The case for using exemplars to develop academic self-efficacy     

Helen Dixon  Eleanor Hawe  Richard Hamilton 《Assessment & Evaluation in Higher Education》2020,45(3):460-471

Abstract

Academic self-efficacy is critical to academic success. Hence those working in higher education need to make deliberate and substantial attempts to foster academic competence, confidence, persistence and resilience in the students they teach, given they are essential components of academic self-efficacy. Addressing an identified gap in the exemplars literature, this article pays particular attention to how exemplars can be used in an embedded and sustained manner with the intent of fostering and supporting these components. Taking into account the three dimensions of self-efficacy – strength, magnitude and generality – and the various sources of information students draw upon to make judgements about their capabilities, four inter-dependent and inter-related practices and associated experiences are identified. We argue that collectively these practices and experiences can accentuate the positive effects and ameliorate the potential negative effects of exemplar use on student academic self-efficacy.  相似文献   

Reframing Resources in Engineering Teaching and Learning     

Zach Simpson  Helen Inglis  Carl Sandrock 《Africa Education Review》2020,17(3):175-188

Abstract

The notion of “resources” is often framed in an economic sense: money, time, equipment and the like. The authors reconceptualise this notion, situating resources as embedded in curricular frameworks, teacher practice and student experience. This leads them to define resources as “the potential to participate in socio-cultural action” which is illustrated in this article through a series of reflections on the part of the authors, all within the context of engineering education. First, they demonstrate that curriculum can be productively thought of as a route marker for the development of resources that students need in order to enact their role as professional engineers. Thereafter, they show that lecturers bring tacit resources of trust, care, creativity and credibility to the teaching and learning space, and that these are necessary to overcome the inertia that often resists the transformation of teaching and learning practice. Finally, they reflect on how students’ prior learning experiences can be harnessed as a resource for teaching and learning. In so doing, they present resources as tied to sociocultural practices and personal and institutional histories, and encourage others to take up these ideas so as to consider how resources, viewed in the authors’ sense, are valued within (engineering) education.  相似文献   

The Paradox of Case Study     

Helen Simons 《Cambridge Journal of Education》1996,26(2):225-240

One of the advantages cited for case study research is its uniqueness, its capacity for understanding complexity in particular contexts. A corresponding disadvantage often cited is the difficulty of generalising from the single case. Such an observation assumes a polarity and stems from a particular view of research. Looked at differently, from within a holistic perspective and direct perception, there is no disjunction. What we have is a paradox, which if acknowledged and explored in depth, yields both unique and universal understanding. This paper revisits this problem in case study research. It argues that, with the pressure for quantification and the growth of multi‐site case study design in policy research, the original vision and utility of case study for understanding complex educational phenomena has been clouded and thereby an opportunity diminished for new ways of knowing  相似文献   

Interpreting pupil participation into practice: contributions of the SEN Code of Practice (2001)   总被引：1，自引：0，他引：1  

Helen May 《Journal of Research in Special Educational Needs》2004,4(2):67-73

It is three years since the revised Code of Practice for special educational needs (Department for Education and Skills (DfES), 2001) was implemented within schools in England. In this document renewed emphasis was given to pupil participation, building upon and strengthening previous requirements. The inclusion of pupil participation in this document, which governs the ways in which schools must operate, provided cause for optimism by raising the status of the topic and embodying a tool by which to implement the participation rights of the child within the education system. This article scrutinises the sections on pupil participation within the Code for their potential to advance the field. It raises some crucial questions, opening up new areas for debate on the subject. It refers to research insights into participation from the perspective of pupils themselves to illustrate the issues being raised. The article calls for the participation of the pupils themselves to be acknowledged and accounted for, alongside current requirements that professionals encourage pupil participation and account for their perspectives.  相似文献   

Book reviews     

Kwong Lee Dow  Helen Hocking  Christine E Deer  Peter Hobson  Gilah C. Leder 《The Australian Educational Researcher》1989,16(1):71-79

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Prolog programming techniques     

Paul Brna  Alan Bundy  Tony Dodd  Marc Eisenstadt  Chee Kit Looi  Helen Pain  Dave Robertson  Barbara Smith  Maarten van Someren 《Instructional Science》1991,20(2-3):111-133

In this paper we introduce the concept of a Prolog programming technique. This concept is then distinguished both from that of an algorithm and that of a programming cliché. We give examples and show how a knowledge of them can be useful in both programming environments and in teaching programming skills. The extraction of the various techniques is outlined. Finally, we discuss the problem of representing techniques where we conclude that the most promising approach is the development of a suitable meta-language.  相似文献   

Busy yet passive: (non-)decision-making in school governing bodies     

Helen Young 《British Journal of Sociology of Education》2017,38(6):812-826

School governing bodies in England have considerable powers and duties, and their formal role positions them as decision-makers. This article draws on qualitative research in the governing bodies of four maintained schools. Using deliberative democracy as a sensitising concept, the article considers some processes by which decisions are made (or not made) in governing bodies. Without claiming that governors never make decisions, it explores constraints and limitations on their ability to do so. Governors exhibit a paradoxical combination of busy-ness and passivity. On the one hand, governing bodies are constituted and structured around activity and technically decisions were made. On the other, decisions could rarely be attributed to active choices by governors. Rather, their more passive agreement with actions and positions was presented as almost unavoidable ‘common sense’, either due to the national policy context or the headteacher’s presentation of the available options.  相似文献   

The Field of Educational Leadership: Studying Maps and Mapping Studies   总被引：1，自引：0，他引：1  

Helen Gunter  Peter Ribbins 《British Journal of Educational Studies》2003,51(3):254-281

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Contemporary Art and the Role of Interpretation: Reflections from Tate Modern's Summer Institute for Teachers     

Helen Charman  Michaela Ross 《The International Journal of Art & Design Education》2006,25(1):28-41

Recent research indicates that the taught curriculum in art and design secondary school education pays scant attention to meaning‐making in visual art. This article explores possibilities for teaching interpretation through a report on an action‐research project based on Tate Modern's Summer Institute for Teachers. In doing so it argues for the value and necessity of interpretation as a taught skill.  相似文献   

Informed choice? How the United Kingdom’s key information set fails to represent pedagogy to potential students     

Helen Barefoot  Martin Oliver  Harvey Mellar 《Quality in Higher Education》2016,22(1):3-19

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