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Performing Prodigals and Dissident Acolytes: Supporting Queer Postgraduates in the Visual Arts
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Ings, Welby – Higher Education Research and Development, 2015
Supervisors supporting queer individuals engaged in postgraduate research in Visual Arts face a number of issues. Beyond concerns with balancing the autobiographical and the scholarly, a supervisor may also encounter questions relating to safety, identity, tokenism, exoticisation and the pressure candidates feel to develop work that has…
Descriptors: Visual Arts, Graduate Students, Homosexuality, Educational Environment
Has John Hattie Really Found the Holy Grail of Research on Teaching? An Extended Review of "Visible Learning"
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Terhart, Ewald – Journal of Curriculum Studies, 2011
In this article the author reviews and discusses John Hattie's book "Visible Learning". In this book Hattie presents the results of a meta-meta-analysis on the conditions of successful teaching and learning in schools. Hattie's work is based on more than 800 meta-analyses, and these meta-analyses are substantiated by more than 50 000…
Descriptors: Foreign Countries, Research Methodology, Meta Analysis, Instructional Effectiveness
Learning from Aotearoa New Zealand
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Carter, Margie – Exchange: The Early Childhood Leaders' Magazine Since 1978, 2010
Last February, in search of expanded thinking, the author led a group of 20 early childhood professionals on a study tour to Aotearoa New Zealand (NZ). The group included two Canadians and two Aussies, with everyone else from the United States. While they knew they had much to learn from the overall system of early childhood education in NZ, the…
Descriptors: Early Childhood Education, Foreign Countries, Educational Practices, Field Trips
A Family of Strangers: The Fragmented Nature of Academic Development
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Harland, Tony; Staniforth, David – Teaching in Higher Education, 2008
This paper draws on the experiences of 20 academic developers as they examine the proposition that the organisation and work of academic development in higher education is fragmented. Academic development was seen to have neither the status of a field nor a profession, and there was recognised tension between an institutionally focused service…
Descriptors: Foreign Countries, Educational Environment, Subcultures, College Administration