Search results for: Review
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Articulate – Academic Writing, Refereeing Editing and Publishing Our Work in Learning, Teaching and Educational Development
This essay looks mainly at the reviewing and, to some extent, the editing of the writing for publication which most of us carry out as academics, educational developers, and through the range of our roles. The findings reveal tensions, richness, processes and practices. Some of the responses concern academic identity, some the relationship to the discipline, while others focus on the processes and the politics of reviewing and editing, the actual practice, finessing, justice and fairness. Several themes emerge concerning the politics and practices of writing, reviewing and editing for successful publication which include: (1) Publishing and the academic role: academic identities as writers and peer reviewers. (2) Practice of reviewing: ‘tough love’ – reviewers balancing support with gatekeeping. (3) Professionalising editing and reviewing.
Updated: Jun. 01, 2016
This article reviews the achievement outcomes of three types of approaches to improving elementary mathematics: mathematics curricula, computer-assisted instruction (CAI), and instructional process programs. Study inclusion requirements included use of a randomized or matched control group, a study duration of at least 12 weeks, and achievement measures not inherent to the experimental treatment. 87 studies met these criteria. The review concludes that programs designed to change daily teaching practices appear to have more promise than those that deal primarily with curriculum or technology alone.
Updated: Dec. 14, 2008
The study explores the effects of induction into beginning teachers' ideas and practice of teaching. Three approaches to understanding the effect are: the assumed effects based on theoretical assumptions, the analysis of the effects through teachers' reports, and effects of using multiple data sources.
Updated: Mar. 27, 2008
A Theoretical Review of Winne and Hadwin’s Model of Self-Regulated Learning: New Perspectives and Directions
This theoretical review of Winne and Hadwin’s model of self-regulated learning (SRL) seeks to highlight how the model sheds new light on current research as well as suggests interesting new directions for future work. The authors assert that the model’s more complex cognitive architecture, inclusion of monitoring and control within each phase of learning, and separation of task definition and goal setting into separate phases are all important contributions to the SRL literature.
Updated: Jan. 15, 2008