Connecting education and practice in an instructional design graduate program     

James Quinn 《Educational technology research and development : ETR & D》1994,42(3):71-82

This paper reports on a curriculum project in which principles of instructional design are integrated with real-world experiences in a corporate environment. Working in design teams, graduate students served as instructional developers in a corporate environment. The course instructor acted as project leader. Initially, both the client organization and design teams expressed confusion concerning their roles in relation to the course instructor. Design teams initially used technical language not readily understood by the client. The lack of guidance in instructional models on the development of appropriate instructional strategies was noted by all teams. Design teams concluded that knowledge of instructional design principles is a necessary but not sufficient preparation for professional activity as instructional developers. By the end of the three-month project, both the client organization and the design teams expressed strong satisfaction with the process and the outcome.  相似文献   

Protecting seriously mistreated children: time delays in a court sample.     

S J Bishop  J M Murphy  M S Jellinek  S D Quinn  J F Poitrast 《Child abuse & neglect》1992,16(4):465-474

The study examined the progress through the child protective system of a sample of 206 severely abused and/or neglected children brought before the Boston Juvenile Court (BJC) on Care and Protection (C & P) petitions. Overall, children were in the system an average of 5 years from the filing of the first official report of mistreatment to the resolution of their cases. The families had been known to the state child protective service agency for an average of more than 2.5 years before the current court involvement. Once arraigned in juvenile court on the C & P, the average case took almost 1.5 years to reach a disposition. After disposition, children permanently removed from parental custody required, on average, an additional year and a half in Probate Court to reach a permanent placement. Of the more than twenty variables examined, including severity of mistreatment, protective service history, and parental mental illness, no meaningful pattern emerged which could predict delays. Our findings characterize the delays experienced by many abused and neglected children, and highlight the necessity of closer monitoring of the progress of cases through the protective and court systems.  相似文献   

Anomalous Sports Performances     

Robert J. Quinn 《Teaching Statistics》1997,19(3):81-83

This article discusses a lesson in which students explore the binomial probability distribution by considering anomalous performances in sports.  相似文献   

Pedagogy for fostering criticality,reflectivity and praxis in a course on teaching for lecturers     

Lynn Quinn  Jo-Anne Vorster 《Assessment & Evaluation in Higher Education》2016,41(7):1100-1113

Using the concepts of criticality, reflectivity and praxis, the paper presents an analysis of our reflections on participants’ responses to the assessment requirements for a course for lecturers on teaching. The context in which the course is being taught has changed considerably in the last few years in terms of the mode of delivery, as well as the number and diversity of participants. Our analysis has generated insights into ways in which the course is not meeting all the learning needs of the participants, nor preparing them adequately to demonstrate, in writing, their learning. Using insights gained, we suggest pedagogic processes and strategies for ensuring that the course focuses on both writing to learn and learning to write; and for assisting participants to acquire the practices to demonstrate their learning in written assessment tasks, using the requisite literacy including criticality, reflectivity and praxis.  相似文献   

Investigating Probabilistic Intuitions     

Robert J. Quinn 《Teaching Statistics》2004,26(3):86-88

This article explores the intuitions of secondary education majors regarding probability. This is accomplished by administering a two‐question instrument to 113 participants. Their responses to these questions, and more importantly the explanations they provide for these answers, are analysed. The conclusions drawn may be informative to teachers of probability and statistics as they attempt to remediate common probabilistic misconceptions and devise more effective teaching strategies.  相似文献   

Knowledge Restructuring in Biology: Testing a Punctuated Model of Conceptual Change     

Joel Mintzes  Heather J. Quinn 《International Journal of Science and Mathematics Education》2007,5(2):281-306

Emerging from a human constructivist view of learning and a punctuated model of conceptual change, these studies explored differences in the structural complexity and content validity of knowledge about prehistoric life depicted in concept maps by learners ranging in age from approximately 10 to 20 years. Study 1 (cross-age) explored the frequencies of concepts, relationships, levels of hierarchy, branching, and cross-links in concept maps drawn by students in grades 5, 8, 11, 13, and 14. The results provide some support for a punctuated model of conceptual change. Study 2 (longitudinal) explored the same frequencies on repeated occasions among students enrolled in a college course on prehistoric life, and documented the shift in frequencies of “novice” and “expert” concepts occurring during the semester. The results suggest that college students engage in much restructuring of their knowledge frameworks during the period of a semester. Together, the two studies raise questions about common classroom practices that encourage the rote learning of biology and geology concepts at all levels.  相似文献   

Raykov,T., & Marcoulides,G.A. (2010). Introduction to Psychometric Theory. New York,NY: Taylor & Francis.     

Quinn N. Lathrop 《Journal of Educational Measurement》2014,51(4):467-469

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Relationships between learning approaches and outcomes of students studying a first-year biology topic on-campus and by distance     

Frances Quinn  Sarah Stein 《高等教育研究与发展》2013,32(4):617-631

This study investigates the relationship between learning approach and outcome for distance and on-campus first-year biology students. It uses a topic-specific version of the Study Process Questionnaire, recent articulations of the Structure of Observed Learning Outcome (SOLO) model and individual interviews. Deep approaches were related to better quality SOLO categories of learning outcomes, but many students appeared to adopt a mix of surface and deep approaches to learning, or used little of either, and demonstrated poor quality learning outcomes. A strong approach/outcome relationship was not evident for the younger on-campus cohort. It is argued that these results highlight the need to look beyond learning approaches towards more multidimensional and integrative perspectives of student learning.  相似文献   

First‐year Biology Students’ Understandings of Meiosis: An investigation using a structural theoretical framework     

Frances Quinn  John Pegg  Debra Panizzon 《International Journal of Science Education》2013,35(10):1279-1305

Meiosis is a biological concept that is both complex and important for students to learn. This study aims to explore first‐year biology students’ explanations of the process of meiosis, using an explicit theoretical framework provided by the Structure of the Observed Learning Outcome (SOLO) model. The research was based on responses of 334 first‐year biology students to practical and examination questions about meiosis, together with student interviews. Students’ written responses were coded, which resulted in a hierarchy of qualitatively different categories consistent with recent developments in the SOLO model. Most responses described a number of the less abstract elements of meiosis, but not in a coherent, relational manner, and interviews elucidated several areas of confusion about meiosis and its subordinate concepts. These findings are consistent with much previous research, and provide insights into both the use of the SOLO model as a research tool and students’ understandings of meiosis. In conjunction with previous research, the results of this study raise questions beyond its local context about the match between students’ apparent understandings and university expectations. The implications of the study relate to the use of terminology, the treatment of meiosis in textbooks, and some specific issues of pedagogy.  相似文献   

Understanding working-class 'drop-out' from higher education through a sociocultural lens: Cultural narratives and local contexts     

Jocey Quinn 《International Studies in Sociology of Education》2013,23(1):57-74

The 'drop-out' of working-class students from universities has been identified as one of the most pressing issues for the higher education (HE) sector in the United Kingdom. This article draws on the initial findings of a major research project that explores the meanings and implications of such withdrawal from HE amongst young working-class people. The article argues that drop-out should be seen not just as an educational problem, but also as a manifestation of sociocultural change. To understand drop-out we need to look beyond student support needs or institutional barriers to cultural narratives and local contexts. This enables us to use a sociological frame to understand the educational question, and employ the educational data to contribute to sociological debates on class. The article analyses 'drop-out' as a self-fulfilling cultural narrative that is increasingly connoted as working class, as well as being a consequence of the material exigencies of working-class circumstances. It illustrates how class identity mutates yet stays the same, with the working class still positioned in terms of 'lack'. Although the possibility of university study has become a part of working-class identity, the expectation that this experience may be 'flawed' or 'spoilt' has also become engrained. The article analyses drop-out as two sides of one coin: as both significantly influenced by local culture and as having a perceived impact upon that culture, with different effects in different locales.  相似文献