Concerns of our Students: A Cross‐institutional Study     

Graham Bradley  Angus McLachlan  Beverley Sparks 《高等教育研究与发展》1990,9(2):111-121

This study investigated the concerns experienced by students from two Australian tertiary institutions. Randomly‐selected samples of 342 Ballarat College of Advanced Education students and 208 Gold Coast College of Advanced Education students reported the extent to which each of 42 factors had caused them concern since being at college. Consistent with the research findings of Sarros and Densten (1989) and others, respondents were more concerned over academic and course‐related matters than over a range of personal, interpersonal and practical factors. Levels and‐patterns of concern were found to vary between sub‐groups of the student samples. Follow‐up surveys of the academic staff in each of the two institutions suggested that academics are biased in their perceptions of student concerns. Discussion focuses upon the generalizability and practical significance of the findings.  相似文献   

Undergraduates’ learning experience and learning process: quantitative evidence from the East   总被引：2，自引：0，他引：2  

Beverley J. Webster  Wincy S. C. Chan  Michael T. Prosser  David A. Watkins 《Higher Education》2009,58(3):375-386

This article examines the construct validity of the Course Experience Questionnaire (CEQ) in Hong Kong and investigates the similarities and differences in the process of learning among students in different disciplinary studies. It is based on a survey of 1,563 undergraduate students in two disciplines, humanities and sciences, and of principally Chinese ethnicity. Findings from exploratory and confirmatory factor analyses support the scale structure of the four subscales of a modified version of the CEQ (good teaching, clear goals and standards, appropriate work, and appropriate assessment) in a non-Western context and could provide a basis for cross cultural research and international benchmarking. While there was variation across subgroups, there was a genuine pattern of relationships between the perceptions of learning environment and learning strategies shown by structural modeling. This information could be used to inform the design of discipline-specific programs in the new curriculum.  相似文献   

Want students to engage? Contextualise graduate learning outcomes and assess for employability     

Trina Jorre de St Jorre  Beverley Oliver 《高等教育研究与发展》2018,37(1):44-57

The ability of graduates to proactively develop, adapt and repackage their capabilities (or attributes) is an essential aspect of employability. This study was conducted at Deakin University, where graduate capabilities have been recast as graduate learning outcomes, and employability is frequently referenced. In light of significant curriculum reform to make graduate capabilities prominent, we investigated student perceptions of graduate capabilities and associated learning outcomes, as well as preparation for employment, to better understand how we can engage students in developing and showcasing their employability. We interviewed 45 students across 10 focus groups and qualitatively analysed their responses for commonly recurring themes. Focus groups were completed in two stages with data analysis and adjustment of questions between stages to enable validation and greater depth of understanding. Our analysis suggests that even with capabilities renamed as learning outcomes, students find graduate learning outcomes too generic to be meaningful and are most likely to engage with learning outcomes that are contextualised and assessed. Our case study illustrates ways to combat this – particularly the importance of assessment design and consistent, student-focused communication in engaging students in the development of capabilities and in the curation of evidence for employability. Students also suggest that advice from employers, professionals and recent graduates, and exposure to industry-related experiences could help make graduate capabilities more meaningful.  相似文献   

Cleaning Dirty Data in Excel     

Neville Hunt  Sidney Tyrrell 《Teaching Statistics》2002,24(3):90-92

This article gives a flavour of the CHIME materials on data handling in Microsoft Excel. It demonstrates the facilities for data validation within Excel.  相似文献   

Back to Basics?     

Sidney Tyrrell 《Teaching Statistics》1994,16(2):56-59

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Reading and the learner of science     

Beverley Bell 《Research in Science Education》1983,13(1):83-94

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Anatomy: The African spotlight unfurls     

Beverley Kramer B.Sc.  Ph.D.  Nalini Pather B.Med.Sc.  M.Med.Sc.  Amadi O. Ihunwo B.Med.Sc.  M.Sc.  Ph.D. 《Anatomical sciences education》2008,1(5):231-232

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Transition, induction and goal achievement: first-year experiences of Hong Kong undergraduates     

Beverley J. Webster  Min Yang 《Asia Pacific Education Review》2012,13(2):359-368

Educators worldwide are faced with challenges of understanding how undergraduates are making their school-to-university transition and becoming inducted into their academic discipline. A recent study investigated Hong Kong first-year Chinese students?? experiences of transition from school to university and induction into their discipline in relation to perceived course experiences, approaches to study and achievement of goals. Analysis of the survey data of this study indicates that although students reported transition difficulties, these were unrelated to perceptions of the course, approaches to study or achievement of goals. Students who reported good understanding of their discipline were those who achieved their goals, had a good course experience and adopted deeper study approaches. These findings suggested that rather than focusing mainly on tackling students?? transition difficulties, efforts of promoting a positive first-year experience for Chinese university students and facilitating their goals achievement should be oriented towards constructing a facilitative learning environment.  相似文献   

‘Curriculum‐friendly’ testing of language arts skills: a pilot evaluation of a province‐wide programme     

Beverley L. Zakaluk 《课程研究杂志》2013,45(5):479-481

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Freire and dialogical pedagogy: a means for interrogating opportunities and challenges in Australian postgraduate supervision     

Beverley Moriarty 《International Journal of Lifelong Education》2013,32(4):431-442

Discussions between new postgraduate students and potential supervisors prior to the formalisation of supervisor–student partnerships serve several useful purposes. One purpose is to explore the expectations that each partner has of the other and of themselves and the anticipated nature of the partnership. This article employs Freire’s perspective on dialogical pedagogy as a framework to identify and interrogate opportunities and challenges in postgraduate supervision. Theorising and clarifying the postgraduate supervisory process in these terms at the outset of candidature and at strategic points along the way can save time and effort that might otherwise be devoted to misunderstandings and less than optimum progress. It also has implications for lifelong education for both supervisors and students that can be realised beyond the period of candidature and the substantive and methodological gains normally associated with successful completion of a thesis.  相似文献