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This article describes results of an empirical investigation of the relationship between research and undergraduate teaching in Australian higher education. Two research indexes (weighted number of publications, and number of research activities) were used. Scores on a Likert-type scale of reported commitment to teaching undergraduate students formed the main criterion of teaching effectiveness. This was supplemented by student ratings in one of the aggregate-level analyses. The results revealed typically no relation or a negative relation between teaching and research at the level of the individual and at the level of the department, across all subject areas. The only exceptions concerned one group of former colleges of education. Further analysis by staff self-rating of academic quality showed that there existed one group of staff, mainly in the universities, who were committed to teaching and highly active researchers. However, the data did not support a causal interpretation of the association. It is concluded that there is no evidence in these results to indicate the existence of a simple functional association between high research output and the effectiveness of undergraduate teaching. Some implications for policy and student course choice are discussed. 相似文献
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This article is an edited and condensed version of the report of a study carried out under the auspices of the Joint Information Systems Committee (JISC) and the Publishers Association (PA). It develops the conclusions of an earlier analysis (Bide, Oppenheim & Ramsden, 1997) and builds upon discussions between representatives of JISC and the PA held in the summer of 1997. The full report is available on the UKOLN server at www.ukoln.ac.uk/services/elib/papers/pa/charging/ 相似文献
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For many young people in England, the move into continuing education involves a transfer from the school where they were educated to a further education college. For those with high‐functioning autism or Asperger's syndrome, this can be a challenging process. Past research has demonstrated some of the problems that these young people can encounter. This article by Wendy Mitchell and Bryony Beresford, both based in the Social Policy Research Unit at the University of York, adds to the evidence base by describing how best to support these young people, focusing specifically on ‘young person endorsed’ practice. Data are gleaned from qualitative interviews with 18 young people with high‐functioning autism/Asperger's syndrome. Findings reveal that young people welcomed the involvement of practitioners; however, specific forms of help and knowledge were particularly valued. In addition, it was parents, as opposed to professionals, who typically emerged as the most significant and valued source of support. Implications for practice are discussed, including the support needs of parents. 相似文献
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Paul Ramsden 《Innovative Higher Education》1994,18(3):177-188
This paper considers some implications for teaching in higher education of quality assurance demands made in circumstances of financial restraint. The paper suggests that responses must be anchored in improvement in student learning. This has implications for university teaching, for the evaluation of its effectiveness and for leadership in universities. The paper commences with a discussion of an understanding of the nature of the relationship between teaching and learning in higher education resulting from an Australian investigation of student perceptions of university teaching. The understanding arising from this study suggests that, given that the environment is an educational one, both evaluation of teaching and educational leadership should be in harmony with effective approaches to learning and teaching.Paul Ramsden is Professor of Higher Education and Director of the Griffith Institute for Higher Education at Griffith University, Brisbane, Australia. He has taught in polytechnics, universities, and schools in the United Kingdom and Australia. His research field is the influence of teaching and assessment on the quality of student learning. Dr. Ramsden has been professionally involved in faculty development for over 15 years and published the textLearning to Teach in Higher Education, Routledge, New York (1992). He holds degrees from the University of London and the UK Council for Academic Awards, and a Ph.D. from the University of Lancaster. 相似文献
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Gloria Dall'Alba Eleanor Walsh John Bowden Elaine Martin Geofferey Masters Paul Ramsden Andrew Stephanou 《科学教学研究杂志》1993,30(7):621-635
A single science textbook often provides the syllabus for courses at upper secondary and tertiary levels, and may be used as a principal source of information or explanation. The research reported in this article challenges such practices. The ways in which the concept, acceleration, is treated in physics textbooks is compared with understandings of the concept demonstrated by final-year secondary (Year 12) and first-year university students. Some students' understandings are shown to be incomplete in ways that parallel misleading or inaccurate textbook treatments of the concept. In addition to misleading or inaccurate statements, the limitations of some textbook treatments of acceleration were found to include: lack of attempts to make explicit relationships with other concepts, failure to point out when it is appropriate to use particular definitions or that an alternative definition might be more appropriate in specific situations, inclusion of operational definitions without conceptual explanations, and a focus on quantitative treatments while overlooking the development of qualitative understanding. Two principal aspects that distinguished the ways in which the students understood acceleration were identified: (a) the relation between acceleration and velocity; and (b) the relation between acceleration and force(s). The results of the study have implications for teaching and, in particular, for the use of textbooks in teaching. These implications are discussed in the article. 相似文献
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This paper reports a study of the views of teachers and Examination Board staff on the introduction of individual investigative work into pre‐university (Advanced level) Chemistry courses in England. The move towards investigative work at this level represented a significant change in emphasis in the nature of assessed practical work in pre‐university courses, and was initially a feature of only two courses, the Salters’ Advanced Chemistry course and the Cambridge Modular Science course. In this study, data were collected through the use of interviews with selected teachers of the two courses, and also with key staff in the relevant Examinations Boards. The findings of the study suggest that both teachers and Examination Board staff view the move towards investigative work at this level as having a number of benefits for students, though teachers reported some difficulty with their joint roles of teacher and assessor. 相似文献
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