Student engagement: students' and teachers' perceptions     

Nick Zepke  Linda Leach  Philippa Butler 《高等教育研究与发展》2014,33(2):386-398

This article addresses the question: To what extent do tertiary teachers and students have similar understandings of what engages students in classroom settings? It employs data from a funded research project in Aotearoa New Zealand that draws on selected questions from two surveys. One survey asked students how important nine selected teacher behaviours were in engaging them in learning, the other asked teachers what priority they put on these behaviours and how important they thought they were to students. The selected questions were drawn from an extensive research literature identifying teacher behaviours that engaged students. The article reports that teachers and students had some similar but more dissimilar perceptions about what engages students. Suggested reasons for the differences are discussed.  相似文献   

Out of this World: Theme Parks' Contribution to a Redefined Aesthetics and Educational Practice     

Nick Stanley 《The International Journal of Art & Design Education》2002,21(1):24-35

There are few links between art education and popular entertainment. Major attractions, such as theme parks, have come to question the relationship between the everyday and the aesthetic. These parks have become sources of ‘calculated hedonism’ where visitors enjoy physical experience in elaborately designed sets. But young people, in particular, approach this experience in varying ways. This paper explores the several options that they may adopt to become aware of the ‘visual ideology’ at work in the entertainment, as well as the stratagems employed. Hopefully, visitors to such parks may become accomplished critics of the politics of display.  相似文献   

Compromising Talent: Issues in Identifying and Selecting Talent in Sport     

Joseph Baker  Jörg Schorer  Nick Wattie 《Quest (Human Kinetics)》2018,70(1):48-63

The past few decades have seen a significant change in the delivery of sport and in trends related to athlete development. However, the notion of talent continues to play a critical role in most athlete development models. In this brief review, we highlight concerns with the notion of talent and how it is conceptualized in high performance sport systems. These include: the assumption that talent is a fixed capacity that can be identified early, the influence of talent beliefs on athlete development, the different levels of risk for talent selection decisions, biases evident in approaches to athlete selection, the inadequacy of current statistical approaches, the problems with using current performance to predict future outcomes, and how short-term priorities and competition between sports for talented athletes undermine the overall efficiency of athlete development systems. These concerns form the basis for more focused discussion of avenues for future work in this field.  相似文献   

Do Computers Enhance or Detract from Student Learning?     

Kuh  George D.  Vesper  Nick 《Research in higher education》2001,42(1):87-102

Research in Higher Education - Does becoming familiar with computer and information technology during college add to or detract from making progress toward other desirable outcomes of college?...  相似文献   

Educational Marketisation and the Head's Psychological Well–Being: A Speculative Conceptualisation     

Izhar Oplatka  Nick Foskett  & Jane Hemsley–Brown 《British Journal of Educational Studies》2002,50(4):419-441

One of the most important changes in the environment of schooling during the last decade has been the establishment of educational markets and inter–institutional competition which, in turn, has led to the development of a new management culture in schools. In the light of these developments, this paper draws together the research on heads' responses to marketisation and suggests theoretical hypotheses on the impact of its underlying features on their psychological well–being. Our argument is that the major features of educational marketisation may promote the emergence of both the determinants of professional growth and self–renewal and of occupational stress and job burnout among headteachers. These determinants, in turn, lead to the appearance of two types of well–being among school heads. To support our hypothesis we refer to the work of others and empirical findings from various fields of study.  相似文献   

Researching Work and Learning: A Bird's Eye View     

Keith Forrester  Nick Frost  Kevin Ward 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》2000,20(4):483-489

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Slipping through the cracks: teachers who miss out on early career support     

Nick Kelly  Cheryl Sim  Michael Ireland 《Asia-Pacific Journal of Teacher Education》2018,46(3):292-316

This paper presents evidence from a nationally representative sample of early career teachers about those likely to miss out on formal support, and the employment conditions associated with this absence of support. It uses survey data from the Staff in Australia’s Schools Survey. Consistent with existing research, our results suggest a relationship between early career teachers with insecure employment and a lack of support. The findings suggest that, for early career teachers, being unsupported is associated with dissatisfaction with professional relationships and career opportunities; and that this dissatisfaction is associated with an intention to leave the profession.  相似文献   

Facilitating communication between education and health services: the provision for children with speech and language needs   总被引：1，自引：0，他引：1  

James Law  Geoff Lindsay  Nick Peacey  Marie Gascoigne  Nina Soloff  Julie Radford  & Sue Band 《British Journal of Special Education》2001,28(3):133-137

In this article, James Law, Marie Gascoigne and Nina Soloff, of the Department of Language and Communication Science at City University, London; Geoff Lindsay and Sue Band, of the Institute of Education, University of Warwick; and Nick Peacey and Julie Radford, of the Institute of Education, University of London, explore provision for children with speech and language needs. The authors report the outcomes of Government-funded research into the provision of speech and language therapy services and identify 13 key themes which emerge from a review of these findings. They proceed to make a series of important and challenging recommendations, many of which focus on the need for enhanced collaboration at a range of levels.  相似文献   

The Computer as Scaffold,Tool and Data Collector: Children Composing with Computers     

Nick?ReynoldsEmail author 《Education and Information Technologies》2005,10(3):239-248

This paper looks at children’s approaches to music composition using advanced music software. The data indicate that the software allowed children different ways of looking at their compositions: visually, musically and aurally. The paper explores the notion of the computer as a scaffold with reference to the Swanwick and Tillman (1986) stages of musical development, seeking to investigate different ways of demonstrating children’s musical development. The paper also discusses the way the software can be used as an analysis and data collection tool.  相似文献   

Editorial: Religious,Sociological and Capability Perspectives     

Nick J. Watson  Grant Jarvie  Andrew Parker 《Quest (Human Kinetics)》2019,71(2):113-120

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