Showing posts from February, 2015

FW: Educational Studies in Mathematics, Vol. 88, Issue 3 - New Issue Alert

  If this email is not displayed correctly, please click here to read this table of contents online. New Issue Alert 02/26/2015 Dear Reader, We are pleased to deliver your requested table of contents alert for Educational Studies in Mathematics . Volume 88 Number 3 is now available online. SPECIAL ISSUE: STATISTICAL REASONING: LEARNING TO REASON FROM SAMPLES (LUIS RADFORD SHADOW EDITOR) Important News Handbook on the History of Mathematics Education Edited by: Alexander Karp and Gert Schubring. This is the first comprehensive International Handbook on the History of Mathematics Education, covering a wide spectrum of epochs and civilizations, countries and cultures. Start reading online! » Learn more

Enhancing self-efficacy in first year students

This research  finds that: "Subject-specific self-concepts of ability predict study-related self-concepts of ability according to individuals' similarity judgements. Subject-specific mastery experience predicts expectancy of success only if the respective school subject is emphasized in the course description." So again making the link to previous study/knowledge explicitly enhances learning and student success. British Journal of Educational Psychology How do I know what I can do? Anticipating expectancy of success regarding novel academic tasks Julia Gorges *  and Thomas Göke

Another article about Kolb and Teaching

This time from the man himself – with others – it will be interesting to read the two together. Abstract Background. Becoming an experiential educator involves more than just being a facilitator or matching learning style with teaching style. Experiential education is a complex relational process that involves balancing attention to the learner and to the subject matter while also balancing reflection on the deep meaning of ideas with the skill of applying them. Aim. To describe a dynamic matching model of education based on Experiential Learning Theory and to create a self-assessment instrument for helping educators understand their approach to education. Method. A dynamic matching model for “teaching around the learning cycle” describes four roles that educators can adopt to do so—facilitator, subject expert, standardsetter/evaluator, and coach. A self-assessment instrument called the Educator Role Profile wa

FW: Democratizing Higher Education is Now Available for Pre-order

  Dear Colleagues,   The new  HETL  book titled,  Democratizing Higher Education: International Comparative Perspectives , by Routledge is now available for pre-order. See   A few reviews on the book: "This timely book helpfully reminds us that higher education was once (and might yet be again?) considered and discussed in terms of its wider contribution to culture and civilisation, as well as to social inclusiveness and equity, all in the context of a (re-)discovered core ethos of political, ethnic, and social justice." --David Palfreyman, Director of the Oxford Centre for Higher Education Policy Studies, Oxford University "Through the authors' compelling case studies on social, cultural, economic and political issues in diverse communities, the reader can quickly understand the commonalities to all quality higher education programs across international borders. Applau

Article re-examining Kolb

This looks interesting - if you have read it could you leave a comment here Article Evolving Kolb: Experiential Education in the Age of Neuroscience Jeb Schenck1,2 and Jessie Cruickshank3 Abstract In pursuing a refined Learning Styles Inventory (LSI), Kolb has moved away from the original cyclical nature of his model of experiential learning. Kolb’s model has not adapted to current research and has failed to increase understanding of learning. A critical examination of Kolb’s experiential learning theory in terms of epistemology, educational neuroscience, and model analysis reveals the need for an experiential learning theory that addresses these issues. This article re-conceptualizes experiential learning by building from cognitive neuroscience, Dynamic Skill Theory, and effective experiential education practices into a self-adjusting fractal-like cycle that we call CoConstructed Developmental Teaching Theory (CDTT). CDTT is a biologically driven model of teaching. It is a cohe

Learning and Teaching journal

We are pleased to announce that the latest issue of Learning and Teaching has recently been published by Berghahn Journals. This special issue is titled Shaping Student Futures and explores from various perspectives the way student futures at different levels of university education are affected by policy changes. The contributions describe the policy environment and the way university reforms shape student futures by pointing to particular ideal roles and necessitating certain attitudes and practices. However, the articles do not just point out the implied subject positions of such policies; but they take into account the actual experience and practices of teachers and students. Please visit the Berghahn website for more information about the journal: Volume 7, Number 3: Shaping Student Futures INTRODUCTION Introduction: Neoliberal turns in higher education Jakob Krause-Jensen and Christina Garsten

FW: Studies in Higher Education: latest articles on Taylor & Francis Online

  The online platform for Taylor & Francis Online content New for Studies in Higher Education and online now on Taylor & Francis Online : The study, evaluation, and improvement of university student self-efficacy Kathryn Bartimote-Aufflick, Adam Bridgeman, Richard Walker, Manjula Sharma & Lorraine Smith DOI: 10.1080/03075079.2014.999319 Identifying and formulating teachers' beliefs and motivational orientations for computer science teacher education Elena Bender, Niclas Schaper, Michael E. Caspersen, Melanie Margaritis & Peter Hubwieser DOI: 10.1080/03075079.2015.1004233 Excellence in university academic staff evaluation: a problematic reality? Pat O'Connor & Clare O'Hagan DOI: 10.1080/03075079.2014.1000292 Has the Bologna process been worthwhile? An analysis of the Learning Society-Adapted Outcome Index through quantile regression A. Fernandez-Sainz, J. D. Gar

FW: Cultural Studies of Science Education, Vol. 10, Issue 1 - New Issue Alert

  If this email is not displayed correctly, please click here to read this table of contents online. New Issue Alert 10.02.2015 Dear Valued Customer, We are pleased to deliver your requested table of contents alert for Cultural Studies of Science Education . Volume 10 Number 1 is now available on SpringerLink. In this issue Editorial Ecological mindfulness and cross-hybrid learning: a special issue Michael P. Mueller & David A. Greenwood » Abstract     » Full text HTML     » Full text PDF Place, mobility, and faculty life: mindfulness and learning through change David A. Greenwood » Abstract     » Ful