Editing,ethics, electronics and economics: the 5th General Assembly and Conference of the European Association of Science Editors,held in Budapest,Hungary, 24–28 April 1994     

Jean Shaw 《Health information and libraries journal》1994,11(3):209-211

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Books and articles of academic interest     

Peter Shaw  Howard Dickman 《Academic Questions》1990,4(1):93-96

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Counsellor Contribution to Academic Goals: A Team Work Approach     

C. Williams  M. Shaw 《高等教育研究与发展》1982,1(2):167-169

University teaching so often focuses exclusively on the subject being taught and takes little cognizance of the problems of the learner or of the learning process. This paper outlines an example of how the skills of a person outside the responsible teaching department (in this case a counsellor) were used to help Architecture students achieve the desired academic outcome. The counsellor's involvement had additional benefits for the students concerned. A case is made for utilising such a model for the benefit of a wider range of students.  相似文献   

Acceptance of Biological Evolution by First-Year Life Sciences University Students     

Betti  Lia  Shaw  Peter  Behrends  Volker 《Science & Education》2020,29(2):395-409

Science & Education - Lack of acceptance of biological evolution, despite the overwhelming evidence that supports it, can be very problematic in higher education courses that have a strong...  相似文献   

Inclusion: the role of special and mainstream schools          下载免费PDF全文

Anne Shaw 《British Journal of Special Education》2017,44(3):292-312

For children with special educational needs, seeds were sown for the move away from segregated settings to inclusion in mainstream settings following the 1978 Warnock Report. However, the ‘special versus mainstream school’ debate was re‐ignited in 2005 when Warnock recommended a more significant role for special schools than previously envisaged. Furthermore, an increase in special school placement has been reported, prompting this investigation of the role of special schools in the current climate of inclusion. Literature from Britain, Europe and New Zealand, including research that listens to ‘the voice of the child’, which compares experiences of children with special educational needs in special and mainstream schools, is reviewed. The findings give no clear indication that either setting leads to better outcomes. Tensions between the inclusion agenda and standards agenda are highlighted. It is concluded that special schools in reduced numbers are likely to remain a feature of the inclusive education system, with recommendations for the development of special–mainstream school partnership links. The quality of the setting, regardless of the type of setting, is emphasised, highlighting implications for staff training in special and mainstream schools. Further research comparing outcomes for children educated in different types of provision is recommended.  相似文献   

Digital technologies for promoting “student voice” and co-creating learning experience in an academic course     

Ina Blau  Tamar Shamir-Inbal 《Instructional Science》2018,46(2):315-336

“Student voice” (SV) refers to listening to and valuing students’ views regarding their learning experiences, as well as treating them as equal partners in the evaluation process. This is expected, in turn, to empower students to take a more active role in shaping their learning. This study explores the role played by digital technologies in creating a space for SV in academia. The qualitative study was conducted in an academic course, which combines face-to face, synchronous lessons with a variety of asynchronous self-directed and group learning activities. The participants were 54 Master’s students in education. We analyzed the pedagogical design of the course, as well as interpretations of teaching, learning, assessment, and the role of technology as experienced and presented by the students. The findings demonstrated that students functioned as co-designers of the course content, co-creators of teaching and of their own learning experience. Students perceived the requirements of active learning, teamwork, and community participation (i.e., an advanced way of conveying SV—leadership; Mitra International handbook of student experience in elementary and secondary school, Springer Publishers, The Netherlands, 2007), as both challenges related to overload and stress, and benefits related to the gains of meaningful learning, innovative pedagogical design, and diverse instructional methods. The equalization effect of the digital environment, which diminishes status cues changed the power dynamic, promoted students’ active participation and their pedagogical partnership with the instructor. Based on the findings, our conceptualization of SV and its implications for academia includes: (1) co-design of content, (2) co-teaching, (3) co-creation of learning experience and outcomes, and (4) embedded co-assessment for learning.  相似文献   

The case for course substitutions as a reasonable accommodation for students with foreign language learning difficulties     

Shaw RA 《Journal of learning disabilities》1999,32(4):320-8, 349

It has been observed for decades that some students have a particularly difficult time learning another language. Colleges and universities have an obligation to offer special language programs designed to help these students succeed in their attempts to learn another language. However, for those few students who cannot learn another language even with special instruction, allowing them to meet the foreign language requirement though the substitution of related courses is appropriate and does not constitute a fundamental alteration of the goals of a liberal education.  相似文献   

China Confronts Kant When University Students Experience the Angst of Freedom     

Robert Keith Shaw 《Educational Philosophy and Theory》2016,48(6):605-620

An existential interpretation of student angst in Chinese universities raises issues of autonomy and freedom. The governance arrangements in China create a conflict for Chinese students who in their coursework are urged to become critical-minded and open-minded. In this essay, Kant’s moral theory provides access to this phenomenon. His theory of duty–rationality–autonomy–freedom relates the liberty of thought to principled action. Kantian ideals still influence western business and university practice and they become relevant in China as that country modernises. The abilities of graduates which officials say the country needs—insightfulness, creativity, innovation, progressiveness and commitment—are only achievable by professionals who are independent minded, rational and who commit to act on their own conclusions. Such people are Kant’s autonomous persons. Chinese students increasingly confront a conflicted educational environment. Universities require students to think, analyse and argue. An outcome of this deliberation is freedom, as construed by Kant as an ‘inner’ construct. When students are unable to exercise Kantian freedom in matters which concern them they experience the angst of freedom. Students may carry a burden derived from bridles on information and authoritarian restrictions on dialogue.  相似文献   

Disagreement over the best way to use the word ‘validity’ and options for reaching consensus     

Paul E. Newton  Stuart D. Shaw 《Assessment in Education: Principles, Policy & Practice》2016,23(2):178-197

The ability to convey shared meaning with minimal ambiguity is highly desirable for technical terms within disciplines and professions. Unfortunately, there is no widespread professional consensus over the meaning of the word ‘validity’ as it pertains to educational and psychological testing. After illustrating the nature and extent of disagreement, we consider three options for reaching consensus: to eliminate its ambiguity by agreeing a precise technical definition; to embrace its ambiguity by agreeing a catchall lay usage; and to retire ‘validity’ from the testing lexicon.  相似文献   

Professional preparation of pediatric school psychologists for school‐based health centers     

Steven R. Shaw 《Psychology in the schools》2003,40(3):321-330

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