Transformative Approaches to New Technologies and Student Diversity in Futures-Oriented Classrooms

Rowan, Leonie

doi:10.1007/978-94-007-2642-0_1

Cited by 2 publications

(4 citation statements)

References 6 publications

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“…In this context, more generous views of progress are required, where 'would consider' becomes a laudable outcome. Rowan (2012) argues the significance of 'modest ambition', a position she contrasts with the default position of contemporary educational and social policy making: 'Politicians are more likely to embrace an activity that supports an "education revolution" than one that reflects more humble aspiration. This kind of aspiration, however, is not to be mistaken for a framework that lacks passion, power or vision.…”

Section: Resultsmentioning

confidence: 99%

Moving beyond a ‘bums-on-seats’ analysis of progress towards widening participation: reflections on the context, design and evaluation of an Australian government-funded mentoring programme

Lynch

Walker-Gibbs

Herbert

2015

Journal of Higher Education Policy and Management

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In 2010, the Australian government established the Higher Education Participation and Partnerships Programmea funding agenda to promote programmes that respond to the under-representation in higher education of people from low socioeconomic status (SES) backgrounds. Many government-funded programmes and projects have since emerged that respond to the problem of low SES under-representation, based on partnerships between higher education providers and other organisations. The arguments made in this paper draw on one such project: a mentoring programme implemented from 2011 to 2013 that targeted the aspirations of Year 9 regional secondary students. We discuss data and documentation that provide insights into the conception and design of the mentoring programme, and the strategies used to evaluate it, in order to discuss how funding and policy contexts influence the possible solutions that might be implemented in response to the under-representation in higher education of people from low SES backgrounds.

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Section: Resultsmentioning

confidence: 99%

Moving beyond a ‘bums-on-seats’ analysis of progress towards widening participation: reflections on the context, design and evaluation of an Australian government-funded mentoring programme

Lynch

Walker-Gibbs

Herbert

2015

Journal of Higher Education Policy and Management

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show abstract

“…Always with feed-back being influentially related to the 'how' stage, Rowan and Bigum (2012) state that it has changed in nature and means of issuance. Feed-back has become electronic and transmitted through digital learning platforms which expand the possibility of receiving it timely and saving time for both parties: supervisee and supervisor.…”

Section: Feedback: Definition and Typesmentioning

confidence: 99%

“…The accomplishment of performance-oriented goals of this stage is to be prospectively considered. Therefore, the feed-up stage of feedback is conscience-raising for the supervisee to have prospectively the potential to see to it that he/she can perform well if he/she gets the skill to incorporate and understand what is demanded from him/her as a would-be academic (Rowan & Bigum, 2012).…”

Section: Feedback: Definition and Typesmentioning

confidence: 99%

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Evaluating the Evaluator: Towards understanding Feed-back, Feed-up, and Feed-forward of Moroccan Doctorate Supervisors’ Reports

Koumachi

2021

IJREE

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Supervisor's feedback is both a naysaying and a puzzling concern that has always tormented academics in higher education. Particularly, written feedback on pre-final or final versions of a submitted doctoral dissertation is indisputably the most significant step toward granting a doctoral student supervisee the right to defend his/her research project. It also constitutes a rich source on how students are to academically go about writing their dissertation and even go public as they are supposed to produce one or two articles before their vivas. The present research explores the written comments provided by supervisors on Moroccan doctorate supervisees' dissertations. It principally focuses on both overall and in-text comments and whether they serve as feed-back to take corrective actions for the errors made, feed-up to focus on strategies to attain the academic goal, or feedforward to be proactive and avoid disturbances that might affect the quality of the final work. A total of 40 supervisees from the English department at FLLA, Ibn Tofail University belonging to Language and Society Research Laboratory participated in the study. Data were collected using an online questionnaire through available Google forms platform. The results revealed that the total majority of supervisees tended to get a mixture of written remarks with a central focus on the quantity rather than on form. This is therefore a plus as to the agreement as well as the variance of the Moroccan supervisors in the use of these evaluation criteria while evaluating their supervisees' doctoral dissertations targeting different types of feedback with a huge focus of the cyclicity of their utilization.

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Transformative Approaches to New Technologies and Student Diversity in Futures-Oriented Classrooms

Cited by 2 publications

References 6 publications

Moving beyond a ‘bums-on-seats’ analysis of progress towards widening participation: reflections on the context, design and evaluation of an Australian government-funded mentoring programme

Moving beyond a ‘bums-on-seats’ analysis of progress towards widening participation: reflections on the context, design and evaluation of an Australian government-funded mentoring programme

Evaluating the Evaluator: Towards understanding Feed-back, Feed-up, and Feed-forward of Moroccan Doctorate Supervisors’ Reports

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