Is Education Getting Lost in University Mergers?     

Jani Ursin  Helena Aittola  Charles Henderson  Jussi Välimaa 《Tertiary Education and Management》2013,19(4):327-340

Mergers are common phenomena in higher education institutions. Improving educational quality is typically one of the stated goals of university mergers. Yet, little information exists about how merging institutions approach this goal. This paper presents results from a study of planning documents created prior to four mergers in the Finnish higher education system. These documents show that there was little concrete attention given to the educational issues related to the mergers. Most attention was placed on administrative issues and issues related to research. When educational issues were mentioned, it was almost always in the form of vague goals with few details provided about how the goals were to be reached. We conclude that this lack of attention to the educational aspect of mergers is a significant weakness of the planning process in these mergers.  相似文献   

The First Year at School: A Quantitative Investigation of the Attainment and Progress of Pupils∗     

Peter Tymms  Christine Merrell  Brian Henderson 《Educational Research and Evaluation》2013,19(2):101-118

In England children must start school after their fifth birthday, but it is common for children to start when they are four in what is known as the Reception class. The Performance Indicators in Primary Schools (PIPS) project collected data on 1700 pupils’ early mathematics and pre/early reading levels at the start and end of their Reception year. The on‐entry assessment proved to be a good predictor of performance in reading and mathematics at the end of reception and the progress which each child made was estimated. This progress was found to vary considerably between schools and the variation was much greater than that typically found in school effectiveness studies. The data provided a unique opportunity to compare the progress of children who had, and had not, been to school. The Reception year was found to have had a major impact on the literacy and numeracy of children. Multi‐level models were employed for the analysis and from the models Effect Sizes were computed to assist in comparing the importance of variables in the study. This approach provides a mechanism for comparing the findings of school effectiveness studies with experimental studies and meta‐analyses.  相似文献   

Interpersonal behaviour and student outcomes in vocational education classes     

David G. Henderson  Darrell L. Fisher 《Learning Environments Research》2008,11(1):19-29

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Participating in a Collaborative Action Learning Set (CAL): beginning the journey     

Brendan Mccormack  Elizabeth Henderson  Christine Boomer  Ita Collin  David Robinson 《Action Learning: Research and Practice》2008,5(1):5-19

Action learning is being increasingly utilised as a strategy to underpin practitioner focused development and research projects in healthcare generally and nursing in particular. Whilst facilitators of and participants in action learning have a variety of resource materials to guide their practice and participation, there continue to be few systematic and/or evaluative accounts of the experience of participating in action learning for potential action learning participants to draw upon. This paper attempts to address this agenda. The paper presents an interpretive evaluation of the experience of nurses participating in action learning as the learning strategy underpinning a 3-year emancipatory practice development/practitioner research programme. In particular, the paper focuses on the experience of ‘joining a learning set’. This focus has been adopted as the theory of action learning emphasises the principle of ‘voluntariness’, but yet action learning is increasingly being pre-prescribed as a component of development and research programmes. Such was the case with the programme reported on in this paper. The paper describes an approach used to evaluate learning that was adopted in this programme and in particular the initial evaluation stage that focuses on participants' feelings about joining an action learning set. The data collection and analysis processes are described and the key themes arising from the analysis (‘self-preservation’ versus ‘development of self’) discussed. It is concluded that working with principles of enlightenment is essential to successful action learning and the transformation of workplace cultures.  相似文献   

How Science Teachers DiALoG Classrooms: Towards a Practical and Responsive Formative Assessment of Oral Argumentation     

Henderson  J. Bryan  Zillmer  Nicole  Holton  April  Weiner  Steven  Greenwald  Eric  Goss  Megan  Lopez  M. Lisette  Morales  Christina  Pearson  P. David  McNeill  Katherine L. 《Journal of Science Education and Technology》2021,30(6):803-815

Journal of Science Education and Technology - We present lessons learned from an ongoing attempt to conceptualize, develop, and refine a way for teachers to gather formative assessment evidence...  相似文献   

Instructional design of interactive multimedia: A cultural critique     

Lyn Henderson 《Educational technology research and development : ETR & D》1996,44(4):85-104

Instructional design is socially and culturally constructed. The article explores the proposition that the selective traditions of instructional design consist of values, ideologies and images which act in the interests of particular cultural (class and gendered) groups. It examines this premise and argues for multiple cultural, rather than multicultural, contextualization of instructional design. It situates the multiple cultural model in an eclectic paradigm that appropriately combines elements from (a) behaviorist, constructivist, and critical theory paradigms and (b) weak and strong culturally contextualized design strategies. Cultural context is the very stuff, the scaffolding, of instructional design if users are to be positioned as active participants who are given and take responsibility in the learning-teaching paradigm. Her fields of teaching and research interest concern the cultural contextualization of instructional design of interactive multimedia (IMM) and the World Wide Web (WWW). Other research interests focus on the mental models, thinking processes, and teaching-learning strategies used by teachers and learners when interacting with electronic databases, IMM, and the WWW.  相似文献   

School-age passwords: C.I.A.     

Bobbie A. Henderson 《Early Childhood Education Journal》1983,11(1):10-11

CIA does not stand for what you ordinarily would think, The Central Intelligence Agency! These initials can be quite meaningful to caregivers and definitely beneficial to school-agers who are involved in before and after school care. CIA—Creativity, Imagination and Anticipation! These are key words and functions which can enhance a school-age program.  相似文献   

The role of schools in explaining individuals’ subject choices at age 14     

Jake Anders  Morag Henderson  Vanessa Moulton  Alice Sullivan 《牛津教育评论》2018,44(1):75-93

Abstract

The subjects that young people study from age 14 onwards may have important consequences for their future academic and labour market outcomes. These decisions are shaped by the schools in which they find themselves. Schools also face constraints of their own. This paper explores the extent to which individuals’ decisions are affected by the school they attend and to what extent this is affected by the composition of schools in terms of academic attainment, gender, and socioeconomic background. We use multi-level variance decomposition models applied to administrative data on the subjects that young people in mainstream state-funded schools in England study between ages 14 and 16. Our results highlight the important role that constraints on schools play in subject choice decisions. We also note the particular role of attending a non-selective school within a selective schooling district.  相似文献   

What makes for effective feedback: staff and student perspectives     

Phillip Dawson  Michael Henderson  Paige Mahoney  Michael Phillips  Tracii Ryan  David Boud 《Assessment & Evaluation in Higher Education》2019,44(1):25-36

Since the early 2010s the literature has shifted to view feedback as a process that students do where they make sense of information about work they have done, and use it to improve the quality of their subsequent work. In this view, effective feedback needs to demonstrate effects. However, it is unclear if educators and students share this understanding of feedback. This paper reports a qualitative investigation of what educators and students think the purpose of feedback is, and what they think makes feedback effective. We administered a survey on feedback that was completed by 406 staff and 4514 students from two Australian universities. Inductive thematic analysis was conducted on data from a sample of 323 staff with assessment responsibilities and 400 students. Staff and students largely thought the purpose of feedback was improvement. With respect to what makes feedback effective, staff mostly discussed feedback design matters like timing, modalities and connected tasks. In contrast, students mostly wrote that high-quality feedback comments make feedback effective – especially comments that are usable, detailed, considerate of affect and personalised to the student’s own work. This study may assist researchers, educators and academic developers in refocusing their efforts in improving feedback.  相似文献   

Conditions that enable effective feedback     

Michael Henderson  Michael Phillips  Tracii Ryan  David Boud  Phillip Dawson  Elizabeth Molloy 《高等教育研究与发展》2019,38(7):1401-1416

ABSTRACT

Despite an increasing focus on assessment feedback, educators continue to find that simply replicating an effective feedback practice from one context does not guarantee success in the next. There is a growing recognition that the contextual factors surrounding successful practices need to be considered. This article reports on a large-scale mixed methods project and proposes 12 conditions that enable successful feedback in higher education. The conditions were distilled from seven rich case studies through multiple stages of thematic analysis, case comparison and reliability checking. The conditions were also evaluated by surveying senior leaders of Australian universities. These conditions highlight the importance of carefully designing feedback processes, along with the need for addressing capacity and culture for feedback. This helps to explain why there are such variances in effective feedback across contexts, and offers insight into how it may be achieved.  相似文献