Variation in student selection within the Australian Unified National System: A case study in undergraduate business studies from Western Australia     

Gordon Stanley  Jeff Oliver 《Higher Education》1994,28(3):291-299

This paper draws on data relating to the field of business studies from four Western Australian universities to illustrate differences between institutions in the Australian Unified National System (UNS) of Universities. Large differences exist between universities in the input characteristics of students which may be expected to affect student progress and presumably student outcomes. These differences have implications for issues like credit transfer where the transferring student may have come from an institution with a much lower entry criterion and presumably different learning culture.  相似文献   

Improving SET Response Rates: Synchronous Online Administration as a Tool to Improve Evaluation Quality     

Trey Standish  Jeff A. Joines  Karen R. Young  Victoria J. Gallagher 《Research in higher education》2018,59(6):812-823

Institutions of higher education continue to migrate student evaluations of teaching (SET) from traditional, in-class paper forms to online SETs. Online SETs would favorably compare to paper-and-pencil evaluations were it not for widely reported response rate decreases that cause SET validity concerns stemming from possible nonresponse bias. To combat low response rates, one institution introduced a SET application for mobile devices and piloted formal synchronous classroom time for SET completion. This paper uses the Leverage Salience Theory to estimate the impact of these SET process changes on overall response rates, open-ended question response rates, and open end response word counts. Synchronous class time best improves SET responses when faculty encourage completion on keyboarded devices and provide students SET completion time in the first 15 min of a class meeting. Full support from administrators requires sufficient wireless signal strength, IT infrastructure, and assuring student access to devices for responses clustering around meeting times.  相似文献   

A Prelude to Strategic Management of an Online Enterprise     

Cheng-Chang Pan  Stephen A. Sivo  Clair Goldsmith 《TechTrends》2016,60(3):226-232

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Math Shelf: A Randomized Trial of a Prekindergarten Tablet Number Sense Curriculum     

John Schacter  Jeff Shih  Charles M. Allen  Lina DeVaul  Amy B. Adkins  Taro Ito 《Early education and development》2016,27(1):74-88

Research Findings: Effective preschool mathematics instruction is especially important for low-income children. Previous research demonstrates that low-income children enter kindergarten behind their middle-income peers. They receive less mathematics support at home and from public preschools. The aim of this study was to test Math Shelf, a tablet intervention designed to improve at-risk preschoolers’ mathematics performance. A total of 100 children participated in a randomized controlled trial in a large urban Head Start center. Intervention students played Math Shelf on tablet computers for 6 weeks, whereas comparison students played the most downloaded and best reviewed preschool math apps on tablets for an equal amount of time. During game play, graduate student researchers supervised intervention and comparison students in separate rooms. Intervention and comparison groups did not differ on pretest assessments. Math Shelf students performed statistically significantly better (Cohen’s d = 0.57) than comparison students at posttest. Practice or Policy: Math Shelf results suggest that teachers can enhance low-income preschoolers’ mathematics knowledge in a relatively short amount of time by incorporating developmentally appropriate tablet interventions.  相似文献   

Diagnostic overshadowing among school psychologists working with hearing-impaired learners     

L Goldsmith  P J Schloss 《American annals of the deaf》1986,131(4):288-293

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Educational paradigms and engineering educators in South Africa     

Jennifer Case  Jeff Jawitz 《Higher Education》2003,45(2):251-256

In this response to Waghid (2000) the authorsquestion the validity of conclusions reachedfrom an examination of the proceedings of anengineering education conference in SouthAfrica. The authors argue that these papersdo not represent the views of engineeringeducators in general. Furthermore they querythe way in which Waghid uses reference toteaching methods in these papers to deduce thetheoretical perspective of the presenters. Itis suggested that the views of the educatorsinvolved in this conference and others like itin South Africa, can be characterised asfalling within a broad interpretivist(constructivist) perspective. Finally, theauthors agree that an engagement with acritical perspective would contributesignificantly to the transformation of theculture of engineering education in SouthAfrica.  相似文献   

The Artist‐Teacher Scheme as Postgraduate Professional Development in Higher Education     

Jeff Adams 《The International Journal of Art & Design Education》2003,22(2):183-194

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Desperate Journeys     

Jeff Adams 《The International Journal of Art & Design Education》2019,38(2):274-279

At a time of endemic xenophobia some artists have attempted to resist this trend by depicting its damaging consequences, revealing the inequalities that fuel its disfigurement of human relations and result in mass human displacement. Paul Dash's recent paintings of refugees attempting dangerous and degrading sea crossings are the main subject of this article, and these works are discussed in the context of his negative educational experiences as a child, and his salvation through painting in the sanctuary of his school's art room. This school experience and the trajectory of his artistic career are contextualised by the current marginalisation of the arts in the curriculum and the increasing scarcity of critical and creative approaches to education.  相似文献   

Teaching Now with the Living: A Dialogue with Teachers Investigating Contemporary Art Practices     

Tara Page  Steve Herne  Paul Dash  Helen Charman  Dennis Atkinson  Jeff Adams 《The International Journal of Art & Design Education》2006,25(2):146-155

The Education Departments of Tate Modern and Goldsmiths College collaborated with a group of teachers to find out what they understood by the term ‘contemporary art’ and to discover the conditions that enable contemporary art practices in the classroom. We explored questions with eleven teachers, from both primary and secondary schools, during the Autumn of 2004. Although the cultural/ethnic context of the schools the teachers worked within was diverse, they shared a commitment to working with contemporary art in the classroom and exploring new pedagogies in this field. Their engagement with contemporary art and their revealing and compelling experiences are documented, contextualized and summarized. Samples of the discussions form the substance of this article. This is preceded by an analysis of the success of socially‐orientated contemporary art in the wider global context and its contrast with the omission of these practices in many schools. Conclusions have been tentatively drawn about how the curriculum may be better served by the use of contemporary art, as well as the means by which new learning methods may be facilitated.  相似文献   

BOOK REVIEWS     

Georgina M. Reynhout  Shirley Wyver  Fiona A. White  Jeff Sigafoos  Christine Preston  Sheila Degotardi 《教育心理学》2006,26(6):847-854

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