E-learning funding for schools: a policy paradox?     

Adrian Mee 《British journal of educational technology : journal of the Council for Educational Technology》2007,38(1):63-71

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Evaluation of Courses by Whole Student Cohorts: a case study     

Anne M. Powell  Adrian Hunt  Ann Irving 《Assessment & Evaluation in Higher Education》1997,22(4):397-404

In a climate of unprecedented change in higher education (HE), accurate and immediate course feedback information is vital to the management of institutions, in assisting the development of course material relevant to present student needs. Student contribution to qualitative course evaluation is commonplace although use of relatively small representative groups of students is usual. However, with class sizes increasing — between 100 and 200 is now common — the ability to acquire accurate qualitative evaluation, representatively, is a major issue. This paper describes a methodology providing opportunity for whole cohort groups of students to be involved simultaneously in the generation of feedback. It considers the effectiveness of student consultation meetings as a collection method, the utility of the results in the course development process, how the issues raised and discussed compare with matters included on a university‐wide questionnaire, and whether participating students feel inhibited in discussing matters so publicly.  相似文献   

Changement et résistance au changement dans le milieu universitaire roumain     

Adrian Neculau  Teodor Cozma  Constantin Cucos  Ion Dafinoiu  Luminita Iacob  Mihaela Manta 《欧洲师范教育杂志》1995,18(2-3):155-170

December 1989 meant for the Romanian academie world the break off with the communist dogmaticism and the politics of indoctrination and also the possibility of installing a critical analysis and the continuity of the true values of Romanian universities. Two inquiries conducted in 1990 and 1991 among students and Professors revealed a strong contesting pathos (persons, teaching contents and methods. The entire educational System were contested) and also a true desire to find out the critical aspects which enhances a new ideology in the higher education System. Students and a part of the faculty have discovered expressions like “academic freedom” and “academie autonomy”. They started to use concepts like “change”, “academic democracy”, “social responsibility”. New expectations concerning the behavioural offer of Professors occurred. When defining the direction of this change, authors chose the expression “toward normality”. Indices of normality could be the assumption by the university of new functions and value orientations previously forgotten and abandoned, under the dictatorial system such as creation and diffusion of values, introduction of criteria of competence and morality in evaluating both academic status and behaviour of Professors.  相似文献   

Young People's Political Knowledge     

Adrian Furnham  Barrie Gunter 《Educational studies》1987,13(1):91-104

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Gender differences in self-estimates of general, mathematical, spatial and verbal intelligence: Four meta analyses     

Agata Syzmanowicz  Adrian Furnham 《Learning and individual differences》2011,21(5):493-504

Four meta-analyses were conducted to examine the magnitude of sex differences in self-estimates of general, mathematical/logical, spatial and verbal abilities. For all but verbal ability males gave significantly higher self-estimates than did females. The weighted mean effect size d for general intelligence was .37, for mathematical .44, for spatial .43 and for verbal .07. As these were significantly heterogeneous, homogeneity analysis was performed to identify moderating factors. These included age, instruction type, country and dominating author's gender. The outcomes were discussed in terms of possible causes of this phenomenon and some concerns about the interpretation of the results were raised.  相似文献   

Variability and typical error in the kinematics and kinetics of the maximal instep kick in soccer     

Adrian Lees  Nader Rahnama 《Sports biomechanics / International Society of Biomechanics in Sports》2013,12(3):283-292

The purpose of this paper was to establish the variability and typical error of kinematic and kinetic variables representing the maximal instep kick in soccer for both the kicking and support legs. Ten skilled (good amateur or semi-professional) soccer players performed 20 maximal instep kicks of a stationary ball into a goal mouth. Motion of the kicking and support legs was recorded by an optoelectronic motion analysis system, and a six degrees of freedom model was used to compute kinematic and kinetic variables. Participants repeated the kicks on a second day at least 1 week later. The mean within-subject coefficient of variation across the kinematic and kinetic variables, trials, and days was 16% and did not change substantially as trial number increased or between day of test. Increasing trial number reduced the typical error (as determined by the standard error of the mean) such that for 20 trials 75% of the variables were below an arbitrary 5% threshold. It was concluded that for kicking investigations, 10–15 trials could be used and typical errors of 5% should be expected.  相似文献   

The changing academic environment and diversity in students' study philosophy,beliefs and attitudes in higher education     

Mohammad Alauddin  Adrian Ashman 《高等教育研究与发展》2014,33(5):857-870

Student populations in higher education in Australia and elsewhere in the developed world have experienced significant diversity over the past two decades. The existing literature has provided limited clarity about the effects of this diversity on the dimensions underpinning students' study philosophy domain. Based on a large data set from a leading Australian university, this paper analyses students' study philosophy, beliefs and attitudes towards teaching and learning. Factor analysis explored themes (or dimensions) within the survey. Multivariate analysis of variance used these dimensions as dependent variables with age, sex, ethnicity, study discipline, study level, academic performance and sex/ethnicity interaction as grouping variables to identify significant sources of variations. Deep learning, expediency and responsibility reflected the students' study philosophy domain. Deep learning and responsibility varied with ethnicity and academic performance. Expediency differed according to ethnicity, study discipline and academic performance. Students in business-related disciplines displayed greater expediency than peers elsewhere, treating education like any other commodity. The contribution of this study lies in its rigorous analysis of the impact of the diversity of the student population on the study philosophy domain, compared to the existing literature.  相似文献   

Information and communications technologies (ICT) in higher education teaching—a tale of gradualism rather than revolution     

Gill Kirkup  Adrian Kirkwood 《Learning, Media and Technology》2005,30(2):185-199

The widespread adoption of information and communications technologies (ICT) in higher education (HE) since the mid 1990s has failed to produce the radical changes in learning and teaching than many anticipated. Activity theory and Rogers’ model of the adoption of innovations provide analytic frameworks that help develop our understanding of the actual impact of ICT upon teaching practices. This paper draws on a series of large‐scale surveys carried out over a 10 year period with distance education tutors at the UK Open University to explore the changing role of ICT in the work of teachers. It investigates how HE teachers in one large distance learning university have, over time, appropriated ICT applications as teaching tools, and the gradual rather than revolutionary changes that have resulted.  相似文献   

Understanding child sexual abuse: Thom. L. McGuire and Faye E. Grant. Butterworths, Toronto, 1991. 48 pp. $9.95     

Adrian Ford 《Child abuse & neglect》1992,16(6)

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Restructuring a traditional student teacher supervision model: Fostering enhanced professional development and mentoring within a professional development school context     

Adrian Rodgers  Virginia L. Keil 《Teaching and Teacher Education》2007

The purpose of this study was to pilot an alternative student teaching supervision model at a college of education in a US context. In the study, the collaborators used multiple paired dyads to supervise student teachers with multiple supports from college faculty. This study examined how teachers and university faculty planned the use of paired dyads and how participants responded to the innovation. The findings suggest teachers and junior faculty can undertake bottom-up reform within larger systemic constraints.  相似文献