Being there: Putting philosopher, researcher and student together again     

C. A. Hooker  Gerard O’Brien  Naomi Quinn  John Sutton 《Metascience》1998,7(1):70-95

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Engaging Probability Students in Playing and Analysing a Simple Card Game     

Robert J. Quinn  Tom S. Ball  Zhixia You 《Teaching Statistics》2010,32(2):45-48

We present a simple card game whose payout depends on a player's strategy, as well as on chance. Solutions require the use of conditional analysis and the computation of expected values.  相似文献   

Good practice for enhancing the engagement and success of commencing students     

Karen J. Nelson  Carole Quinn  Andrew Marrington  John A. Clarke 《Higher Education》2012,63(1):83-96

There is widespread recognition that higher education institutions (HEIs) must actively support commencing students to ensure equity in access to the opportunities afforded by higher education. This role is particularly critical for students who because of educational, cultural or financial disadvantage or because they are members of social groups currently under-represented in higher education, may require additional transitional support to “level the playing field.” The challenge faced by HEIs is to provide this “support” in a way that is integrated into regular teaching and learning practices and reaches all commencing students. The Student Success Program (SSP) is an intervention in operation at the Queensland University of Technology (QUT) designed to identify and support those students deemed to be at risk of disengaging from their learning and their institution. Two sets of evidence of the impact of the SSP are presented: First, its expansion (a) from a one-faculty pilot project (Nelson et al. in Stud Learn Eval Innov Dev 6:1–15, 2009) to all faculties and (b) into a variety of applications mirroring the student life cycle; and second, an evaluation of the impact of the SSP on students exposed to it. The outcomes suggest that: the SSP is an example of good practice that can be successfully applied to a variety of learning contexts and student enrolment situations; and the impact of the intervention on student persistence is sustained for at least 12 months and positively influences student retention. It is claimed that the good practice evidenced by the SSP is dependent on its integration into the broader First Year Experience Program at QUT as an example of transition pedagogy in action.  相似文献   

Preschool affects longer term literacy and numeracy: results from a general population longitudinal study in Northern Ireland     

Edward Melhuish  Louise Quinn  Kathy Sylva  Pam Sammons  Iram Siraj-Blatchford  Brenda Taggart 《School Effectiveness & School Improvement》2013,24(2):234-250

The Effective Pre-school Provision in Northern Ireland (EPPNI) project is a longitudinal study of child development from 3 to 11 years. It is one of the first large-scale UK projects to investigate the effects of different kinds of preschool provision, and to relate experience in preschool to child development. In EPPNI, 683 children were randomly selected from 80 preschools, and 151 children were recruited without preschool experience. Progress was then followed from age 3 to age 11. Preschool experience was related to age 11 performance in English and mathematics. High-quality preschools show consistent effects that are reflected not only in improved attainment in Key Stage 2 English and mathematics but also in improved progress in mathematics over primary school. Children who attended high-quality preschools were 2.4 times more likely in English, and 3.4 times more likely in mathematics, to attain Level 5 than children without preschool experience.  相似文献   

New learning worlds: the significance of nature in the lives of marginalised young people     

Jocey Quinn 《Discourse: Studies in the Cultural Politics of Education》2013,34(5):716-730

This article explores a hitherto neglected issue: the significance of nature in the learning lives of marginalised young people. Drawing on both post-human and sociocultural perspectives, it develops a theoretical analysis of this important subject. It uses research with 114 young people in jobs without training in rural South-west England to analyse how marginalised young people engage with nature and what they learn from it. It concludes that the intra-activity of young people and nature creates the potential for new worlds and bodies, but ones that are still shaped by social inequalities. Nature is often highly significant in the lives of marginalised young people, potentially offering them the freedom, equilibrium and expertise that had been denied in the formal educational context and opening them up to learning. However, these new learning worlds are transient and social inequalities need to be addressed in order to make them sustainable. Policy makers have become interested in harnessing nature to citizenship drives for young people, for example in the UK National Citizen Service Plan. But the article concludes that regimented initiatives are not the right approach to build on the personal, secret and playful qualities of this learning. The article draws out the important implications of this study for research, policy and practice.  相似文献   

Education in an Era of Accountability: Do you have to Sacrifice Wise Practices?     

Suzanne M. Flannery Quinn  Elizabeth A Ethridge 《Early Childhood Education Journal》2006,34(2):117-123

This research explores the history, philosophies and practices of an “A rated” public charter school (serving infants through 8th grade) in Florida. Participants are the professional educators who were involved in the founding of the school in 1999. Findings are based on semi-structured interviews probing the details of the history of the school and the educators’ beliefs and practices. Analysis of the educators’ responses reveal a strong sense of ownership and investment by the teachers and administrator who were part of the founding of the school, a focus on doing what is wise for children, a culture of autonomy, and a profound respect for children. Prevailing customs of the school include meetings, field studies, and service. Implications are related to school reforms, teacher autonomy and wise practices.  相似文献   

Instructional designers as reflective practitioners: developing professional identity through reflection     

Monica W. Tracey  Alisa Hutchinson  Tamme Quinn Grzebyk 《Educational technology research and development : ETR & D》2014,62(3):315-334

As the design thinking approach becomes more established in the instructional design (ID) discourse, the field will have to reconsider the professional identity of instructional designers. Rather than passively following models or processes, a professional identity rooted in design thinking calls for instructional designers to be dynamic agents of change who use reflective thinking to navigate the design space and develop solutions to ill-structured problems. Graduate programs in ID will also need to prepare students to manage the complexities they will encounter in their professional practice, including the establishment of design precedents, reflective thinking skills, and the foundations of professional identity. This research explored the use of reflective writing assignments in an introductory ID graduate course, with results indicating that most students are able to engage in meaningful reflection in relation to prompts concerning design concepts, experiences, and identity attributes, although no clear patterns of improvement emerged over time. Future directions for research include the use of feedback and the structure of prompts (including frequency of writing assignments and wording of prompts) to support improved student performance.  相似文献   

Unexpectedly Poor Spelling and Phonological-Processing Skill     

Virginia M. Holmes  Lisa Quinn 《Scientific Studies of Reading》2013,17(4):295-317

This study investigated the phonological skills of university students who were unexpectedly poor spellers relative to their word reading accuracy. Compared with good spellers, unexpectedly poor spellers showed no deficits in phonological memory, selection of appropriate graphemes for phonemes in word misspellings and nonword spellings, and phoneme awareness. In contrast, poor readers–poor spellers performed worse than the other groups at all but the last of these tasks. Although unexpectedly poor spellers misread nonwords more often than good spellers and took longer to begin pronouncing long, difficult-to-spell words, they took no longer to begin pronouncing shorter words and the names of corresponding pictures. The difficulty with reading nonwords and long words was thus interpreted as arising at the stage of identifying and parsing the orthographic input rather than phonological retrieval. The findings indicate that unexpectedly poor spellers of the type studied here do not have a mild phonological deficit.  相似文献   

Adaptation of an anatomy graduate course in ultrasound imaging from in-person to live,remote instruction during the Covid-19 pandemic     

Robert M. DePhilip  Melissa M. Quinn 《Anatomical sciences education》2022,15(3):493-507

Health concerns during the Covid-19 pandemic required the adaptation of a lecture-laboratory course in ultrasound imaging for graduate students from an in-person to a live, remote learning format. The adaptation of in-person lectures to live, remote delivery was achieved by using videoconferencing. The adaptation of in-person laboratory sessions to live, remote instruction was achieved in the first half of the course by providing a hand-held ultrasound instrument to each student who performed self-scanning at their remote locations, while the instructor provided live instruction using videoconferencing. In the second half of the course, the students transitioned to using cart-based, hospital-type instruments and self-scanning in the ultrasound laboratory on campus. The aim of this study was to measure the success of this adaptation to the course by comparing assessment scores of students in the live, remote course with assessment scores of students in the in-person course offered in the previous year. There were no statistically significant differences in the assessment scores of students in the two courses. The adaptation of a course in ultrasound imaging from an in-person to a live, remote learning format during the Covid-19 pandemic described here suggests that contrary to the prevailing view, ultrasound imaging can be taught to students without in-person instruction. The adapted course can serve as a model for teaching ultrasound where instructors and learners are physically separated by constraints other than health concerns during a pandemic.  相似文献   

A Novel Approach to Gross Dissection of the Human Pelvis and Perineum     

Leah D. Hunter  Claudia F. Mosley  Melissa M. Quinn  James J. Cray Jr.  Anthony S. Baker  Jennifer M. Burgoon  Eileen Kalmar  Kirk M. McHugh 《Anatomical sciences education》2020,13(5):618-627

Progressive curricular changes in medical education over the past two decades have resulted in the diaspora of gross anatomy content into integrated curricula while significantly reducing total contact hours. Despite the development of a wide range of alternative teaching modalities, gross dissection remains a critical component of medical education. The challenge posed to modern anatomists is how to maximize and integrate the time spent dissecting under the current curricular changes. In this study, an alternative approach to the dissection of the pelvis and perineum is presented in an effort to improve content delivery and student satisfaction. The approach involves removal of the perineum en bloc from the cadaver followed by excision of the pubic symphysis, removal and examination of the bladder and associated structures, examination and bisection of the midline pelvic organs in situ, and midsagittal hemisection of the pelvis for identification of the neurovasculature. Results indicate that this novel dissecting approach increases the number of structures identified by 46% ± 14% over current dissecting methods. Survey results indicate that students were better able to integrate lecture and laboratory concepts, understand the concepts, and successfully identify more structures using the new approach (P < 0.05). The concept of anatomic efficiency is introduced and proposed as a standard quantitative measure of gross dissection proficiency across programs and institutions. These findings provide evidence that innovative solutions to anatomy education can be found that help to maintain critical content and student satisfaction in a modern medical curriculum.  相似文献