This study sought to address two connections that are fundamental to studies of science teaching and learning in classroom settings. The first one is the connection between classroom instruction and student learning outcomes, and the second one is the relationship between theoretical choice and analytical results. In this study, two theoretical perspectives were employed in parallel to examine a sequence of nine lessons on the topic of “Matter” in a Year 7 science classroom. These two theoretical perspectives are: Distributed Cognition (Hutchins, 1995) and Variation Theory (Marton and Tsui, 2004). The results of each analysis were compared and contrasted in an attempt to identify their similarities and differences in describing and explaining the classroom practice documented.The analyses from both theoretical lenses pointed to several issues underlying student difficulties identified in this classroom, including the problematic macroscopic-microscopic relationship, the lack of attention to “substance”, and the taken-for-granted temperature conditions. However, the two theoretical perspectives differed in their capacity to accommodate learning at different levels, to address the connection between instruction and learning, and to identify and advocate the likely benefits of particular instructional approaches. Distributed Cognition unfolded the connection between teaching and learning by a careful examination of social interactions and the utilization of artefacts in these interactions. It speculated learning occurring in different types of social configurations and interactions found in a science classroom (e.g. collaborative activities). From the perspective of Distributed Cognition, the inappropriate employment or coordination of resources was the key factor contributing to the limited success in establishing shared understanding among the participants in the classroom. Variation Theory explicitly modelled the connection between instruction and learning through the idea of patterns of variation, and it provided some general principles to evaluate the teaching of a specific topic. From the perspective of Variation Theory, it was the lack of appropriate variation in the key attributes of the object of learning that contributed to the limited success in developing student capability to make differentiations between critical and uncritical aspects of a scientific concept. But current applications of Variation Theory do not include learning occurring in the private domain of the classroom (e.g. student-student interaction) and are silent on the role of collaborative activity (e.g. group work) in learning.The juxtaposition of the parallel analyses showed that the two theories are complementary and mutually informing in their explanations of the documented classroom practice. But their assumptions about what constitutes learning and what contributes to that learning differed from each other. This study suggested that we should focus our attention on the identification of the contingencies of compatibilities in our efforts to combine or synthesize elements of different theories. In this study, the local combination of the results generated from the parallel analyses contributed to a more complete understanding of science learning as it occurred in the classroom.The findings of this study should inform science teaching, curriculum development, and instructional design of science classrooms. It also generated implications for research into science classrooms and suggested the need for the science education community to examine the role of theory and the relationship between theoretical choice and analytical results obtained through the employment of a particular theory.

This study sought to address two connections that are fundamental to studies of science teaching and learning in classroom settings. The first one is the connection between classroom instruction and student learning outcomes, and the second one is the relationship between theoretical choice and analytical results. In this study, two theoretical perspectives were employed in parallel to examine a sequence of nine lessons on the topic of “Matter” in a Year 7 science classroom. These two theoretical perspectives are: Distributed Cognition (Hutchins, 1995) and Variation Theory (Marton and Tsui, 2004). The results of each analysis were compared and contrasted in an attempt to identify their similarities and differences in describing and explaining the classroom practice documented.The analyses from both theoretical lenses pointed to several issues underlying student difficulties identified in this classroom, including the problematic macroscopic-microscopic relationship, the lack of attention to “substance”, and the taken-for-granted temperature conditions. However, the two theoretical perspectives differed in their capacity to accommodate learning at different levels, to address the connection between instruction and learning, and to identify and advocate the likely benefits of particular instructional approaches. Distributed Cognition unfolded the connection between teaching and learning by a careful examination of social interactions and the utilization of artefacts in these interactions. It speculated learning occurring in different types of social configurations and interactions found in a science classroom (e.g. collaborative activities). From the perspective of Distributed Cognition, the inappropriate employment or coordination of resources was the key factor contributing to the limited success in establishing shared understanding among the participants in the classroom. Variation Theory explicitly modelled the connection between instruction and learning through the idea of patterns of variation, and it provided some general principles to evaluate the teaching of a specific topic. From the perspective of Variation Theory, it was the lack of appropriate variation in the key attributes of the object of learning that contributed to the limited success in developing student capability to make differentiations between critical and uncritical aspects of a scientific concept. But current applications of Variation Theory do not include learning occurring in the private domain of the classroom (e.g. student-student interaction) and are silent on the role of collaborative activity (e.g. group work) in learning.The juxtaposition of the parallel analyses showed that the two theories are complementary and mutually informing in their explanations of the documented classroom practice. But their assumptions about what constitutes learning and what contributes to that learning differed from each other. This study suggested that we should focus our attention on the identification of the contingencies of compatibilities in our efforts to combine or synthesize elements of different theories. In this study, the local combination of the results generated from the parallel analyses contributed to a more complete understanding of science learning as it occurred in the classroom.The findings of this study should inform science teaching, curriculum development, and instructional design of science classrooms. It also generated implications for research into science classrooms and suggested the need for the science education community to examine the role of theory and the relationship between theoretical choice and analytical results obtained through the employment of a particular theory.

This research identifies, through an extensive series of exploratory and explanatory case studies, the mathematical difficulties that might be encountered by dyslexic engineering students. It details support mechanisms that may be put in place to help these students reach their full potential and makes suggestions for the introduction of measures at institutional level to ensure compliance with current legislation. This is an area, identified from the literature search, that has not, until now, been the focus of any substantial research activity and thus the findings form an original and significant contribution to knowledge in this field. The findings are not only intrinsically interesting but will also be of use to practitioners of mathematics, support staff, staff developers and policy makers in higher education. A literature review gives historical background on the development of education in general, and mathematics in particular, in the UK. The main theories and problems associated with developmental dyslexia are also given. Surveys were undertaken to determine the extent of mathematics learning support in UK universities and also to determine the extent of the provision of mathematics support to dyslexic students. Using case study research and by providing one-to-one mathematics support, the difficulties encountered by dyslexic students were investigated. Related work is an exploratory study into the use of different media combinations in Computer Assisted Assessment. Additionally, an in-depth case study of the Mathematics Learning Support Centre at Loughborough University has been undertaken and is reported in detail with recommendations for changes suggested. The results of this research show that mathematics learning support is widespread and often essential to bridge the gap between school mathematics and university level mathematics but specialist mathematical support for dyslexic students is rarely available. It is determined that dyslexic students can be impeded in their learning and understanding of mathematics as a direct result of their dyslexia. Recommendations for further study in some areas and future lines of inquiry in others are suggested.

Teaching speaking is an area of language education which is frequently neglected in English classes in Turkey. This dissertation reports on an action research study designed to address this problem. The study involved data collection through interviews, questionnaires, and observations, as a way of eliciting students’ views as a means to improve speaking classes and to outline the impact of student negotiation on students’ classroom participation and performance. The research, conducted in the ELT Department at a university in Turkey, comprised three different stages. In the first reconnaissance phase, initial data were collected to understand the classroom context. This informed the second stage, comprising eight weekly-based interventions that involved planning, action, observation and reflection, in which students were given a voice and classroom activities were designed accordingly. In the third stage, the final data were collected to understand the effectiveness of student negotiation. According to the findings, students wanted more opportunities to practise spoken language in class. Student negotiation allowed for the design of classes according to students’ needs and wants, with students becoming more motivated to engage in classroom activities. This led to the development of more positive attitudes towards speaking classes, and more positive perceptions of their speaking ability were reported at the end of the term, together with increased classroom participation, greater willingness to communicate, higher self-esteem, and lower levels of anxiety. The findings also suggested that student negotiation is likely to impact on students’ and teachers’ professional development. The study has a number of implications for both the teaching of speaking and for research: it demonstrates the significance of student engagement in classroom activities, made possible through designing activities which take into account students’ views and perceptions. Student negotiation and attention to students’ needs and wants would appear to promote a high level of student participation, increased motivation and more positive attitudes towards speaking classes. Further research studies, and specifically, more action research, should be conducted in Turkey to generate practical implications to improve classroom practice.

No description available.

The purpose of the thesis is to explore excellence in Enquiry-Based Learning (EBL), its philosophical underpinnings, pedagogical implications and possibilities. How pedagogic devices can be used to encourage tutors' reflections on EBL, and is concerned with producing and sharing knowledge in relation facilitating student-centred teaching and learning practices. The study is in the tradition of practitioner research, where my role was that of an educational developer at the Centre for Excellence in Enquiry-based Learning. It is centred around the development of EBL models as pedagogic instruments to facilitate tutors' reflections on their practice. The thesis investigates how to facilitate the incorporation of more student-centred approaches into tutors' practice in a UK university through employing EBL models as a tool for reflection, how these models were introduced to tutors, and the findings from the process. A critical action research approach was undertaken for the educational development practitioner research journey. The primary methods of data collection consisted of interviews with students and tutors, and data obtained during individual reflections and group discussions in a series of workshops that involved tutors studying EBL models. Thirty-one tutors were involved in these workshops and interviews where they quantitatively and qualitatively explored multiple dimensions of teaching and learning. Content analysis of the results was conducted on the data with an emphasis on dilemma analysis to gain insights into tutors' decisions about their practice, and an empirical abductive strategy was employed to inform the development of new EBL models. In the course of the action research phases two new EBL models were iteratively developed informed by the literature and stakeholders. Finally, a new Student Involvement in Learning and Teaching Model was proposed, empirically abducted from student narratives derived from photo-elicited interviews. This Model constituted the development of a new conceptual framework for thinking about EBL within the context of broader teaching and learning practice. This study articulates new student involvement dimensions which conveyed the nature of power within the proximal processes of teaching and learning. The thesis contributes towards the practice of educational development by documenting both the process and outcomes of introducing EBL and learning and teaching models to tutors as reflective instruments, and by proposing a new perspective on excellence in EBL where student involvement is enhanced when reciprocal power relationships exist in the proximal processes between tutors and students. Tutor decisions were framed as a series of dilemmas created by external contextual influences (the University social micro, meso, exo and macro-systems); and internal factors (the tutors' personal force-resource characteristics) which affected tutors' reported actual and espoused ideal practice. The data demonstrated that most tutors espoused including more EBL, but they preferred an incremental change in their practice.

Sandstedt, Thomas (2013) – On Recruitment in Academia in the Cases of Department Heads and Research Students   This thesis study how academic and scientific culture act and handle the balance between different interests, demands and preferences and what is considered central and valuable in the leading and managing within universities in Sweden. These are set against each other whenever department heads and research students are to be recruited.  Questions are asked whether procedures come into play when recruiting heads of department, and whether the final choice is determined by regulations and/or academic norms. There has only been marginal research in the field. The recruitment of department heads has not been statutory since 1993, while admission to research studies is regulated in detail.  The study was implemented before the autonomy reform of 2011. Central and local regulatory systems between 1993 and 2011 form the juridical framework of the study.       My frame of reference is a New Institutional Theory approach together with studies of the environment, history and traditions of academia.  The basis of the studied context is the scholarly community of academics.  Demands from government and parliament as expressed in regulatory systems, general guidelines, funding, policies and letters of regulation have also been taken into account within the reference frame.  The empirical material consists of interviews with professors including associate professors conducted in seven universities and eight departments between 2007 and 2009. The results show that there are certain rules of the game that are applied when department heads and research students are being recruited, which give an indication of what is considered valuable for internal management within Swedish universities. The recruitment processes are informal, collegial and institutionalized. When department heads are recruited all colleagues have the possibility to participate, whereas when research students are recruited the group involved is more limited.  In the latter case it is financing as well as the role of the supervisor that seem to play the crucial role in finding the most suitable doctoral student. Internal criteria are reformulated into rules of the game by colleagues and the process is situation-bound. These rules are based on collegial and scholarly interests, demands, norms, traditions and values. Informal criteria offer the opportunity for flexibility and situational adaptation when departments choose their head. These criteria contribute to limiting the number of candidates, which may make it difficult to find the right person. The students admitted to research education are expected to be able to profit by such education and to possess a scientific attitude. These requirements may vary from one admission to another, and the impression is that the circle of potential research students is limited.

In der 4.Sächsischen Studierendenbefragung wurden die Studierenden an den sächsischen Universitäten, Fachhochschulen und Kunsthochschulen zur Qualität von Studium und Lehre sowie ihren Bildungswegen befragt. Im Vergleich mit den Vorgängerstudien kann eine Verbesserung der Studienqualität beobachtet werden. Gleichzeitig wird der Bachelorabschluss zunehmend als berufsqualifizierender Abschluss auf dem Arbeitsmarkt akzeptiert. Zusätzlich enthält die Studie zwei besondere Schwerpunkt. Mit einer Reihe von Fragen wurde das Studienerleben und die Teilnahme an Lehrveranstaltungen sowie Prüfungsleistungen im Distanzunterricht während der Corona-Pandemie erfragt. So kann aufgezeigt werden, wie Studierende mit dieser Umstellung umgegangen sind und dass die allermeisten Studierenden diese Herausforderungen gut bewältigt haben. Gleichwohl gibt es eine relevante Gruppe, die größere Schwierigkeiten berichtete. Weiterhin nahmen Fragen zum Beratungsangebot, dem vielfältigen Beratungsbedarf und Belastungen im Studium einen breiten Raum ein. Für Sachsen liegen damit erstmalig aussagekräftige Daten zum studentischen Belastungserleben und Nutzungsverhalten von Beratungs- und Unterstützungsangeboten inkl. der Onlineberatung vor.:ZUSAMMENFASSUNG IV 1. EINLEITUNG 1 2. DAS PROFIL DER STUDIERENDEN 5 2.1 STUDIERENDE NACH HOCHSCHULTYP, FÄCHERGRUPPEN UND STUDIENBEREICHEN 5 2.2 STUDIERENDE NACH ART DES ANGESTREBTEN STUDIENABSCHLUSS 11 2.3 STUDIERENDE NACH GESCHLECHT 13 2.4 STUDIERENDE NACH ALTER 16 2.5 STUDIERENDE NACH NATIONALSTAATLICHER HERKUNFT 17 2.6 STUDIERENDE NACH DER BILDUNGSHERKUNFT 19 2.7 STUDIERENDE MIT KÖRPERLICHEN UND GESUNDHEITLICHEN BEEINTRÄCHTIGUNGEN 23 3. STUDIENBEDINGUNGEN UND STUDIERVERHALTEN 26 3.1 STUDIENQUALITÄT, LEISTUNGSANFORDERUNGEN UND SOZIALES KLIMA 26 3.1.1 Studienqualität 28 3.1.2 Leistungsanforderungen 31 3.1.3 Soziales Klima 34 3.2 DURCHFÜHRUNG DER LEHRE 35 3.2.1 Qualität der Lehrveranstaltungen 37 3.2.2 Unterstützung durch die Lehrenden 40 3.2.3 Digitale Kompetenzen der Lehrenden 43 3.2.4 Probleme bei der Lehrorganisation 45 3.3 KOMPETENZERWERB 47 3.4 STUDIERENDE AN DER HOCHSCHULE 53 3.4.1 Lernkompetenz und Zugehörigkeits- und Vertrautheitsgefühle 53 3.4.2 Studentische Mitwirkung 57 3.4.3 Anwesenheit in Lehrveranstaltungen 59 3.5 GESAMTZUFRIEDENHEIT UND KONSTANZ IN DER STUDIENENTSCHEIDUNG 62 3.5.1 Gesamtzufriedenheit mit dem Studium 62 3.5.2 Konstanz der Studienentscheidung 64 4. BERATUNGS- UND SERVICEANGEBOTE – NUTZUNG UND BEWERTUNG 67 4.1 INANSPRUCHNAHME VON BERATUNGSANGEBOTEN 68 4.1.1 Häufigkeit der aufgesuchten Beratung in den letzten 12 Monaten 68 4.1.2 Beratungsthemen 79 4.2 NUTZUNG UND BEWERTUNG DER BERATUNGS- UND SERVICEANGEBOTE 94 4.2.1 Nutzung der Beratungsanbieter 94 4.2.2 Bewertung der Beratungs- und Unterstützungsangebote 96 4.2.3 Wunsch nach größerem Beratungs- und Unterstützungsangebot 99 4.3 EINSTELLUNGEN ZUR ONLINEBERATUNG 104 5. STUDIEREN WÄHREND DER CORONA-PANDEMIE 118 5.1 TEILNAHME AN LEHRVERANSTALTUNGEN 118 5.1.1 Gründe für die Nichtteilnahme an Lehrveranstaltungen 121 5.1.2 Gründe für den Abbruch der Teilnahme an Lehrveranstaltungen 123 5.2 TEILNAHME AN PRÜFUNGSLEISTUNGEN 125 5.2.1 Gründe für nicht-abgelegte Prüfungsleistungen 127 5.2.2 Kenntnis und Nutzung einer Freiversuchsregelung 128 5.3 VERMUTETE LANGZEITFOLGEN DER PANDEMIE 131 5.4 DIGITALE LEHRE 136 5.4.1 Belastungen und Erleichterungen durch die digitale Lehre 137 5.4.2 Digitale Lehrformen als Ergänzung zur Präsenzlehre 142 6. WEGE ZUM STUDIUM, DURCH DAS STUDIUM UND NACH DEM STUDIUM 146 6.1 WEGE ZUM STUDIUM 146 6.1.1 Gründe für die Wahl der Hochschule 146 6.1.2 Hochschulzugang und Vorbildung 151 6.1.3 Region der Hochschulzugangsberechtigung 159 6.2 WEGE IM STUDIUM 162 6.2.1 Pläne der Bachelorstudierenden 162 6.2.2 Der Weg zum Masterstudium 168 6.2.3 Praktika und Auslandsaufenthalte 176 6.2.4 Studienunterbrechung 182 6.3 NACH DEM STUDIUM 188 6.3.1 Wunschregion des Berufseinstiegs 188 6.3.2 Wünsche und Ziele für Berufs- und Lebensweg 191 6.3.3 Informationsstand über berufliche Perspektiven bei angehenden Mediziner:innen 193 7. LITERATURVERZEICHNIS 194 A. METHODISCHE ANMERKUNGEN UND DATENGRUNDLAGE 197 A.1 GRUNDGESAMTHEIT UND STICHPROBE 197 A.2 ERSTELLUNG DES FRAGEBOGENS UND DURCHFÜHRUNG DER BEFRAGUNG 197 A.3 RÜCKLAUF UND DATENQUALITÄT 200 ABBILDUNGSVERZEICHNIS 203 TABELLENVERZEICHNIS 206 B. TABELLEN UND GRAFIKEN 209 C. FRAGEBOGEN 278 HOCHSCHULE UND STUDIENGANG 284 STUDIENFACH- UND STUDIENORTWAHL, ORIENTIERUNGSPHASE 291 STUDIENSITUATION UND LEHRQUALITÄT 293 FRAGEN ZUR BERATUNG 303 STUDIEREN WÄHREND DER CORONA-PANDEMIE 308 STUDIENVERLAUF UND STUDIENPLANUNG 314 GESAMTEINSCHÄTZUNG/ ZUFRIEDENHEIT 324 ANGABEN ZUR PERSON 325