Search results for: Higher education
Page 7/15 142 items
This article develops quantitative methods for program evaluation and applies this approach to a flagship National Science Foundation–funded education research program, Research and Evaluation on Education in Science and Engineering (REESE). Results of three different bibliometric analyses all point to the same conclusion: REESE is an interdisciplinary research program that attracts highly productive investigators who exhibit an additional increase in their productivity rate as a result of receiving REESE funding.
Updated: Apr. 15, 2015
University Autonomy, Agenda Setting and the Construction of Agency: The Case of the European University Association in the European Higher Education Area
This paper analyses the ways in which a policy actor constructs its agency through the production of knowledge. It offers a contribution to the debate aiming to develop a more critical perspective on the development of the European Higher Education Area, which sees the process as constituted through the activities of, and the negotiations between, different political actors.
Updated: Apr. 14, 2015
The main purpose of this article was to understand the activities, social organisation and material conditions of higher education- based teacher educators. The article also explored the teacher educators’ own accounts of their work. This study shows how, under conditions of academic capitalism, these teacher educators were denied opportunities to accumulate research publications and grants and were proletarianised.
Updated: Mar. 03, 2015
This article examines how the university-based teacher educator is conceptualised as a category of academic worker at the institutional level in England. The findings reveal that it was common for universities to conceptualise the teacher educator as an effective classroom practitioner demonstrating strong personal qualities of enthusiasm and resilience. Furthermore, training and delivery described teaching, often relating directly to how teaching and teacher education were described in policy and professional discourse. The findings also show that the institutions shared a commitment to teacher educators’ credibility with the profession, usually demonstrated through significant professional experience.
Updated: Jan. 29, 2015
This article focuses on the professional and academic development of mid-career teacher educators from two universities in England. The objectives of the study were to analyse and compare the career experiences of teacher educators. Clear landmarks were identified in both contexts, with development in teaching seen as largely positive, while research development was much more varied.
Updated: Oct. 22, 2014
This article presents a thematic analysis of the research evidence on assessment feedback in higher education (HE) from 2000 to 2012. This review focuses on the feedback that students receive within their coursework from multiple sources.
Updated: Oct. 07, 2014
This article presents the results from ‘staged’ focus groups with lecturers and students from the UK and China that created a forum for a dialogue, where many of key ‘generic’ assessment task words and their interpretations were talked about. Results show very different interpretations, informed by factors such as ‘language’, ‘culture’ and ‘subject’. The authors suggest that these factors be used in an ‘anti-glossary’ approach, which they describe here.
Updated: Sep. 17, 2014
In this article, the authors discuss what K-12 teachers should know about blended learning environments. This review suggests that effective teacher preparation for blended instruction must integrate three broad components—contextual, instructional, and technological—each of which is closely aligned with common instructional design processes familiar to most teachers.
Updated: Aug. 25, 2014
This paper advances beyond a definition toward a common framework for specifying mentoring models. Sixteen design elements were identified from the literature. These design elements were tested through specification of two different mentoring models from higher education contexts.
Updated: Aug. 24, 2014
The authors argue that a popular explanation for the inequality in the access to the nation’s most selective colleges is that low-income students undermatch by attending less selective colleges when their credentials predict admission to more highly selective colleges. They identify three problematic assumptions in research on undermatching.
Updated: Aug. 07, 2014