Showing papers on "Higher education published in 2000"
TL;DR: The authors argue that the shifts in world view that these discussions represent are even more fundamental than the now-historical shift from behaviorist to cognitive views of learning (Shuell, 1986).
Abstract: The education and research communities are abuzz with new (or at least re-discovered) ideas about the nature of cognition and learning. Terms like \"situated cognition,\" \"distributed cognition,\" and \"communities of practice\" fill the air. Recent dialogue in Educational Researcher (Anderson, Reder, & Simon, 1996,1997; Greeno, 1997) typifies this discussion. Some have argued that the shifts in world view that these discussions represent are even more fundamental than the now-historical shift from behaviorist to cognitive views of learning (Shuell, 1986). These new ideas about the nature of knowledge, thinking, and learning—which are becoming known as the \"situative perspective\" (Greeno, 1997; Greeno, Collins, & Resnick, 1996)—are interacting with, and sometimes fueling, current reform movements in education. Most discussions of these ideas and their implications for educational practice have been cast primarily in terms of students. Scholars and policymakers have considered, for example, how to help students develop deep understandings of subject matter, situate students' learning in meaningful contexts, and create learning communities in which teachers and students engage in rich discourse about important ideas (e.g., National Council of Teachers of Mathematics, 1989; National Education Goals Panel, 1991; National Research Council, 1993).
3,353 citations
TL;DR: Inverting the Classroom: A Gateway to Creating an Inclusive Learning Environment as discussed by the authors is a gateway to creating an inclusive learning environment, which is also related to our work.
Abstract: (2000). Inverting the Classroom: A Gateway to Creating an Inclusive Learning Environment. The Journal of Economic Education: Vol. 31, No. 1, pp. 30-43.
2,205 citations
TL;DR: In this paper, a review of research about students' sense of acceptance within the school community is presented to address three questions: Is this experience of belongingness important in an educational setting? Do students currently experience school as a community? And how do schools influence students' feeling of community?
Abstract: Defining sense of community as a feeling of belongingness within a group, this article reviews research about students' sense of acceptance within the school community to address three questions: Is this experience of belongingness important in an educational setting? Do students currently experience school as a community? And how do schools influence students' sense of community? Conceptually, the review reflects a social cognitive perspective on motivation. This theoretical framework maintains that individuals have psychological needs, that satisfaction of these needs affects perception and behavior, and that characteristics of the social context influence how well these needs are met. The concern here is how schools, as social organizations, address what is defined as a basic psychological need, the need to experience belongingness. The findings suggest that students' experience of acceptance influences multiple dimensions of their behavior but that schools adopt organizational practices that neglect and may actually undermine students' experience of membership in a supportive community.
2,192 citations
TL;DR: Abstract In 1999 the ACRL Board established the Task Force on Information Literacy Competency Standards and charged it to develop competency standards for higher education and seeks endorsement and promulgation of these standards from professional and accreditation associations in higher education.
Abstract: In 1999 the ACRL Board established the Task Force on Information Literacy Competency Standards and charged it to develop competency standards for higher education. ACRL seeks endorsement and promulgation of these standards from professional and accreditation associations in higher education. An Information Literacy Standards Implementation Task Force will be charged to promote the use of the standards in higher education. “Information Literacy Competency Standards for Higher Education” was approved by the Board of Directors of the Association of College and Research Libraries (ARCL) on January 18, 2000, at the Midwinter Meeting of the American Library Association in San Antonio, Texas.
2,182 citations
TL;DR: In this article, sustainable assessment encompasses the abilities required to undertake those activities that necessarily accompany learning throughout life in formal and informal settings, and the idea that assessment always has to do double duty is introduced.
Abstract: Assessment practices in higher education institutions tend not to equip students well for the processes of effective learning in a learning society. The purposes of assessment should be extended to include the preparation of students for sustainable assessment. Sustainable assessment encompasses the abilities required to undertake those activities that necessarily accompany learning throughout life in formal and informal settings. Characteristics of effective formative assessment identified by recent research are used to illustrate features of sustainable assessment. Assessment acts need both to meet the specific and immediate goals of a course as well as establishing a basis for students to undertake their own assessment activities in the future. To draw attention to the importance of this, the idea that assessment always has to do double duty is introduced.
1,323 citations
TL;DR: In this paper, the authors aimed to review and assess the effectiveness of the attempts undertaken to improve prospective and practising science teachers' conceptions of nature of science (NOS) by using science process-skills instruction or engagement in science-based inquiry activities.
Abstract: This paper aimed to review, and assess the 'effectiveness' of the attempts undertaken to improve prospective and practising science teachers' conceptions of nature of science (NOS). The reviewed attempts could be categorized into two general approches: implicit and explicit. Implicit attempts utilized science process-skills instruction or engagement in science-based inquiry activities to improve science teachers' conceptions of NOS. To achieve the same goal, explicit attempts used instruction geared towards various aspects of NOS and/or instruction that utilized elements from history and philosophy of science. To the extent that teachers' NOS conceptions were faithfully assessed by the instruments used in the reviewed studies, the explicit approach was relatively more effective in enhancing teachers' views. The relative ineffectiveness of the implicit approach could be attributed to two inherent assumptions. The first is that developing an understanding of NOS is an 'affective', as compared to a 'cognitiv...
1,168 citations
TL;DR: The authors found that peer assessments were more similar to teacher assessments when global judgements based on well understood criteria were used rather than when marking involves assessing several individual dimensions. But they did not find that multiple ratings were better than ratings by singletons.
Abstract: Forty-eight quantitative peer assessment studies comparing peer and teacher marks were subjected to meta-analysis. Peer assessments were found to resemble more closely teacher assessments when global judgements based on well understood criteria are used rather than when marking involves assessing several individual dimensions. Similarly, peer assessments better resemble faculty assessments when academic products and processes, rather than professional practice, are being rated. Studies with high design quality appear to be associated with more valid peer assessments than those which have poor experimental design. Hypotheses concerning the greater validity of peer assessments in advanced rather than beginner courses and in science and engineering rather than in other discipline areas were not supported. In addition, multiple ratings were not found to be better than ratings by singletons. The study pointed to differences between self and peer assessments, which are explored briefly. Results are discussed and fruitful areas for further research in peer assessment are suggested.
1,123 citations
TL;DR: Despite longstanding criticisms of teacher education, the weight of substantial evidence indicates that teachers who have had more preparation for teaching are more confident and successful with students than those who had had little or none as discussed by the authors.
Abstract: Despite longstanding criticisms of teacher education, the weight of substantial evidence indicates that teachers who have had more preparation for teaching are more confident and successful with students than those who have had little or none. Recent evidence also indicates that reforms of teacher education creating more tightly integrated programs with extended clinical preparation interwoven with coursework on learning and teaching produce teachers who are both more effective and more likely to enter and stay in teaching. An important contribution of teacher education is its development of teachers’abilities to examine teaching from the perspective of learners who bring diverse experiences and frames of reference to the classroom.
1,101 citations
TL;DR: The Harvard School of Public Health College Alcohol Study resurveyed colleges that participated in the 1993 and 1997 surveys Responses to mail questionnaires from more than 14,000 students at 119 nationally representative 4-year colleges in 39 states were compared with responses received in 1997 and 1993.
Abstract: In 1999, the Harvard School of Public Health College Alcohol Study resurveyed colleges that participated in the 1993 and 1997 surveys Responses to mail questionnaires from more than 14,000 students at 119 nationally representative 4-year colleges in 39 states were compared with responses received in 1997 and 1993 Two of 5 students (44%) were binge drinkers in 1999, the same rate as in 1993 However, both abstention and frequent binge-drinking rates increased significantly In 1999, 19% were abstainers, and 23% were frequent binge drinkers As before, binge drinkers, and particularly frequent binge drinkers, were more likely than other students to experience alcohol-related problems At colleges with high binge-drinking rates, students who did not binge drink continued to be at higher risk of encountering the second-hand effects of others' heavy drinking The continuing high level of binge drinking is discussed in the context of the heightened attention and increased actions at colleges Although it may take more time for interventions to take effect, the actions college health providers have undertaken thus far may not be a sufficient response
1,014 citations
TL;DR: The sources of international students' psychological concerns, the reasons for their notable underutilization of existing counseling services, and the ways to provide more culturally sensitive services are examined.
Abstract: International students on the American college campus are a diverse and increasing population whose unique concerns are traditionally overlooked. However, given the evidence that the demands for cultural adjustments frequently place international students at greater risk for various psychological problems than are students in general, it is important that sufficient and readily accessible mental health services be established for them. This article examines the sources of international students' psychological concerns, the reasons for their notable underutilization of existing counseling services, and the ways to provide more culturally sensitive services.
995 citations
Journal Article•
Book•
17 Aug 2000
TL;DR: In this article, the authors discuss the role of academic identity becoming an academic career development - teaching career development-research academics as managers policy change and the academic profession and academic profession.
Abstract: Part 1 Policy changes and assumptive worlds: the policy changes the enterprise initiative quality assurance policies institutional structures and assumptive worlds - changes and continuities. Part 2 Policy changes and academic identities: academic identity becoming an academic career development - teaching career development -research academics as managers policy change and the academic profession.
TL;DR: In this paper, the authors diagnose a macro-trend whereby the dominantlegitimating idea of public higher education has changed from higher education as a social institution to higher learning as an industry.
Abstract: A perennial challenge for universities and colleges isto keep pace with knowledge change by reconsideringtheir structural and resource commitments to variousknowledge areas. Reflecting upon changes in theacademic landscape of public higher education in theUnited States over the past quarter of a century, theauthor diagnoses a macro-trend whereby the dominantlegitimating idea of public higher education haschanged from higher education as a social institutionto higher education as an industry. Threeinterrelated mechanisms are identified as havingadvanced this process: academic management, academicconsumerism, and academic stratification. This pattern of academic restructuring reflects multiple institutional pressures. Whilepublic universities and colleges have increasinglycome to rely on market discourse and managerialapproaches in order to demonstrate responsiveness toeconomic exigencies, they may end up losing legitimacyas they move away from their historical character,functions, and accumulated heritage as educationalinstitutions. Thus, responsiveness to compellingeconomic pressures that dominate contemporaryorganizational imperatives in an attempt to gainlegitimacy in one dimension may result in loss for another.Wholesale adaptation to market pressures and managerialrationales could thereby subsume thediscourse about the future of colleges anduniversities within a logic of economic rationality ata detriment to the longer-term educational legaciesand democratic interests that have long characterizedAmerican public education.
TL;DR: For example, the authors argues that subject matter and pedagogy have been peculiarly and persistently divided in the conceptualization and curriculum of teacher education and learning to teach, and this fragmentation of practice leaves t...
Abstract: Subject matter and pedagogy have been peculiarly and persistently divided in the conceptualization and curriculum of teacher education and learning to teach. This fragmentation of practice leaves t...
TL;DR: The history of online education is presented as a context and framework for understanding the state of the art today, especially the use of network technologies for collaborative learning in post-secondary education, and the paradigmatic shift in that field is addressed.
Abstract: This article addresses that paradigmatic shift. It begins by presenting an overview of the history of online education as a context and framework for understanding the state of the art today, especially the use of network technologies for collaborative learning in post-secondary education. Beginning with the innovations of early pioneers as contributing to the paradigmatic shift, it provides a framework for understanding this new field. The article then focuses on the Virtual-U, a Web-based environment especially customized to support advanced educational practices. The Virtual-U research team hosts the largest field trials in post-secondary education in the world with empirical results and insights generated from over 439 courses taught by 250 faculty to 15,000 students, attesting to what works in online education. This article concludes by discussing the signposts to future advances that these data suggest.
TL;DR: The quest for quality education is a part of the ongoing struggle faced by African Americans as discussed by the authors and few, if any, teacher education programs design programs that expressly meet the needs of African Americans.
Abstract: The quest for quality education is a part of the ongoing struggle faced by African Americans. Few, if any, teacher education programs design programs that expressly meet the needs of African Americ...
TL;DR: In this article, the authors examined the impact of technological and pedagogical characteristics of the virtual classroom on student satisfaction with Internet-based MBA courses and identified several challenges and opportunities from these findings for management education researchers, educators, and business schools.
Abstract: The trend toward delivering management education via the Internet has accelerated in recent years. However, research on what constitutes effective Internet-based courses is somewhat limited. This study examined the impact of technological and pedagogical characteristics of the virtual classroom on student satisfaction with Internet-based MBA courses. The perceived usefulness of the course software, perceived flexibility provided by taking the course via the Internet, and instructor efforts to create an interactive environment were the characteristics most strongly associated with student satisfaction. Finally, the article identifies several challenges and opportunities from these findings for management education researchers, educators, and business schools.
01 Jan 2000
TL;DR: Place of Origin Undergrad Graduate Non-degree OPT Unknown Other Total Afghanistan Albania 3 3 Algeria Andorra Angola Anguilla Antigua/Barbuda Argentina 1 17 1 2 21 Armenia 4 1 5 Aruba Australia 15 8 3 3 29 Austria 1 1 2 Azerbaijan 1 1 Bahamas 1 1 1 3 Bahrain 1 2 3 Bangladesh 4 3 7 Barbados Belarus 1 1 Belgium 7 5 1 13 Belize Benin Bermuda 2 1 3 Bhutan 1 1 Bolivia 2 3 5 Bosnia & Herzegovina Botswana Brazil 11 41 1 3 56 British Virgin Is.
Abstract: Place of Origin Undergrad Graduate Non-degree OPT Unknown Other Total Afghanistan Albania 3 3 Algeria Andorra Angola Anguilla Antigua/Barbuda Argentina 1 17 1 2 21 Armenia 4 1 5 Aruba Australia 15 8 3 3 29 Austria 1 1 2 Azerbaijan 1 1 Bahamas 1 1 1 3 Bahrain 1 2 3 Bangladesh 4 3 7 Barbados Belarus 1 1 Belgium 7 5 1 13 Belize Benin Bermuda 2 1 3 Bhutan 1 1 Bolivia 2 3 5 Bosnia & Herzegovina Botswana Brazil 11 41 1 3 56 British Virgin Is.
TL;DR: A review of the research literature in this area was undertaken and the methods and conceptions of teaching likely to inhibit and enhance critical thinking are outlined, as well as what is required to improve students' thinking skills.
Abstract: National governments and employers have argued that it is important for all sectors of education to prepare individuals who are able to think well and for themselves. 'Good thinking' and 'thinking well' are commonly used terms bound up with what is called 'critical thinking' in the research literature. Evidence is presented in this paper, however, which suggests that not all students may be good at critical thinking; nor do some teachers appear to teach students 'good thinking' skills. A review of the research literature in this area was undertaken and the methods and conceptions of teaching likely to inhibit and enhance critical thinking are outlined, as well as what is required to improve students' thinking skills. Ways forward in teaching critical thinking, and in helping students to learn to think well and for themselves, are described and discussed.
TL;DR: Learning to Lead in Higher Education as mentioned in this paper proposes a three-stage systems model of presage-process-product to understand the challenges faced by academic leaders, and concludes that the framework for improving university teaching is similar to the practice of academic leadership.
Abstract: Learning to Lead in Higher Education, by Paul Ramsden. New York: Routledge, 1998. 288 pp. $75.00 (24.99) Is academic leadership an oxymoron or a serious field of study? Until 20 years ago the major works on academic leadership focused on the roles of presidents and chief academic officers. The literature on academic department chairs was silent, with most of the information and attention coming from anecdotal speeches, professional papers, popular journal articles, a couple of text-type books, and a few data-based studies. Two decades ago the main reference for department chairs was Allen Tucker's Chairing the Academic Department (1981). Through the 1980s the academic department chair remained the least studied and most misunderstood position in the academy. Although many education scholars wrote about the organization and governance of higher education, relatively little was known about those who led and supported academic units. In addition, the management role of the department chair has no parallel in business and industry, or education for that matter. Typical faculty manuals at most colleges and universiti es provide a list of chairs' duties and responsibilities but do not provide insight into department leadership. The 1990s brought an onslaught of new publications shedding light on the overshadowed role of department chair. In 1990 John Creswell and his colleagues introduced The Academic Chairperson's Handbook, followed by Gmelch and Miskin's Leadership Skills for Department Chairs (1993), Ann Lucas's Strengthening Leadership: A Team-Building Guide for Chairs in Colleges and Universities (1994), Mary Lou Higgerson's Communication Skills for Department Chairs (1996), and Irene Hecht and her colleagues' recently released The Department Chair as Academic Leader (1999). Australian scholars extrapolated the role of the department head from English and American writings and studies until the release of Moses and Roe's (1990) ground-breaking work on Australian department heads and Sarros and Gmelch's replication of American department chair research in Australia (1996). Within this context Paul Ramsden's book Learning to Lead in Higher Education represents the second major work written for academic department leaders based on the Australian experience. Whereas Moses and Roe illuminated the world of the chair/head within the department, Ramsden looks at the role as part of a larger institutional nexus. In the introductory chapter Ramsden posits a simple three-stage systems model of presage-process-product to understand the challenges faced by academic leaders. Chapter 2 empirically addresses the presage or environmental factors of changing external forces on higher education (knowledge differentiation, mass higher education, and reduced public funding) and internal characteristics of universities (academic values and culture). Chapter 3 explores aspects of the academic outcomes or products constituting the third part of the model, underscoring the leader's job to increase productivity. He follows up in Chapters 4 and 5 with evidence suggesting that departmental leadership and intellectual climate can influence the output of research productivity and effective teaching. Chapter 6 concludes Part I with an inconclusive exploration of whether there are any useful leadership principles common to both university and other organizations. Ramsden postulates a series of principles characterizing competent academic leadership: a dynamic process, an outcomes-focused agenda, a phenomenon of both personal and organizational development, a relationship between leaders and followers, and a personal transformation process through reflection and learning. The second and third parts of the book attempt to demonstrate ways to manage in order to improve the context of academic work. Ramsden argues (unconvincingly in the opinion of this reviewer) that the framework for improving university teaching is similar to the practice of academic leadership. …
TL;DR: A growing number of teacher education programs are using authentic assessments of teaching (cases, exhibitions, portfolios, and problem-based inquiries) as tools to support teacher learning for new challenges of practice as discussed by the authors.
01 Jan 2000
TL;DR: Using a social justice perspective on teacher education, the author argues that schools and colleges of education need to radically transform their policies and practices if they are to become places where teachers and prospective teachers learn to become effective with students of all backgrounds in U.S. schools.
Abstract: This article explores what it means for teacher education programs to place diversity front and center. Using a social justice perspective on teacher education, the author argues that schools and colleges of education need to radically transform their policies and practices if they are to become places where teachers and prospective teachers learn to become effective with students of all backgrounds in U.S. schools. Specifically, she suggests that teacher education programs need to take a stand on social justice and diversity, make social justice ubiquitous in teacher education, and promote teaching as a life-long journey of transformation. The author provides several examples of how to do this.
TL;DR: This paper conducted a meta-analysis of studies on overeducation and undereducation in the labor market and found that of the four different definitions of OO distinguished in the literature, only the one based on variation in years of education within occupational groups appears to yield significantly lower than average rates of oO.
TL;DR: In this article, the authors examined the relationship between lecturers' approaches to teaching and their conceptions of good teaching, and found that lecturers who conceived teaching as transmitting knowledge were more likely to use content-centred approaches to teach, while those who conceivedteaching as facilitative tended to use learning-centered approaches.
Abstract: Previous research has established a close link between students'conceptions of learning, approaches to study and learning outcomes.Until recently, there have been few studies of lecturers' approaches toteaching in higher education and their relationship with conceptions ofteaching. This study aimed to characterise the alternative approaches toteaching of university lecturers, and to examine the relationshipbetween lecturers' approaches to teaching and their conceptions of goodteaching. This study adopted an open naturalistic approach. Seventeenlecturers in three departments in a university were selected forinterview based on their rank, years of teaching and industrial orprofessional experience. Lecturers were interviewed individually abouttheir conceptions of good teaching, motivational strategies andeffective teaching. The interview records were then content analysed bythe two researchers of the study. The study found that (a) it waspossible to characterise lecturers' approaches to teaching with onemotivation and five strategy dimensions; (b) the conceptions of teachingof the lecturers were best described by two main orientations oftransmissive and facilitative teaching; (c) lecturers who conceivedteaching as transmitting knowledge were more likely to usecontent-centred approaches to teaching, while those who conceivedteaching as facilitative tended to use learning-centred approaches. Thestudy concludes by suggesting that fundamental changes to the quality ofteaching and learning are unlikely to happen without changes tolecturers' conception of teaching.
Journal Article•
TL;DR: This paper reviewed perspectives on student resources for learning, with an emphasis on the practical benefits to be gained for instruction, and pointed out the limitations of this work in what it can tell us about student knowledge and learning.
Abstract: With good reason, physics education research has focused almost exclusively on student difficulties and misconceptions. This work has been productive for curriculum development as well as in motivating the physics teaching community to examine and reconsider methods and assumptions, but it is limited in what it can tell us about student knowledge and learning. This article reviews perspectives on student resources for learning, with an emphasis on the practical benefits to be gained for instruction.
TL;DR: In this paper, the authors examined the relationship between students' perceptions of teachers' use of communication skills, immediacy behaviors, motivation and learning, and found that male and female students differ in their perceptions of communication skill and immediacy behaviours in regard to importance, motivation, and learning.
Abstract: Communication skills, as defined by Burleson and Samter (1990), were examined in the teacher‐student relationship. Three questions guided this investigation: (a) with regard to effective teaching, what are students’ perceptions of the importance of communication skills and immediacy behaviors? (b) what is the relationship between students’ perceptions of teachers’ use of communication skills, immediacy behaviors, motivation and learning? and (c) do male and female students differ in their perceptions of communication skill and immediacy behaviors in regard to importance, motivation, and learning? Two studies were conducted. Study one found that students reported referential skill, ego support, and conflict management as being most important to effective teaching. Study two found referential skill, ego support, and immediacy to have a strong relationship with student learning and motivation. Some sex differences also were found and explored in both study one and two.