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1.
Nava Subramaniam 《Higher Education》2003,46(4):507-542
Since the late 1980s, Australian highereducation has undergone significant reforms andpolicy changes based on economic rationalismand modernisation of management. This paperexamines the outcomes of the reform processesbased on the career attributes, status andperceptions of work environment of academicaccountants in Australian universities.Similarities and differences between academicaccountants are explored fromcross-institutional and gender perspectives.The data provide insight into a number ofsystemic inequalities between the older andmore established universities and the neweruniversities. In specific, across-institutional analysis based on fouruniversity types: Sandstones/Redbricks,Gumtrees, Unitechs and New (Marginson 1999)indicates that academic accountants in Newuniversities employ a much lower proportion ofstaff with PhD qualification, a weakerpublication profile, and perceive greaterbarriers for conducting research in terms of ashortage of research mentors, colleagues withresearch experience, and post-graduatestudents. Further, the commitment to flexiblelearning and delivery strategies iscomparatively stronger in Unitechs, and posesadditional demands on accounting academics'overall workload. Perceptions of gender-baseddiscrimination by female academic accountantsare generally stronger than their malecounterparts, particularly, in Newuniversities. These results raise severalissues for academic accountants at both theinstitutional and individual level in terms ofequal employment opportunities, management ofresearch programmes, development of teachingstrategies and individual time management. 相似文献
2.
Subramaniam Kandaswamy 《Educational technology research and development : ETR & D》1980,28(3):186-193
The effectiveness of a revised instructional material compared with its prototype usually is determined by subjects’ performance
on criterion-referenced tests. The alternative method outlined in this article - sequential analysis - appears to have several
advantages over the traditional method. For one thing, it permits estimation of how much better (or worse) the revised material
might be, in terms of both educational and statistical significance. In addition, it provides advance estimates of the number
of subjects required (usually 50% fewer than traditionally), allows immediate analysis of data, and offers a scheme for controlling
both Type I and Type II errors. 相似文献
3.
Mapping the knowledge structure exhibited by a cohort of students based on their understanding of how a galvanic cell produces energy 
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下载免费PDF全文 This study evaluates the use of an open‐ended question to determine students' knowledge structure on the topic of galvanic cells. The open‐ended question was developed and administered to 163 Grade 10 students who had earlier completed a course on electrochemistry. Students' responses were marked as well as coded on the basis of the fields identified from their responses. This was then evaluated statistically to determine the collective knowledge structure of the sample of students. The knowledge structure thus mapped contains both canonical concepts and alternative conceptions (ACs). An important finding emerging from this study is that instructors need to focus student's attention on the dynamic processes involving electrons and ions during the operation of galvanic cells. In order for students to fully understand how a galvanic cell operates, they need to see the whole picture. There are three critical components that lead to students' understanding of how an oxidation–reduction reaction can generate energy and how a circuit is complete: transfer of electrons during oxidation–reduction half‐reactions, flow of electrons within metals, and migration of ions in solution. Also, we found that it is possible for students to use correct chemistry concepts in an incorrect way by establishing linkages among these in an inappropriate manner. We reiterate that apart from evaluating students' ACs, it is also important to evaluate the links between the concepts and conceptions present in students' knowledge structure so that teaching can be made more effective. 相似文献
4.
Harrell Pamela Espr&#;valo Kirby Benjamin Subramaniam Kartheyan Long Chris 《International Journal of Science and Mathematics Education》2022,20(2):299-320
International Journal of Science and Mathematics Education - This research study investigated conceptions about buoyancy held by 55 elementary preservice teachers enrolled in a science methods... 相似文献
5.
Christie Kodama Beth St. Jean Mega Subramaniam Natalie Greene Taylor 《Information Retrieval》2017,20(5):403-432
Although youth are increasingly going online to fulfill their needs for information, many youth struggle with information and digital literacy skills, such as the abilities to conduct a search and assess the credibility of online information. Ideally, these skills encompass an accurate and comprehensive understanding of the ways in which a system, such as a Web search engine, functions. In order to investigate youths’ conceptions of the Google search engine, a drawing activity was conducted with 26 HackHealth after-school program participants to elicit their mental models of Google. The findings revealed that many participants personified Google and emphasized anthropomorphic elements, computing equipment, and/or connections (such as cables, satellites and antennas) in their drawings. Far fewer participants focused their drawings on the actual Google interface or on computer code. Overall, their drawings suggest a limited understanding of Google and the ways in which it actually works. However, an understanding of youths’ conceptions of Google can enable educators to better tailor their digital literacy instruction efforts and can inform search engine developers and search engine interface designers in making the inner workings of the engine more transparent and their output more trustworthy to young users. With a better understanding of how Google works, young users will be better able to construct effective queries, assess search results, and ultimately find relevant and trustworthy information that will be of use to them. 相似文献
6.
This paper presents the early investigations about the nature of sound of the Pythagoreans, and how they started a tradition
that remains valid up to present times—the use of numbers in representing natural reality. It will touch on the Pythagorean
notion of musical harmony, which was extended to the notion of universal harmony. How the Pythagorean ideas have inspired
many great works in physics, such as those of Galileo, Kepler and Newton, will also be presented. In exploring the legacy
of Pythagoras to physics and the study of the universe, some valuable insights on the nature of science that can inspire budding
physicists are extracted. 相似文献
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8.
Toh Kok Aun Joseph P. Riley II Lourdusamy Atputhasamy R. Subramaniam 《Educational Research for Policy and Practice》2006,5(1):1-13
This paper compares and contrasts school science achievement between two top scoring nations, Japan and Singapore, on the
Third International Mathematics and Science Study (TIMSS) assessments. The first part of the study is devoted to examining
cross-national comparisons on selected background questions administered in the TIMSS survey, while the second part examines
selected educational attributes and practices that might help explain their consistently high achievement in science. Attention
to TIMSS data has chiefly focused on the achievement gap between US and other nations. This report moves beyond US deficit
comparisons to examine results and programs of high achieving nations to better inform efforts to close the gaps. 相似文献
9.
Karthigeyan Subramaniam 《Research in Science Education》2013,43(5):1851-1872
This paper describes an exploratory study that examined the content of preservice elementary teachers’ reflections of their documented early field experiences of science teaching in authentic contexts. The study used an early field experience model that was focused on the objective of profiling an elementary science teacher as the practical merit of reflection. Preservice elementary teachers individually and collaboratively reflected on their early field experiences and used the resulting reflections to construct profiles of an elementary science teacher respectively in synthesis papers. Data sources included journal entries and synthesis papers resulting from individual and collaborative reflections. Thematic analysis revealed that profiles of an elementary science teacher constructed from both individual and collaborative reflections were based on the roles of teacher as a guide and teacher as a mediator. Analysis further revealed that classroom management and discipline and safety were the key foci factored within individual reflections while what promotes learning and the difference between what is effective and ineffective scaffolding respectively, served as the foci within collaborative reflections. Also, collaborative reflection provided a structured approach to reflection as it drew preservice elementary teachers into collective dialogue and negotiation capturing the tensions they faced when trying to make sense of the practice of other teachers. Implications include the need to frame early field experiences with objectives that are understood by all parties involved in early field experiences; and, the need to instill the importance of observation, documentation, and reflection which collectively sum up preservice teachers’ early field experiences. 相似文献
10.
This study explores the impact of a cryogenics‐based enrichment programme, which involves demonstrations that use liquid nitrogen, on attitudes towards science and the learning of science concepts. The findings presented in this paper are based on a sample of 214 fifth‐grade students from two schools in Singapore who had their enrichment lesson in a subzero‐temperature science centre. Overall, the students viewed science as more enjoyable and acquired more interest in wanting to pursue science careers after experiencing the cryogenics‐based enrichment programme, but no remarkable and conclusive change was detected in their perceptions of the social implications of science. Significant knowledge gains were also detected among the participants. The programme did not have any differential impact on students of either gender and from two learning streams, both cognitively and affectively. 相似文献