Managing challenging behaviour in the classroom: a framework for teachers and SENCOs     

Kimberley Gibbs 《Educational Psychology in Practice》2018,34(2)

  相似文献   

Exploring the Challenges and Enablers of Implementing a STEM Project-Based Learning Programme in a Diverse Junior Secondary Context     

Wilson  Kimberley 《International Journal of Science and Mathematics Education》2021,19(5):881-897

International Journal of Science and Mathematics Education - In the rush to implement STEM programmes in economically disadvantaged school districts, there is a pressing need to develop a stronger...  相似文献   

Alumni Perspectives on Career Preparation during a Postdoctoral Training Program: A Qualitative Study     

Jessica M. Faupel-Badger  Kimberley Raue  David E. Nelson  Sophia Tsakraklides 《CBE life sciences education》2015,14(1)

Published evaluations of career preparation of alumni from long-standing postdoctoral fellowship programs in the biomedical sciences are limited and often focus on quantitative analysis of data from extant publicly available sources. Qualitative methods provide the opportunity to gather robust information about specific program elements from structured postdoctoral training programs and the influence of this training on subsequent career paths of alumni. In-depth interviews with a subset of the National Cancer Institute’s Cancer Prevention Fellowship Program (CPFP) alumni (n = 27), representing more than 25 years of the program’s history and multiple career sectors, were conducted to assess alumni reflections on the training environment and career preparation during their time in the CPFP. NVivo software was used to analyze data and identify major themes. Four main themes emerged from these interviews, including: the value of structured training curriculum, mentorship, transdisciplinary environment, and professional identity. Even when reflecting on training that occurred one to two decades earlier, alumni were able to highlight specific components of a structured postdoctoral training program as influencing their research and career trajectories. These results may have relevance for those interested in assessing how postdoctoral training can influence fellows throughout their careers and understanding salient features of structured programs.  相似文献   

Ontology Through a Mindfulness Process     

Deborah Bearance  Kimberley Holmes 《Interchange》2015,46(2):143-152

  相似文献   

Setting the standards for medicines     

Gregory Haines 《Metascience》2012,21(1):211-217

  相似文献   

“Students Get What Flows Downward”: District Leaders’ Rationalizations of the Standardized Testing of Children     

Charles Munter  Cara Haines 《The Educational forum》2019,83(2):160-180

What do students stand to gain from high-stakes, standardized testing? We consider answers to this question from the perspective of urban district leaders tasked with designing and overseeing the implementation of standardized testing policies. Results revealed variation in leaders’ framing of and rationale for standardized testing with respect to benefits for students and whether/why students should strive for high test scores. Implications for both approaches to standardized testing and broader improvement initiatives are discussed.  相似文献   

Outcomes from Flexible Learning Options for disenfranchised youth: what counts?     

Kitty te Riele  Kimberley Wilson  Valda Wallace  Sue McGinty  Brian Lewthwaite 《International Journal of Inclusive Education》2017,21(2):117-130

  相似文献   

Assessing mathematical communications about projects and investigations     

Chris Haines  John Izard 《Educational Studies in Mathematics》1994,27(4):373-386

  相似文献   

Reflection‐Impulsivity in Retarded Adolescents and Non‐retarded Children     

Merrill S. Jackson  Allan T. Haines 《International Journal of Disability, Development & Education》1983,30(3):230-232

This study examined the responses to Kagan's Reflectivity‐Impulsivity test (and its relevance to temptation to steal dilemmas) of mentally retarded and non‐retarded subjects matched for both MA and CA and for sex. Retarded subjects were less reflective than non‐retarded children when matched on the basis of CA but showed no difference when matched on the basis of MA, confirming findings by Borys and Spitz (1978).  相似文献   

Peer assessment of oral presentations: effects of student gender,university affiliation and participation in the development of assessment criteria     

A. Mark Langan  C. Philip Wheater  Emma M. Shaw  Ben J. Haines  W. Rod Cullen  Jennefer C. Boyle 《Assessment & Evaluation in Higher Education》2005,30(1):21-34

Peer assessment provides a useful mechanism to develop many positive qualities in students studying in higher education (HE). Potential influences on peer‐awarded marks include student qualities such as gender, HE background (e.g. university affiliation) and participation in the development of the assessment criteria. Many studies that have investigated peer assessment have placed great emphasis on marks from a single tutor, or very few tutors, from a single university. This study examined grades awarded by 11 tutors (affiliated with four universities) to oral presentations delivered on a residential field course by second‐year undergraduate students from two universities studying environmental or biological disciplines. Student assessors awarded marks of fairly high precision (correlating strongly with tutor grades) but averaged 5% higher than their tutors (i.e. of only moderate accuracy). Marginally higher marks (circa 1.6%) were awarded by student assessors to speakers studying at the same university. Gender influences were detected as males tended to grade other male speakers very slightly more highly than female speakers. Marks from females were unaffected by speaker gender. Students who participated in the development of the assessment criteria did not achieve higher grades for their presentations. However, when these ‘participants’ were assessing, they awarded lower marks than their peers (i.e. closer to, but not as low as, those awarded by tutors). Lower marks were also awarded during the middle of sessions, possibly resulting from factors associated with motivation and attention of speakers and markers. Overall, the potential biases in marking by naive assessors examined in this study may influence the validity of marks generated by peer assessment schemes, but the experience of this type of assessment had positive effects on those involved.  相似文献