection process and the quantity of data available for analysis. In this study, data from the most popular of these websites, RateMyProfessors.com, is analysed for correlations between measures of instruction quality, easiness, physical attractiveness, discipline and gender. This study of 7,882,980 RateMyProfessors ratings (from 190,006 US professors with at least 20 student ratings) provides further insight into student perceptions of academic instruction and possible variables in student evaluations. Positive correlations were observed between ratings of instruction quality and easiness, as well as between instruction quality and attractiveness. On average, professors in science and engineering disciplines have lower ratings than in the humanities and arts. When looking at RateMyProfessors as a whole, the effect of a professor’s gender on rating criteria is small but statistically significant. When analysing the data as a function of discipline, however, the effects of gender are significantly more pronounced, albeit more complex. The potential implications are discussed.  相似文献   

Philosophy, methodology, and research ethics     

Alan Januszewski  Randall Nichols  Andrew R. J. Yeaman 《TechTrends》2001,45(1):24-27

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Math Anxiety,Need for Cognition,and Learning Strategies in Quantitative Communication Research Methods Courses     

Yang Lin  James M. Durbin  Andrew S. Rancer 《Communication quarterly》2016,64(4):390-409

To understand student learning in undergraduate quantitative communication research methods course, this study examined relationships between perceptions of course topic difficulty, course topic understanding, and their relationship with students’ level of math anxiety, need for cognition, and learning strategies. A total of 196 participants voluntarily took part in this study. Results revealed that a higher level of math anxiety leads to a higher level of perceived learning difficulty for topics in the course and leads to a lower level of content understanding of the topics. For topics related to “Research Methods and Measurement,” a higher level of need for cognition results in a lower level of perceived learning difficulty and results in a higher level of content understanding. Use of critical thinking learning strategy has a significantly positive effect on perceived content understanding of topics related to “Research Methods and Measurement,” as does elaboration learning strategy on that of “Statistics.”  相似文献   

How do apes ape?     

Whiten A  Horner V  Litchfield CA  Marshall-Pescini S 《Learning & behavior》2004,32(1):36-52

In the wake of telling critiques of the foundations on which earlier conclusions were based, the last 15 years have witnessed a renaissance in the study of social learning in apes. As a result, we are able to review 31 experimental studies from this period in which social learning in chimpanzees, gorillas, and orangutans has been investigated. The principal question framed at the beginning of this era, Do apes ape? has been answered in the affirmative, at least in certain conditions. The more interesting question now is, thus, How do apes ape? Answering this question has engendered richer taxonomies of the range of social-learning processes at work and new methodologies to uncover them. Together, these studies suggest that apes ape by employing a portfolio of alternative social-learning processes in flexibly adaptive ways, in conjunction with nonsocial learning. We conclude by sketching the kind of decision tree that appears to underlie the deployment of these alternatives.  相似文献   

What is instructional strategy? Seeking hidden dimensions     

Gibbons  Andrew S. 《Educational technology research and development : ETR & D》2020,68(6):2799-2815

Educational technology research and development - Instructional strategy is defined in abstract terms independent of instructional theories, philosophies, or standard formulas. Strategies share...  相似文献   

Clarifying and reframing the neoliberal critique of educational policy using policy process theories     

Nevbahar Ertas  Andrew N. McKnight 《Discourse: Studies in the Cultural Politics of Education》2019,40(2):234-247

ABSTRACT

This paper explores the vocabulary and frameworks offered by two theories of public policy process: the advocacy coalition framework (ACF) and the narrative policy framework (NPF) and what they offer to the study of global education reform. The foci of ACF are policy subsystems, formation of advocacy coalitions around policy issues, and their impact on policy change; the emphasis of NPF is the divergent narratives developed and used by these coalitions. This paper reviews each theoretical framework, summarizes existing research literature on their education policy applications, and then poses alternative questions and suggest alternatives to study global education policies, especially those presently critiqued using the term neoliberal which we position as nebulous in its current usage. The aim is to open channels of communication for scholars from different disciplines by introducing different theoretical approaches to analyse the role of the numerous elements that shape global education policy.  相似文献