List of referees     

Liz Eades 《Cambridge Journal of Education》2012,42(4)

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Formal Academic Mentoring: A pilot scheme for first-year science students at a regional university     

Frances Quinn  Robyn Muldoon  Anne Hollingworth 《Mentoring & Tutoring: Partnership in Learning》2013,21(1):21-33

This article describes a pilot academic mentoring program carried out over one semester in The Faculty of the Sciences at a regional Australian university. The program employed a science and education specialist in the faculty to provide an avenue of help to first-year science students at risk of failing, to identify some of the barriers to their performance, and to thereby enhance student success and retention. The mentor found that many students who had already failed one major exam were at least as motivated, and studying as many hours, as their more successful counterparts, though they attended fewer lectures and found their units of study more difficult. Despite relatively low numbers of self-referring students, the program was viewed favourably by all students that sought mentoring assistance. On the basis of the pilot, the mentor program has been continued for a further three years.  相似文献   

Mothers,Molls, and Misogynists: Resisting Italian American Womanhood in The Sopranos     

Roseanne Giannini Quinn 《Journal of American culture (Malden, Mass. : 2003)》2004,27(2):166-174

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Executive MBA Students’ Information Skills and Knowledge: Discovering the Difference Between Work and Academics     

Todd Quinn  Lora Leligdon 《Journal of Business & Finance Librarianship》2013,18(3):234-255

This study explores Executive MBA (EMBA) students’ information-seeking skills and knowledge in academic and workplace environments to improve on library instruction. The authors’ research consisted of a survey and 12 qualitative interviews, sampled from two University of New Mexico EMBA cohorts. The themes that emerged included EMBA's specific skills and knowledge of their own industry's information, difficulty in finding new information, several barriers, and lack of transferability. By discussing adult learning theory and focusing on transferability, we can help students acknowledge and transfer their information skills and knowledge between academics and work.  相似文献   

The design of childhood: how the material world shapes independent kids,by Alexandra Lange     

Suzanne Flannery Quinn 《History of education》2013,42(6):871-873

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Measuring Children's Age Stereotyping Using a Modified Piagetian Conservation Task     

Sheree T. Kwong See  Carmen Rasmussen  S. Quinn Pertman 《Educational gerontology》2013,39(3):149-165

We examined five-year-old-children's age stereotyping using a modified Piagetian conservation task. Children were asked if two lines of objects were the “same” after one line had been made longer (transformed). A conversational account posits that children's answers reflect assumptions about the asker's motivation for the question (Schwarz, 1996 Schwarz , N. ( 1996 ). Cognition and communication: Judgmental biases, research methods, and the logic of conversation . Mahwah , NJ : Lawrence Erlbaum . [Google Scholar]). We reasoned that when asked by a young adult (puppet Experiment 1, experimenter Experiment 2) children would assume the question is to ascertain if they have noted a perceptual change and would provide answers focused on the change (length). If older adults are assumed to be in decline because of negative age stereotyping, however, children may assume an older adult (puppet, experimenter) is seeking clarification about line equality and would, therefore, give responses focused on the similarity of the lines (number). The expectation that a focus on length or number should differ across puppet/experimenter conditions was supported in both experiments and provides behavioral evidence for children's old age stereotyping.  相似文献   

A HISTORY OF RACISM     

J. Quinn Brisben 《Equity & Excellence in Education》2013,46(1):36-37

This article explores how mentors and mentees create and maintain social capital during the mentoring process. I employ a sociological conceptual framework and rigorous qualitative analytical techniques to examine how students of color and first-generation college students access social capital through mentoring relationships. The findings indicate that mentors and mentees enter into these relationships because they believe they can either provide or receive important academic knowledge and resources during the mentoring process.  相似文献   

Developing and articulating pedagogic principles: A case study of early childhood teacher trainees learning to use pedagogic documentation techniques     

Suzanne Flannery Quinn  Lucy Parker 《Journal of Early Childhood Teacher Education》2013,34(1):96-113

ABSTRACT

This research examines the development and articulation of pedagogic principles and the process of using pedagogic documentation techniques by early childhood teacher trainees in a university teacher training program (BA Primary Education leading to Qualified Teacher Status) in London, England. The study draws on the perspectives of students in the second year of the teacher training program, and the tutor for the module, as well as documentary analysis of 14 pedagogic documentation panels that were produced by the teacher trainees. The research demonstrates how the development and articulation of pedagogic principles is enabled by the reflective and collaborative practice of photography, dialogue, narrative, and metaphor. Findings can be used to better understand how teacher trainees engage with pedagogic principles while they learn how to use the techniques of pedagogic documentation.  相似文献   

A Critical Appraisal of Modular Courses and Their Relevance to the British System of Higher Education     

T F J Quinn 《British journal of educational technology : journal of the Council for Educational Technology》1978,9(1):5-16

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The role of Aboriginal literacy in improving English literacy in remote Aboriginal communities: an empirical systems analysis with the Interplay Wellbeing Framework     

Byron Wilson  Stephen J. Quinn  Tammy Abbott  Sheree Cairney 《Educational Research for Policy and Practice》2018,17(1):1-13

Indigenous language endangerment is critical in Australia, with only 120 of 250 known languages remaining, and only 13 considered strong. A related issue is the gap in formal education outcomes for Aboriginal and Torres Strait Islander people compared with other Australians, with the gap wider in remote regions. Little empirical research exists in Australia to explore the role of developing Aboriginal literacy through bilingual education to address these combined issues. As a ‘shared space’ collaboration between remote communities, government, and scientists, the Interplay Wellbeing Framework and associated Survey were designed to represent community values and priorities in a quantifiable system to inform policy and practice. A cohort of 842 Aboriginal people aged 15–34 years from four remote communities completed individual surveys designed and administered by Aboriginal community researchers. We applied structural equation modelling to this data to understand the role of cultural indicators on education outcomes. Results confirmed the importance of strong relationships between community and schools. Furthermore, learning about culture and learning literacy in ones first language in schools to develop Aboriginal literacy, is established as a necessary step to improve English literacy in remote schools. This suggests bilingual education and strengthening culture and community involvement in schools are necessary to improve both education outcomes and language preservation.  相似文献