Facilitated group mentoring develops key career competencies for university women: a case study     

Coralie McCormack  Damian West 《Mentoring & Tutoring: Partnership in Learning》2013,21(4):409-431

This article examines the effectiveness of a facilitated group mentoring program for university women. Content analysis across existing sources of data (questionnaires, a focus group, and interviews), collected over the five years of the program’s operation (1999–2003), suggested the program helped women to develop three ways of knowing—‘knowing why’, ‘knowing how’, and ‘knowing whom’—which contribute to enhanced career outcomes. Drawing on the experiences of the women in the case study program at the University of Canberra, and the career competencies literature, the article provides a framework for exploring the career outcomes of mentoring programs for both women and men.  相似文献   

Computers for What? Examining the Roles of Technology in Teaching and Learning     

Marcy P. Driscoll 《Educational Research and Evaluation》2013,19(2-3):335-349

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Fostering Supportive Teacher–Child Relationships: Intervention Implementation in a State-Funded Preschool Program     

Katherine C. Driscoll  Lijuan Wang  Andrew J. Mashburn  Robert C. Pianta 《Early education and development》2013,24(4):593-619

Research Findings: Banking Time is a set of techniques designed to promote positive, supportive relationships through 1-on-1 interactions between teachers and children. Web-based training resources were made available to 252 preschool teachers who received different levels of support as a component of a professional development intervention, and the purpose of this study was to examine teachers' implementation of Banking Time. Teachers with greater levels of professional development support were more likely to implement Banking Time with children in their classes. Teachers were more likely to choose to implement Banking Time with children who had lower social-emotional skills (e.g., more problem behaviors). Teachers developed greater relational closeness with children who participated in Banking Time than with children who did not participate. Practice or Policy: The implications of these preliminary findings for fostering supportive teacher–child relationships are discussed.  相似文献   

Reconceptualizing student evaluation of teaching: an ethical framework for changing times     

Coralie McCormack 《Assessment & Evaluation in Higher Education》2005,30(5):463-476

Conversations about student evaluation of teaching are longstanding. Ethical principles in university teaching have been suggested. However, conversations that bring together the topics of ethics, teaching and student evaluation of that teaching are rare. New expectations in relation to the evaluation of teaching, for example, expectations about the role of evaluation of teaching in promotion and probation and about the public availability of student evaluation results on institution web sites, require a reconceptualization of evaluation of teaching policies and practice at many Australian universities. It is timely then, to present the issues raised (privacy, consent, interpretation, authorship and ownership, and accessibility) and the guidelines for practice that emerged from a series of conversations begun with a focus on the ethics of online student evaluation of online teaching. The outcome of conversations, an ethical framework for student evaluation of teaching, suggests a set of values, principles and practices to guide both individuals and institutions in relation to student evaluation of teaching in these changing times.  相似文献   

Proofreading by students: implications of executive and non-executive components of working memory in the detection of phonological,orthographical, and grammatical errors     

Larigauderie  Pascale  Guignouard  Coralie  Olive  Thierry 《Reading and writing》2020,33(4):1015-1036

Reading and Writing - The present research studied the role of the non-executive and executive components of working memory in the detection of phonological, orthographical, and grammatical...  相似文献   

The effects of various mastery criteria on student performance and attitude in a mastery-oriented course     

Robert A. Reiser  Marcy P. Driscoll  Dale S. Farland  Adriana Vergara  Martin C. Tessmer 《Educational technology research and development : ETR & D》1986,34(1):31-38

The purpose of this study was to determine the effects of various mastery criteria on student performance and attitude in a course in which mastery learning strategies were employed. Undergraduates in an introductory course in educational psychology were randomly assigned to one of three treatments—one in which mastery criteria gradually increased from 70% to 90%, a second in which mastery criteria gradually decreased from 90% to 70%, or a third in which mastery criteria remained constant at 80%. Results indicated that although the high mastery criterion (90%) had a positive effect on some aspects of quiz performance, it did not have an effect on final examination performance. Results also indicated that students preferred that mastery criteria remain constant during a semester. These findings, when examined in light of previous research, call into question some prior notions regarding the levels at which mastery criteria should be set.  相似文献   

Teaching for competence     

Marcy P. Driscoll 《Educational technology research and development : ETR & D》1984,32(3):183-184

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The effects of ascending,descending, and fixed criteria on student performance and attitude in a mastery-oriented course     

Robert A. Reiser  Marcy P. Driscoll  Adriana Vergara 《Educational technology research and development : ETR & D》1987,35(4):195-202

This study examined whether the criteria for mastering unit quizzes in a mastery-oriented course should increase, decrease, or remain fixed across units. Subjects were randomly assigned to one of three treatments, one in which mastery criteria on unit quizzes gradually increased, a second in which mastery criteria gradually decreased, and a third in which mastery criteria remained fixed. Results indicated that students in the fixed criterion condition proceeded through the course at the steadiest pace and performed better than the other students on the unit quizzes they mastered. In addition, the vast majority of subjects indicated that they preferred the fixed criterion condition. These results strengthen the notion that the level of performance expected of students in a mastery-oriented course should not vary across units.  相似文献   

人是如何学习的--兼谈技术在学习中的作用   总被引：2，自引：0，他引：2  

胡平洲 《远程教育杂志》2003,(5):17-19

在去年春天的教育大会中,我参加了一次有关教学技术在转变学校的教与学中的潜力的讨论。其中有一个发言人讲述了发生在他14岁儿子身上的故事。儿子跟他一样,对教育技术的新鲜玩艺非常钟情,并总是希望拥有即将在市面上流行的最新和最先进的技术产品。有一天,儿子将一个电视机遥控  相似文献   

Researcher Development of Doctoral Students: Supports and Barriers Across Time     

L. DiAnne Borders  Kelly L. Wester  Kathleen H. Driscoll 《Counselor Education & Supervision》2020,59(4):297-315

We used content analysis to analyze 42 counseling doctoral students' reports of supports and barriers influencing their researcher development across 3 years. In line with social cognitive career theory, the students named cognitive-person, environmental, and social-context influences. Analyses indicated no differences in frequencies of supports and barriers across time but significant differences by cohort.  相似文献