Graduate attributes as a focus for institution-wide curriculum renewal: innovations and challenges     

Beverley Oliver 《高等教育研究与发展》2013,32(3):450-463

Curtin University's Curriculum 2010 (C2010) initiative aimed at ensuring degree programs were excellent and sustainable. Before C2010, graduate attributes were not universally emphasised and indicators showed room for improvement in generic skills. C2010 focused on embedding graduate attributes through three strategies. The first was embedding graduate attributes in degree programs and mapping for constructive alignment of outcomes and assessments. The second strategy was related: programs were reviewed drawing on evidence including perspectives of graduates, employers and program teams on the relative importance of graduate attributes and the extent to which they were generally demonstrated or developed. The third strategy was a university-wide eportfolio system enabling students' self- and peer-assessment of graduate attributes. Since completion of C2010, proxy indicators show improvement. However, this paper highlights the challenges associated with graduate attributes and renewal. These include: academic staff engagement, the time needed for innovations to come to fruition and evidencing achievement of graduate attributes.  相似文献   

Seeing differently: Ethnography and explanatory power     

Beverley Skeggs 《The Australian Educational Researcher》1999,26(1):33-53

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From Boston to Brixton: An Autoethnographic Account of Schooling from Jamaica to the UK     

Beverley Bryan 《Changing English: An International Journal of English Teaching》2010,17(2):141-152

The purpose of this paper is to explore some experiences of early Caribbean migrants, while offering comparisons between two similar school systems, namely England and Jamaica. The paper employs the autoethnographical method (auto/ethno/graphy), which is a study of self in context. Using the tool of memory, the autobiographical investigation of one set of migrant experiences confirms the commonality of educational systems and underscores the efficiency of colonial administration in managing the same lack of opportunities in two settings. The individual account of schooling in England revealed the impact and influence of family and the beginning of the racist practices that eventually became entrenched. However, the account also revealed the unplanned and casual opportunities that did arise for a child to navigate her way through the system. As the discriminatory practices hardened with time and legislation, there was increased alienation and the search by younger migrants for a better way of belonging through ‘home’ and community. The paper obliquely searches for the common grounds and routes shared by later migrants and descendants of migrants. The final aim of the paper has been to remind teachers of the wider possibilities for narratives in classroom encounters.  相似文献   

Children linking science and technology in the primary classroom     

Dr Beverley L. Jane 《Research in Science Education》1995,25(2):191-201

This research project exemplifies how technology can facilitate scientific investigations. It also highlights how enthusiastic children can be when they are encouraged to pose their own questions and take responsibility for finding the answers. Year 5 children, working in groups, were involved in designing, making and appraising catchers and enclosures used to investigate small animals found within their school's grounds. A videotape of this project was made and should be a valuable resource for the professional development of both trainee and practising teachers. Included in the tape are children's spontaneous comments, their concern for animal welfare, and reflection on the various aspects of their investigations. Syndal South Primary School  相似文献   

Postmodernism: what is all the fuss about?     

Beverley Skeggs 《British Journal of Sociology of Education》1991,12(2):255-267

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Developing social and emotional fluency: an evaluation of a therapeutic group for girls who attend a school for students with complex needs     

Beverley Flitton  Julia Buckroyd  Maria Vassiliou 《British Journal of Special Education》2006,33(4):180-187

Beverley Flitton is a PhD student a the University of Hertfordshire, where Julia Buckroyd is Professor of Counselling, and Maria Vassiliou is employed at Durants School, Enfield, as a nursery nurse. In this article, they describe the process of setting up and running a therapeutic group for girls in a school for students with learning difficulties and complex needs in London, England. Six girls, from years 9 and 10, aged 14 to 15, participated in the group. They were offered 23 weeks of group work. The six girls, their teachers and their teaching assistants were interviewed before and after the series of sessions using a semi-structured schedule. These interviews formed a core part of an evaluation of the impact of the therapeutic group and data were also gathered from notes taken in the group sessions. This article describes the issues presented by the girls and their development in the group. Staff reported significant changes in two of the students and noticeable changes in the remaining four. The girls reported an awareness of changes in themselves and Beverley Flitton, Julia Buckroyd and Maria Vassiliou, reflecting on the girls' emotional problems and social development, suggest that they were able to transfer skills gained in the group into other situations.  相似文献   

Learning in science project (teacher development): The framework     

Dr Beverley F. Bell  Dr Valda M. Kirkwood  Mr John D. Pearson 《Research in Science Education》1990,20(1):31-40

The Centre for Science and Mathematics Education Research at the University of Waikato is now undertaking the fourth Learning in Science Project, LISP(Teacher Development). The project builds on the findings of the previous three projects on the nature of learning and how to improve learning of science in classrooms. This two-year project is investigating the process of teacher development (as change in behaviour and beliefs) in the context of two kinds of teacher courses that acknowledge and take into account teachers’ existing ideas. This paper summarises the planning done for the first phase of the project as detailed in Bell, Kirkwood and Pearson (1990). Specializations: learning theories, curriculum development, equity issues. Specializations: science education, teacher professional development.  相似文献   

Forests of Yore     

Tyrrell  Ian 《Metascience》2004,13(1):119-122

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eVALUate: an evaluation instrument for measuring students’ perceptions of their engagement and learning outcomes     

Beverley Oliver  Beatrice Tucker  Ritu Gupta  Shelley Yeo 《Assessment & Evaluation in Higher Education》2008,33(6):619-630

In the current climate in Australian higher education, quality assurance in university teaching is a priority. In particular, the introduction of the Learning and Teaching Performance Fund (LTPF) has refocused attention on universities’ internal student evaluation survey instruments. This paper reports the development, validation and implementation of a new unit survey instrument which prompts students to reflect on what helps their achievement of unit learning outcomes, and to report their levels of motivation, engagement and overall satisfaction with a semester‐long course or unit of study. The instrument (eVALUate) was created from precepts reported in the research literature, current practices in evaluating teaching, and sound quality assurance practices appropriate to a university outcomes‐focused education paradigm.  相似文献   

The National Library for the Handicapped Child     

Beverley Mathias 《Children‘s Literature in Education》1988,19(4):222-229

Beverley Mathias is one of the trustees of the Sidney Robbins Trust, set up in memory of the founder ofChildren's Literature in Education. Since 1985 she has been Director of The National Library for the Handicapped Child in the U.K. The Editors invited her to describe the work of this important institution in the field of learning to read.Beverley Mathias worked as a librarian in Australia, where she was also associated with Court and Joyce Oldmeadow, winners of the Eleanor Farjeon Award, specialising in children's books. From 1979 to 1985, Ms. Mathias was Children's Books Officer for the National Book League (now the Book Trust) in London. She has published two poetry compilations for children and a new series of books for deaf and hearing children.  相似文献