Bridging the Gap Between Degree Programme Curricula and Employability Through Implementation of Work-related Learning     

J. M. Hills  G. Robertson  R. Walker  M. A. Adey  I. Nixon 《Teaching in Higher Education》2013,18(2):211-231

This article investigates the gap between employers' requirements of graduates and the skills which graduates are furnished with through degree programmes in the higher education (HE) sector in the UK. A survey of 88 subject review reports prepared by the Quality Assurance Agency (QAA) for environmentally related units in the UK showed little emphasis on employability issues. Surveys of first destination statistics of a cohort of graduates from two biological degrees and from national data showed that a significant proportion of graduates were in non-science-based activities. The non-knowledge-based learning outcomes from one degree were investigated, and showed that employability aspects were partially covered in the programme, but were not always associated with secure assessments. The concept of work-related learning is defined and a conceptual framework for HE practitioners is presented that could be used when designing curricula to better map programme learning outcomes onto graduate employment.  相似文献   

Developments in the law of higher education     

Dennis Farrington  Clive Robertson 《Perspectives: Policy and Practice in Higher Education》2013,17(2):48-49

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Unequal under law: race in the war on drugs     

O. Nicholas Robertson 《Journal of Criminal Justice Education》2013,24(4):602-606

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Reflections on education,democracy and social change     

Susan L. Robertson 《Globalisation, Societies & Education》2008,6(2):101-103

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Development of shared vision: Lessons from a science education community collaborative     

Amy Robertson 《科学教学研究杂志》2007,44(5):681-705

This is a qualitative case study of a collaboration among multiple stakeholders in science education who came together in order to create environmental field trips and the surrounding classroom curriculum. The collaboration involves 4 major facets of science education: formal education at the elementary and university levels, informal education, and educational research. The data were collected by means of observation, semi‐structured interviews, and written document review. This study examines how shared vision developed within the collaboration, the roles the participants played in its evolution, and how this process benefited both the collaboration and each individual collaborator. Several factors significantly affected the progress towards a shared vision and a successful collaboration including time, communication, understanding others' perspectives, dedication and ownership, as well as the collaborative environment. © 2007 Wiley Periodicals, Inc. J Res Sci Teach 44: 681–705, 2007  相似文献   

Book reviews     

Lucy Robertson  Jenny Feinmenn  Amanda Claydon  Martin Miles  Lyndsey Blair  Naomi Burgess 《Educational Psychology in Practice》2008,24(3):269-278

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Career-first: an approach to sustainable labour market integration     

Fuertes  Vanesa  McQuaid  Ronald  Robertson  Peter J. 《International Journal for Educational and Vocational Guidance》2021,21(2):429-446

International Journal for Educational and Vocational Guidance - Active labour market policies aim at supporting people entering and, importantly, remaining in the labour market. Initiatives to this...  相似文献   

The probabilistic character of relevance     

S.E. Robertson 《Information processing & management》1977,13(4):247-251

Gebhardt's[1] probabilistic model of relevance is examined and found not to represent adequately some characteristics of the relevance judgement process. An alternative model is proposed, which identifies two different types of “error” or probabilistic variation between relevance judgements. The two types arise from, first, the definition of the boundaries of the relevance classes, and secondly the actual assessment of an individual document on the underlying scale (which is assumed to be a continuum). The problems of quantifying the model, and of assessing its implications for retrieval testing, are discussed.  相似文献   

Neuropsychological intervention in dyslexia: two studies on British pupils     

Robertson J 《Journal of learning disabilities》2000,33(2):137-148

The theoretical context of this research is developmental neuropsychology--in particular, the educational implications for the classification of and intervention in specific developmental dyslexia (SDD). Controlled and validated research can help identify optimal teaching methods for groups and individuals. Within this framework, neuropsychological theory can be explored as a medium for improving intervention for pupils with SDD. Neuropsychological stimulation cannot change the macro aspects of the brain but can change its "finetuning" and its response to written text. Within the psycho-neurological approaches, Bakker (1979, 1990, 1998) developed both a diagnostic procedure and empirically investigated intervention procedures. The theory rests on the Balance Model of learning to read, in which differential hemisphere involvement is implicated in beginning and advanced reading. Intervention can take place via hemisphere-specific stimulation using visual or tactile stimulation or hemisphere-alluding stimulation using modified text. Two investigations are presented, one experimental and another clinical. The results support the validity of dyslexia subtyping and the effectiveness of the treatment methods.  相似文献   

Prolog programming techniques     

Paul Brna  Alan Bundy  Tony Dodd  Marc Eisenstadt  Chee Kit Looi  Helen Pain  Dave Robertson  Barbara Smith  Maarten van Someren 《Instructional Science》1991,20(2-3):111-133

In this paper we introduce the concept of a Prolog programming technique. This concept is then distinguished both from that of an algorithm and that of a programming cliché. We give examples and show how a knowledge of them can be useful in both programming environments and in teaching programming skills. The extraction of the various techniques is outlined. Finally, we discuss the problem of representing techniques where we conclude that the most promising approach is the development of a suitable meta-language.  相似文献