Editor's Comments     

Barbara B. Flynn  Editor 《Decision Sciences Journal of Innovative Education》2003,1(1):i-iii

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The Dolphin Pool     

Roderick Hunt 《英语大王(小学)》2013,(12):36-38

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The influence of discussion groups in a case-based learning environment     

Anna E. Flynn  James D. Klein 《Educational technology research and development : ETR & D》2001,49(3):71-86

The common practice of using discussion groups during case-based learning makes the role of discussion important in these learning environments. However, little empirical research has been done to investigate the influence of discussion on performance and motivation in case-based learning. The purpose of this article is to present the results of a study conducted to examine the role of discussion groups in a case-based environment. College students completed two cases either individually or in small discussion groups. Measures included two case analyses, an attitude survey, time on task, and document analysis. Results revealed significant performance and time differences between instructional methods on the first case, but not on the second case. In addition, results indicated significant differences in student attitudes between treatments. Overall, participants who worked in groups liked their method significantly better than those who worked alone, felt they learned more working in a group than they would have working alone, and expressed a preference for working in a group if they had to do the class over again. Implications for implementing case-based learning and future research are discussed. Anna E. Flynn is Vice President and NAPM Associate Professor with the National Association of Purchasing Management.  相似文献   

Facilitating evidence-informed practice     

Naomi Flynn 《Teacher Development》2019,23(1):64-82

This article draws on the notion of communal constructivism to explore its potential to frame and facilitate the development of evidence-informed practice. The explicit aspiration to nurture a research-informed workforce is prominent in discourse across policy makers, educational researchers and teacher professional groups in England; however, research evidence indicating how and why teachers might actually use research to inform their practice is limited. Furthermore, the vision for research engagement of itself is not necessarily shared between researchers and practitioners. This study examines the relationships between research and practice when academics and professionals work together. Drawing on data from the co-construction of an online research-informed guide for the teaching of English as an Additional Language (EAL), analysis highlights the complexities inherent in translating research into practice for different stakeholders. Discussion argues for the recognition of communal constructivism as a pedagogy of learning that can build understanding between researchers and practitioners for how practice might become research-informed.  相似文献   

The Quality of First Year Home Candidates for Undergraduate Degree Courses in British Universities (1980)     

Gordon Roderick 《International Journal of Lifelong Education》2013,32(3):283-296

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Risk management via simulation,prototyping and performance analysis in system acquisition     

Sean Q. Flynn  Francois M. J. Lampietti 《Archives and Museum Informatics》1990,4(3):3-6

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Technical Education,the Performance of South Wales Industrialists and the Haldane Commission     

Gordon Roderick 《Journal of educational administration and history》2007,39(2):193-208

The article begins with a brief introduction to the development of Welsh society and industry between 1870 and 1914. This is followed by a review of Welsh education, especially technical education, in that period, highlighting its backwardness and the factors accounting for that backwardness. The report of the Haldane Commission is then examined against a background of a brief statement of the ‘revisionist’ case. Against the British Retardation theory, the performance of south Wales' industrialists is assessed. This reveals that in contradiction to the ‘revisionist’ view that British industrialists did as well as could have been expected, such was not the case in south Wales.  相似文献   

Pre-service teacher training in health and well-being in England: the state of the nation     

J. Byrne  J. Shepherd  S. Dewhirst  K. Pickett  V. Speller  P. Roderick 《欧洲师范教育杂志》2015,38(2):217-233

This paper presents findings from a survey of pre-service teacher training institutions in England with regard to the provision of health and well-being education. It examines factors affecting the inclusion of health and well-being, and explores educational implications in light of the changing landscape of pre-service teacher education in England. Provision of health and well-being education is noticeably variable across institutions, and many course leaders are unclear about the coverage in their partner schools. Course leaders regard health and well-being as an important part of the curriculum, but the focus is usually on generic health-related themes such as child protection and behaviour management, which address Government priorities, rather than on specific topics such as education about diet, drugs, alcohol, smoking, sex and relationships and physical activity. The paper argues that these aspects should be addressed for pre-service teachers to have an increased sense of self-efficacy and become capable health promoters.  相似文献   

Generic qualitative dissertations in counselor education: A content analysis     

Phillip L. Waalkes  Daniel Andrew DeCino  Joe LeBlanc  Monica Maria Phelps-Pineda  Tiffany Somerville  Stephen V. Flynn 《Counselor Education & Supervision》2023,62(1):52-63

We conducted a content analysis of generic qualitative counseling dissertations (GQR; N = 70), examining their methodological justifications, coherence, and trustworthiness. Dissertations authors often presented vague methodological justifications. Findings have implications for constructing methodological justifications, integrating relevant literature, and awareness of how GQR compares to other qualitative methodologies.  相似文献   

Career development influences of international students who pursue permanent immigration to Canada     

Nancy Arthur  Sarah Flynn 《International Journal for Educational and Vocational Guidance》2011,11(3):221-237

This research focused on the career decision and planning needs of a unique group of migrants: international students who are completing their studies as temporary immigrants and who are embarking on the career journey of employment and permanent immigration. A semi-structured interview employing a Critical Incident Technique was used to assess the career influences of 19 undergraduate and graduate international students at a Canadian university. Data were analyzed using a constant comparison method and critical incident protocol. Students were motivated to remain in Canada due to enhanced job opportunities and high standard of living. Barriers to migration included the fear of not securing employment and cultural and linguistic barriers. International students would like to see campus and career services specified to the needs of international and graduate students to help them realize their goal of pursuing employment as the key to permanent immigration.  相似文献