Associations between research and teaching in Australian higher education   总被引：10，自引：1，他引：10  

Paul Ramsden  Ingrid Moses 《Higher Education》1992,23(3):273-295

This article describes results of an empirical investigation of the relationship between research and undergraduate teaching in Australian higher education. Two research indexes (weighted number of publications, and number of research activities) were used. Scores on a Likert-type scale of reported commitment to teaching undergraduate students formed the main criterion of teaching effectiveness. This was supplemented by student ratings in one of the aggregate-level analyses. The results revealed typically no relation or a negative relation between teaching and research at the level of the individual and at the level of the department, across all subject areas. The only exceptions concerned one group of former colleges of education. Further analysis by staff self-rating of academic quality showed that there existed one group of staff, mainly in the universities, who were committed to teaching and highly active researchers. However, the data did not support a causal interpretation of the association. It is concluded that there is no evidence in these results to indicate the existence of a simple functional association between high research output and the effectiveness of undergraduate teaching. Some implications for policy and student course choice are discussed.  相似文献   

Multicultural Education: a study of the impact of the CNAA on a B.Ed. degree     

B. R. Singh 《Educational studies》1984,10(3):227-236

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Recognition of facial emotions among maltreated children with high rates of post-traumatic stress disorder     

Masten CL  Guyer AE  Hodgdon HB  McClure EB  Charney DS  Ernst M  Kaufman J  Pine DS  Monk CS 《Child abuse & neglect》2008,32(1):139-153

OBJECTIVE: The purpose of this study is to examine processing of facial emotions in a sample of maltreated children showing high rates of post-traumatic stress disorder (PTSD). Maltreatment during childhood has been associated independently with both atypical processing of emotion and the development of PTSD. However, research has provided little evidence indicating how high rates of PTSD might relate to maltreated children's processing of emotions. METHOD: Participants' reaction time and labeling of emotions were measured using a morphed facial emotion identification task. Participants included a diverse sample of maltreated children with and without PTSD and controls ranging in age from 8 to 15 years. Maltreated children had been removed from their homes and placed in state custody following experiences of maltreatment. Diagnoses of PTSD and other disorders were determined through combination of parent, child, and teacher reports. RESULTS: Maltreated children displayed faster reaction times than controls when labeling emotional facial expressions, and this result was most pronounced for fearful faces. Relative to children who were not maltreated, maltreated children both with and without PTSD showed enhanced response times when identifying fearful faces. There was no group difference in labeling of emotions when identifying different facial emotions. CONCLUSIONS: Maltreated children show heightened ability to identify fearful faces, evidenced by faster reaction times relative to controls. This association between maltreatment and atypical processing of emotion is independent of PTSD diagnosis.  相似文献   

Euphoria, Dystopia and Practice Today     

Paul  Standish 《Educational Philosophy and Theory》2002,34(4):407-412

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The relationship between individual instructional characteristics and the overall assessment of teaching effectiveness across different instructional contexts   总被引：1，自引：0，他引：1  

Joseph M. Ryan  Paul D. Harrison 《Research in higher education》1995,36(5):577-594

There is an ongoing debate in the student evaluation of teaching literature about whether an overall rating or factorial dimensions of teaching effectiveness should be used in personnel decisions. Marsh and his colleagues have advocated the use of a weighted average approach to computing overall evaluations. A policy-capturing experiment was carried out where students in three different instructional contexts made overall evaluations of hypothetical instructors based on a manipulation of the teaching factors in Marsh's SEEQ. The results indicated (1) amount learned was consistently the most important factor affecting overall evaluations; (2) course difficulty was consistently the least important factor affecting overall evaluations; and (3) there was a strong similarity among the three groups in the relative importance of the various teaching factors in arriving at an overall evaluation. The implications of this research are discussed, as well as directions for future research.  相似文献   

The vacillating mathematician     

K. B. Athreya 《Resonance》1997,2(1):16-24

The problem of a mathematician who walks from her home to her office and changes her mind repeatedly during this walk is discussed. Stochastic generalizations of this problem can be used to model many real-life situations.  相似文献   

Enhancing nursing home care for seniors: impact of a living classroom on nursing assistant’s education     

Veronique M. Boscart  Lynn McCleary  Paul Stolee  Linda Sheiban Taucar  Jessica Wilhelm  Keia Johnson 《Educational gerontology》2020,46(8):461-472

ABSTRACT

Nursing Assistants (NAs) are the largest workforce in nursing homes, but often lack adequate preparation for their role. The Living Classroom (LC) is an integrated learning approach, whereby a NA program is delivered in a nursing home (NH) in collaboration with a community college. This paper describes the implementation and evaluation of the LC. Mixed methods were used to gather data from 48 NA students, 5 faculty, and 42 NH staff over 30 weeks. Students, faculty, and nursing home staff described the LC as a positive learning experience. Students’ gerontological knowledge increased over time (p = .0012). Students reported very positive relationships with program mentors and NH residents. The LC provides a unique approach to prepare NAs to work in nursing homes. This model could expand to other educational programs with a gerontology focus.  相似文献   

Democracy and the Origins of Rural Midwest Education: A Retrospective Essay     

Paul Theobald 《Educational theory》1988,38(3):363-367

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Effects of maze geometry and experience on exploratory behavior in the rat     

H. J. Uster  K. Bättig  H. H. Nägeli 《Learning & behavior》1976,4(1):84-88

Rats were exposed twice in a rotated sequence to a series of six mazes, consisting of hexagonal alleys, balanced for different alley length and structural complexity. Locomotor activity increased with alley length and decreased with structural complexity of the mazes. Locomotion became less stereotyped with increased experience, showing an increasing number of turns, less constant velocity, loss of the initial preference for outward leading alleys and weakening of the forward tendency at reentry from side alleys into hexagonal alleys. In contrast to these qualitative changes of locomotion, the amount of activity remained almost unchanged throughout the experiment. The results suggest that these increases in locomotion complexity depend upon complex interactions between experience and stimulus content of the mazes.  相似文献   

Rural science teacher preparation: A re-examination of an important component of the educational system     

Dr. Kevin D. Finson  John B. Beaver 《Journal of Science Teacher Education》1990,1(3):46-48

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