Beyond the Rhetoric: A framework for evaluating improvements to the student experience     

Baird  Jeanette  Gordon  George 《Tertiary Education and Management》2009,15(3):193-207

Tertiary Education and Management - A framework is described to assist institutions in evaluating the extent to which activities described as “quality improvements” or “quality...  相似文献   

A Study of the spontaneous oral language of Down's syndrome children     

R.J. Andrews  Jeanette G. Andrews 《International Journal of Disability, Development & Education》1977,24(2):86-94

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The other girls: Culture,psychoanalytic theories and writing     

Jeanette Rhedding-Jones 《International journal of qualitative studies in education》2013,26(3):263-279

This paper presents a psychoanalytic theory of girlhood linked to a cultural theory of writing. It is a result of an ethnographic study of schooling, where the development of theory links to the immersion of the researcher in the research. There are two expansions of psychoanalytic theory. The first is a feminist poststructural critique of Lacanian psychoanalysis,with the possibility of the existence of a third or tertiary split, as writing eventuates. The second is an extended theory of mothering, through the complex relationships evidenced by girls to women and girls to each other. These theoretical developments are based on a theory of writing that is a poststructural theory of decentred graphics, which accommodates the phonic, the semiotic and the discursive. These theories, with their cultural implications, may be applied beyond the particular ethnography from which they come. In turn they designate knowledge, power, fantasy and desire.  相似文献   

Managing Women: Secondary school principals in Trinidad and Tobago     

Jeanette Morris 《Gender and education》1999,11(3):343-355

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Public service broadcasting,children’s television,and market failure: The case of the United Kingdom     

Jeanette Steemers 《媒体管理杂志》2017,19(4):298-314

Domestically produced children’s television is frequently highlighted as both an area of market failure, and also as an area where children’s changing consumption habits necessitate new and different ways of thinking about funding children’s content across a range of platforms. In the light of a recent U.K. proposal to set up a Public Service Content Fund to support “genres” under threat, including children’s programming, this article considers how you fund diverse high-quality children’s content in a more challenging media environment where children’s content is arguably still a market failure “genre.” The first part of the article provides context by outlining the market failure characteristics of children’s content as a framework for analyzing the validity of market failure arguments across a range of platforms. It then investigates the causes of perceived market failure in the U.K. children’s television production market. The final part examines the implications of recent U.K. policy responses to provision for children that seek to address market failure through (1) the possible introduction of a contestable fund for public service content; (2) more stringent obligations on the British Broadcasting Corporation; and (3) the re-imposition of quotas on commercially funded public service broadcastings (ITV, Channel 4, Five). Drawing on regulatory and stakeholder responses, it concludes that attempts to overcome market failure in U.K. children’s television appear unsuited for funding the longer-term curation, distribution, and discovery of new types of content on platforms other than broadcasting.  相似文献   

Motivation in group assessment: a phenomenological approach to post-graduate group assessment     

Liz Hannaford 《Assessment & Evaluation in Higher Education》2017,42(5):823-836

Whilst group work has many benefits for enhancing collaborative learning, it can cause anxiety in summative assessments when group members do not contribute equal effort. Increasing understanding of student perceptions of group assessment, and in particular their motivation to persevere to overcome the challenges, has the potential to lead to better assessment design and reduce dysfunctional behaviour. This exploratory study borrows from phenomenology to investigate the lived experience of a cohort of post-graduate journalism students at a UK university, who were required to work in small groups to produce a web-based, multimedia journal for a final summative assessment. Using the expectancy-value theory of motivation, this study examines whether students were motivated by the task, and how this might influence their perception of the group assessment experience. The study found that not only was the group motivated by this assessment design, but also, in contrast to much of the literature on group assessment, their experience of group work was defined by harmony, loyalty and an ‘all for one, one for all’ attitude. It is therefore proposed that student groups are less likely to be dysfunctional or dissatisfied with group assessment if the group expects to do well and values the task.  相似文献   

Impact of librarians in first-year medical and dental student problem-based learning (PBL) groups: a controlled study     

Koufogiannakis D  Buckingham J  Alibhai A  Rayner D 《Health information and libraries journal》2005,22(3):189-195

BACKGROUND: Librarians at the University of Alberta have been involved with teaching undergraduate medical and dental education for several years. After 1 year of increased librarian involvement at the problem-based learning (PBL), small-group level, informal feedback from faculty and students suggested that librarians' participation in PBL groups was beneficial. There was, however, no real evidence to support this claim or justify the high demand on librarians' time. OBJECTIVES: The study aimed to determine whether having a librarian present in the small-group, problem-based learning modules for first-year medical and dental students results in an improved understanding of evidence-based medicine concepts, the nature of medical literature, and information access skills. METHODS: One hundred and sixty-four first-year medical and dental students participated in the study. There were a total of 18 PBL groups, each with approximately nine students and one faculty tutor. Six librarians participated and were assigned randomly to the six intervention groups. Students were given pre- and post-tests at the outset and upon completion of the 6-week course. RESULTS: Post-test scores showed that there was a small positive librarian impact, but final exam scores showed no impact. There was also no difference in attitudes or comfort levels between students who had a librarian in their group and those who did not. CONCLUSIONS: Impact was not sufficient to warrant continued participation of librarians in PBL. In future instruction, librarians at the John W. Scott Health Sciences Library will continue to teach at the larger group level.  相似文献   

Using the Opinions and Lifestyle Survey to examine the prevalence and characteristics of families who home educate in the UK     

Emma Smith  Jeanette Nelson 《Educational studies》2015,41(3):312-325

This paper has two aims, first to examine the feasibility of using an omnibus survey to estimate the prevalence and characteristics of families who home educate and secondly to provide an empirical contribution to recent research on home education in the UK. Because there is no statutory requirement for families who home educate to register with the Local Authority, there are no nationally representative data on the prevalence and characteristics of the home educating population in this country. Therefore gathering data from a fully randomised sample of home educating families would be prohibitively expensive. In this study we used a national omnibus survey to collect data on the homeschooling experiences of over 6000 households from across the UK, of whom 52 were found to have engaged in homeschooling. Our findings estimate that around 1% of families with dependent children have home educated either on a full or part-time basis. Provision of home education was often episodic and reflects the diversity of the home educating population. While the findings presented here largely confirm previous work on home education in the UK, other work tends to be based largely in the home educating community and often lacks a comparison with the general population. Using an omnibus survey like the Opinions and Lifestyle Survey enables researchers to gather data from a nationally representative sample of a small and diverse social group.  相似文献   

The Use of Film in Marriage and Family Counselor Education     

Jeanette A. Higgins  Shannon Dermer 《Counselor Education & Supervision》2001,40(3):182-192

The authors introduce an innovative technique that can be included in marriage and family counselor education curricula. Feature films are discussed as an educational technique for the instruction and development of perceptual, conceptual, and executive counseling skills. They also outline the advantages for using film in counselor education, present various strategies for using them in the classroom, and offer examples of how they have integrated movies into introductory marriage and family courses.  相似文献   

Training Parents and Teachers in Remedial Reading Procedures for Children with Learning Difficulties     

Jeanette M. Scott  Keith D. Ballard 《教育心理学》1983,3(1):15-30

The mothers and classroom teachers of four 11‐12‐year‐old low progress readers were trained in tutoring procedures that involved delaying attention to child reading errors, providing cues to help correct errors and praising specific reading strategies and achievements. A multiple baseline design across subjects was used to evaluate the effects of tutor training in both home and school settings. Baseline measures showed that one class teacher delayed attention to child errors and two teachers provided appropriate prompts, while the parents showed no occurrence of the tutoring behaviours. Following training, both teachers and parents applied the specific tutoring behaviours and these behaviours were shown to persist across a three to five week maintenance period during which the experimenter reduced training and feedback to tutors and at three one‐month follow‐up assessments. Pre‐tests showed the children to have reading age levels three to five years behind an expected level for their chronological age. Post‐tests showed the children to have an average gain in reading level of 28 months (range 24‐48 months).  相似文献