Matching Personal Attributes to those of the Course and the Workplace: Examples from Veterinary Science     

Trevor Heath 《高等教育研究与发展》1998,17(1):119-124

It is desirable that students entering a professional course acquire both the personal attributes and the other key attributes needed for success in that particular profession. For veterinary science, these include skills in: communication; working with other people; handling animals; solving problems; self‐confidence; enthusiasm; motivation; the ability to work hard; and to be able to cope with stress. When students starting the veterinary course were surveyed, some were not confident that they had developed the key attributes including self‐confidence; interpersonal skills; and the ability to cope with stress. Given the importance of these attributes, this could help explain the distress felt by some recent veterinary graduates when faced with the realities of professional work. This analysis may be relevant to other careers, especially if the main attractant — in this case positive attitudes towards animals — is not sufficient to ensure contentment in the career.  相似文献   

The Nature and Limits of Critical Theory in Education     

Trevor  Maddock 《Educational Philosophy and Theory》1999,31(1):43-61

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Review essay: What counts as higher education? Pursuing intellectually compelling ideas     

Trevor Gale 《The Australian Educational Researcher》1999,26(2):127-137

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Religious education and the public sphere     

Trevor Cooling 《British Journal of Religious Education》2019,41(4):460-461

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Self–Efficacy Pathways Between Relational Aggression and Nonsuicidal Self–Injury     

Trevor J. Buser  Christina Hamme Peterson  Anne Kearney 《Journal of College Counseling》2015,18(3):195-208

The authors recruited college students (N = 648) and investigated relationships among academic and social self–efficacy, relational aggression from parents and peers, and nonsuicidal self–injury (NSSI). Results indicated that both types of self–efficacy were related inversely to NSSI. Academic self–efficacy mediated the relationship between parental emotional abuse and NSSI, whereas social self–efficacy mediated the relationship between peer victimization and NSSI. Clinical implications of these findings for college counselors are discussed.  相似文献   

Re‐asserting the place of context in explaining student (under‐)achievement     

Carmen Mills  Trevor Gale 《British Journal of Sociology of Education》2011,32(2):239-256

One popular view of student achievement is that the quality of teaching students receive plays an important part in whether or not they do well at school. In this article we draw attention to ‘context’ as a complementary explanation, particularly regarding achievement differences between students from different socio‐economic backgrounds. In making these observations, we utilise data from one Australian secondary school located in an economically depressed rural community. Drawing on the insights of Bourdieu, our focus is on the broader social and economic influences that can adversely position students and schools, as well as work to inform the institutional stance that schools take in relation to their students.  相似文献   

Curating in the Open: A Case for Iteratively and Openly Publishing Curatorial Research on the Web     

Trevor Owens 《Curator: The Museum Journal》2016,59(4):427-442

Through a case study of using social media tools to open up part of the curatorial research process for an online exhibit on the history of astronomy at the Library of Congress, I offer some initial ideas about how an open approach to sharing curatorial research could significantly expand the impact and reach of such work. Drawing on three distinct emerging conceptions and frameworks for the idea of “open” (open notebook science, linked open data, and open innovation) I suggest how this case study can be used to guide work with existing simple and inexpensive tools and how it could also inform the development of future tools, services and exhibit development methods. This work builds on an ongoing discussion of open data in libraries, archives, and museums. To date, most of that dialog is about object records and not about the stories and narratives cultural heritage institutions tell about them. I suggest ways to make the production of cultural heritage data, as well as the final outputs, part of an open and transparent process.  相似文献   

Defining educational research: A perspective of/on presidential addresses and the australian association for research in education     

Bob Lingard  Trevor Gale 《The Australian Educational Researcher》2010,37(1):21-49

This paper is concerned with the definition of the field of educational research and the changing and developing role of the Australian Association for Research in Education (AARE) in representing and constituting this field. The evidence for the argument is derived from AARE Presidential Addresses across its 40-year history. The paper documents the enhanced complexity and diversity of the field over these 40 years, including the emergence of a global educational policy field, theoretical and methodological developments in the social sciences and new research accountabilities such as the Excellence in Research for Australia (ERA) measure. Specifically, the paper suggests that the evidence-based movement in public management and education policy, and the introduction of the ERA, potentially limit and redefine the field of educational research, reducing the usefulness and relevance of educational research to policy makers and practitioners. This arises from a failure to recognise thatEducation is both a field of research and a field of policy and practice. Located against both developments, the paper argues for a principled eclecticism framed by a reassessment of quality, which can be applied to the huge variety of methodologies, theories, epistemologies and topics legitimately utilised and addressed within the field of educational research. At the same time, the paper argues the need to globalise the educational research imagination and deparochialise educational research. This call is located within a broader argument suggesting the need for a new social imaginary (in a post-neoliberal context of the global financial crisis) to frame educational policy and practice and the contribution that educational theory and research might make to its constitution. In relation to this, the paper considers the difficulties that political representations of such a new imaginary might entail for the President and the Association, given the variety of its membership and huge diversity of its research interests.  相似文献   

BOOK REVIEWS     

Trevor Davies  Dean Garratt  Richard Bates  Jo Westbrook  Peter Stevens  John Pryor 《British Educational Research Journal》2010,36(1):163-172

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Assessing National Curriculum Art AT2, Knowledge and Understanding: A small-scale project at Key Stage 3     

Trevor Rayment 《The International Journal of Art & Design Education》1999,18(2):189-194

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