Facilitating self-regulation in higher education through self-report

For the purpose of examining a tool to enable students in higher education to systematically reflect on their own self-regulation, a modified version of the Martinez-Pons Scale of Self-Regulation was used in a cohort study of 75 first-year undergraduate students in a Scottish University. Statistical analyses of the data revealed that, consequent to the intervention, participants reported greater use of self-regulatory behaviour. The reported change is explored through the lenses of expertise, pedagogy and personal epistemology. While this study cannot explain the detail of this reported change, its purpose was nevertheless met insofar as a structured self-recording instrument, to focus and inform students on the nature and effectiveness of their current learning behaviour, could be a useful and readily-available pedagogic tool for higher education tutors who wish some support in their practice

The importance of epistemic cognition in student-centred learning

To infer the sophistication of epistemic thinking in a sample of undergraduate students, 25 participants completed a free-response task in which they were asked to give reasons for their agreement or disagreement with a small number of beliefs about the role of tutorials and of tutors in gaining knowledge. Responses were analysed according to King & Kitchener's (1994) stages of reasoning, revealing that the justifications offered were either at the stages of pre-reflective or quasi-reflective thinking with none exhibiting reflective thinking. The findings have two main pedagogical implications: first that good teaching be understood not as a set of performance skills which may only be opportunistically related to students' extant conceptualisations but as the locus through which students confront their own epistemic beliefs. A second implication is that to extend students' reasoning, teaching practices must focus explicitly on the difficult issue of what counts as evidenc

What aspects of reasoning do further education college lecturers use in writing rationales?

Commonly, the task of constructing rationales is used in development programmes as a means of advancing Further Education College (FEC) lecturers' understanding of their practice. Often lecturers also teach this task as a part of student project work. Drawing on psychological research on argumentative reasoning the aim was to illuminate strengths and weaknesses in lecturers' rationale construction by identifying (a) components of reasoning and (b) ideas used in rationales. A descriptive sample survey design plus a focus group interview was employed on an opportunity sample of 22 FEC lecturers. They provided 89 pages of word-processed responses to nine questions. Content analyses indicated that participants used only two of Kuhn's (1991) five broad components of argumentative reasoning and educational literature was cited without commentary or evaluation. It is argued that course design needs to draw on ideas from at least three bodies of research: pedagogies for learning argumentative reasoning, 'aspects of knowledgeability' (Bereiter, 2002) and situated learning

Arts across the curriculum: enhancing pupil learning, the pupil perspective

Paper presented to the British Educational Research Association (BERA) Annual Conference, held at Heriot-Watt University, Edinburgh

The way they see it : an evaluation of the Arts across the curriculum project

This paper reports on an evaluation to interrogate the efficacy of a Scottish Government sponsored initiative to introduce an arts-infused education model to primary (elementary) and secondary (high) schools. Arts Across the Curriculum (AAC) was a three-year pilot project, with ambitious aims. The aims included aspirations to increase pupils' achievement and motivation to learn; to develop the skills of teachers to work collaboratively and creatively; to encourage links between different areas of learning and thus erode subject barriers. In addition, the project sought to improve the ethos of the school and explore the efficacy of the expressive arts as a delivery mechanism across the curriculum (FLaT, 2006). Between April 2005 and December 2007, the evaluation team gathered data using a variety of instruments including surveys, structured observations, interviews and video diaries. This paper presents some of the findings from the evaluation and in particular it focuses on the artists' views of the efficacy of the project; in short we wanted to know how they 'saw it'. It should be noted that the research team that evaluated the initiative had no say in the design of the AAC project

Testability enhancement of a basic set of CMOS cells

Testing should be evaluated as the ability of the test patterns to cover realistic faults, and high quality IC products demand high quality testing. We use a test strategy based on physical design for testability (to discover both open and short faults, which are difficult or even impossible to detect). Consequentially, layout level design for testability (LLDFT) rules have been developed, which prevent the faults, or at least reduce the chance of their appearing. The main purpose of this work is to apply a practical set of LLDFT rules to the library cells designed by the Centre Nacional de Microelectrònica (CNM) and obtain a highly testable cell library. The main results of the application of the LLDFT rules (area overheads and performance degradation) are summarized and the results are significant since IC design is highly repetitive; a small effort to improve cell layout can bring about great improvement in design

GOALS survey: P6 pupils and further and higher education

The Quality in Education Centre (QIE) at the University of Strathclyde was commissioned bythe GOALS Project team to provide baseline data from pupils who had not, as yet,participated in the GOALS programme for the purpose of contributing to a larger evaluation ofthe impact of the GOALS Project, and to make recommendations on the future developmentof the project. This report summarises and discusses data from surveys of a sample of P6pupils and interview data from a smaller sample of their parents