Learning Analytics and Computational Techniques for Detecting and Evaluating Patterns in Learning: An Introduction to the Special Issue     

Taylor Martin  Bruce Sherin 《学习科学杂志》2013,22(4):511-520

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Journals in criminal justice and criminology: An updated and expanded guide for authors     

Michael S. Vaughn  Rolando V. Del Carmen  Martin Perfecto  Ka Xiong Charand 《Journal of Criminal Justice Education》2013,24(1):61-192

This article provides an annotated list of 326 journals in criminal justice and criminology. After consulting the “notes for contributors” sections of each journal, the authors mailed a self-administered survey to all journal editors soliciting their input on their editorial policies. Journal websites were also consulted to construct the journals' mission, scope, and editorial focus. A total of 221 editors returned the survey for a return rate of 68%. The following entries present an annotation that summarizes the mission, philosophy, and editorial policies of each journal. Following the annotations, the chart documents contact information for the editors and editorial policies concerning submissions to each journal.  相似文献   

Evaluation of virtual microscopy in medical histology teaching     

Sylvia Mione  Martin Valcke  Maria Cornelissen 《Anatomical sciences education》2013,6(5):307-315

Histology stands as a major discipline in the life science curricula, and the practice of teaching it is based on theoretical didactic strategies along with practical training. Traditionally, students achieve practical competence in this subject by learning optical microscopy. Today, students can use newer information and communication technologies in the study of digital microscopic images. A virtual microscopy program was recently introduced at Ghent University. Since little empirical evidence is available concerning the impact of virtual microscopy (VM) versus optical microscopy (OM) on the acquisition of histology knowledge, this study was set up in the Faculty of Medicine and Health Sciences. A pretest‐post test and cross‐over design was adopted. In the first phase, the experiment yielded two groups in a total population of 199 students, Group 1 performing the practical sessions with OM versus Group 2 performing the same sessions with VM. In the second phase, the research subjects switched conditions. The prior knowledge level of all research subjects was assessed with a pretest. Knowledge acquisition was measured with a post test after each phase (T1 and T2). Analysis of covariance was carried out to study the differential gain in knowledge at T1 and T2, considering the possible differences in prior knowledge at the start of the study. The results pointed to non‐significant differences at T1 and at T2. This supports the assumption that the acquisition of the histology knowledge is independent of the microscopy representation mode (VM versus OM) of the learning material. The conclusion that VM is equivalent to OM offers new directions in view of ongoing innovations in medical education technology. Anat Sci Educ 6: 307–315. © 2013 American Association of Anatomists.  相似文献   

Departments Can Develop Teaching Identities of Graduate Students     

K. Denise Kendall  Matthew L. Niemiller  Dylan Dittrich-Reed  Lacy D. Chick  Lauren Wilmoth  Austin Milt  Melissa Burt  Nick Lopes  Lisa Cantwell  Laura Rubio  Amanda Allison  Elisabeth E. Schussler 《CBE life sciences education》2013,12(3):316-317

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Science education for sustainability, epistemological reflections and educational practices: from natural sciences to trans-disciplinarity     

Laura Colucci-Gray  Anna Perazzone  Martin Dodman  Elena Camino 《Cultural Studies of Science Education》2013,8(1):127-183

In this three-part article we seek to establish connections between the emerging framework of sustainability science and the methodological basis of research and practice in science education in order to bring forth knowledge and competences for sustainability. The first and second parts deal with the implications of taking a sustainability view in relation to knowledge processes. The complexity, uncertainty and urgency of global environmental problems challenge the foundations of reductionist Western science. Within such debate, the proposal of sustainability science advocates for inter-disciplinary and inter-paradigmatic collaboration and it includes the requirements of post-normal science proposing a respectful dialogue between experts and non-experts in the construction of new scientific knowledge. Such a change of epistemology is rooted into participation, deliberation and the gathering of extended-facts where cultural framings and values are the hard components in the face of soft facts. A reflection on language and communication processes is thus the focus of knowledge practices and educational approaches aimed at sustainability. Language contains the roots of conceptual thinking (including scientific knowledge) and each culture and society are defined and limited by the language that is used to describe and act upon the world. Within a scenario of sustainability, a discussion of scientific language is in order to retrace the connections between language and culture, and to promote a holistic view based on pluralism and dialogue. Drawing on the linguistic reflection, the third part gives examples of teaching and learning situations involving prospective science teachers in action-research contexts: these activities are set out to promote linguistic integration and to introduce reflexive process into science learning. Discussion will focus on the methodological features of a learning process that is akin to a communal and emancipatory research process within a sustainability scenario.  相似文献   

Voice,identity, and the organizing of student experience: managing pedagogical dilemmas in critical classroom discussions     

Thomas J. Yannuzzi  Daniela Martin 《Teaching in Higher Education》2013,18(6):709-720

The current paper explores the discursive complexities of teaching and learning in inclusive, critically oriented classrooms. It argues that to accomplish the ontological goals of higher learning, we need to focus on the construction of student voice, or the ability to be considered in and have influence on teaching and learning. The paper further explores the relationship between having voice and the interactional negotiation of identities and relationships among students and teachers. It is suggested that teaching and learning through inclusive, critically oriented classroom discussions is bound in the organizing of complex social experiences, and requires teachers to navigate at least three inherent pedagogical dilemmas lesson management, emotion labor, and structure.  相似文献   

Academic misconduct in teaching portfolios     

Martin G. Erikson  Peter Erlandson  Malgorzata Erikson 《International Journal for Academic Development》2013,18(4):345-354

Within academia, clear and standardised communication is vital. From this point of departure, we discuss the trustworthiness of teaching portfolios when used in assessment. Here, misconduct and fraud are discussed in terms of fabrication, falsification, and plagiarism, following the literature on research fraud. We argue that the portfolio’s unclear academic status and confusing standards makes it difficult to define misconduct. We see a risk that the practice of portfolio writing for assessment can lead to misconduct, including downright lies about accomplishments. We conclude that the trustworthiness of teaching portfolios is a responsibility for the academic community as a whole.  相似文献   

Punishing kids: the rise of the ‘boot camp’     

Martin Mills  Barbara Pini 《International Journal of Inclusive Education》2013,17(3):270-284

This paper is concerned with the rise of ‘the boot camp’ as a means of addressing ‘the problem’ of troubled youth’ in contemporary industrialised nations such as Australia and the UK. Drawing on a corpus of publicly available material including press releases and policy documents, media reports, and programme websites, the paper explores the legitimating discourses surrounding boot camps and suggests that they are a symptom of what Giroux [2011. “Youth in the Suspect Society and the Politics of Disposability.” Power Play: A Journal of Educational Justice 3 (1): 3–21] calls the ‘punishing state’. Such discourses work to construct young people as an escalating and uncontrollable problem, to frame this problem as individual rather than structural, and to suggest that state responses to problematic youth have been inadequate. Furthermore, we suggest, as the rationale for these boot camps indicate, that within this ‘punishing state', the militarisation of schooling is deemed to be an appropriate solution to this problem.  相似文献   

Gypsy,Roma and Traveller pupils in schools in the UK: inclusion and ‘good practice’     

Kalwant Bhopal  Martin Myers 《International Journal of Inclusive Education》2013,17(3):299-314

This paper examines inclusionary processes and examples of ‘good practice’ in primary and secondary schools for Gypsy, Roma and Traveller pupils in one inner London Borough in the UK. It will explore the role of the Traveller Education Service (TES) and argue that the support provided by the TES to schools is essential for the development of ‘good practice’, but at the same time it stresses that the TES is not a substitute for the school’s educational and welfare responsibilities. The paper will also argue that the commitment of the head teacher and senior management team to the inclusive ethos of the school is crucial in setting the tone of the school towards positive treatment of Gypsy, Roma and Traveller pupils. Where an inclusive ethos works successfully it is often the result of a wider social engagement between the school and community. The paper will draw on qualitative interview data with parents, head teachers, deputies, heads of year, teachers, and classroom assistants at the schools.  相似文献   

Warwick University PGCE Mentoring Scheme     

Martin Robinson 《Mentoring & Tutoring: Partnership in Learning》2013,21(1):23-30

As schools and HEIs have become partners in initial teacher education, the roles of personnel from both institutions have experienced radical change. Whilst the role of the university tutor as a student support and assessor has diminished, the teacher's role has been extended, to that of the student's subject‐specific mentor. Considering the importance of mentorship in the teacher education process and the lack of evidence on mentoring from the student's perspective, the present study sought to expand on current knowledge and increase understanding of the student's perspective through exploration of postgraduate PE and Dance students’ perceptions of the mentor role and the mentorship relationship at the University of Brighton. This study forms part of a larger, collaborative project between the University of Brighton and Liverpool John Moore's University which is investigating the development and impact of School Based Teacher Education Partnerships. In semi‐structured interviews, 25 students were asked to discuss: ideal qualities for mentoring and the student/mentor relationship; the mentor's role and their influence on the student. Students generally valued a supportive, professional relationship with their mentor which allowed mutual input and a mentor who is approachable and has a depth of subject expertise. These findings indicated the need, in the course of future research, to consider interaction and information exchange in the student/mentor relationship and the perceived and actual role which student and mentor play in this relationship.

Of current interest is the postgraduate student's experience of mentoring, which is highlighted and discussed in the present article. The data discussed here derive from work in the project's early stages at the University of Brighton, and the article is the first in a series which will be presented as the project continues. Future publications will discuss investigations which expand on the present findings and which result from either collaborative inquiry between the two institutions or replication studies to enable cross‐comparison between findings.  相似文献