Lynley Deaker
Datos Biográficos
| ID | 6674924 |
|---|---|
| NOMBRE | Lynley Deaker |
| NOMBRES | Lynley |
| APELLIDO | Deaker |
| FIRMA | DEAKER L |
| AFILIACIONES | University of Otago |
| VERIFICADO | No |
| TOTAL DE OBRAS | 4 |
| TOTAL DE CITAS | 5 |
| TOTAL COMO AUTOR | 4 |
| TOTAL COMO EDITOR | 0 |
| PRIMER AÑO DE PUBLICACIÓN | 2009 |
| AÑO MÁS RECIENTE DE PUBLICACIÓN | 2015 |
| ÍNDICE H | 2 |
Seeking learning outcomes appropriate for ‘education for sustainable development’ and for higher education
This article shares and extends research-based developments at the University of Otago, New Zealand, that seek to explore how students’ worldviews change as they experience higher education with us. We emphasise that sustainability attributes may be described in terms of knowledge, skills and competencies but that these are underpinned by affective attributes such as values, attitudes and dispositions; so that ‘education for sustainable developme…
Tertiary teachers and student evaluations
Internationally, centralised systems of student evaluation have become normative practice in higher education institutions, providing data for monitoring teaching quality and for teacher professional development. While extensive research has been done on student evaluations, there is less research-based evidence about teachers’ perceptions of and engagement with student evaluations, the focus of the research reported in this paper. An interpretiv…
Comparing different measures of affective attributes relating to sustainability
A survey was developed to benchmark the affective sustainability characteristics of an incoming cohort of students in a Polytechnic in New Zealand, with the intention to monitor changes in these attributes as the students experience higher education over subsequent years. The survey contained a number of research instruments as we were interested in exploring how best to record these attributes. This article reports on the comparative efficacy of…
Benchmarking the environmental values and attitudes of students in New Zealand's post‐compulsory education
How much do teachers in tertiary education know about the sustainability characteristics of their incoming students and, if this knowledge were to be available, how could their educational approaches be influenced by this knowledge? In New Zealand, Otago Polytechnic has committed itself to the goal that every graduate may think and act as a sustainable practitioner, and staff are changing their approach to teaching to achieve this. This research …
Benchmarking the environmental values and attitudes of students in New Zealand's post‐compulsory education
How much do teachers in tertiary education know about the sustainability characteristics of their incoming students and, if this knowledge were to be available, how could their educational approaches be influenced by this knowledge? In New Zealand, Otago Polytechnic has committed itself to the goal that every graduate may think and act as a sustainable practitioner, and staff are changing their approach to teaching to achieve this. This research …
Comparing different measures of affective attributes relating to sustainability
A survey was developed to benchmark the affective sustainability characteristics of an incoming cohort of students in a Polytechnic in New Zealand, with the intention to monitor changes in these attributes as the students experience higher education over subsequent years. The survey contained a number of research instruments as we were interested in exploring how best to record these attributes. This article reports on the comparative efficacy of…
Benchmarking the environmental values and attitudes of students in New Zealand's post‐compulsory education
How much do teachers in tertiary education know about the sustainability characteristics of their incoming students and, if this knowledge were to be available, how could their educational approaches be influenced by this knowledge? In New Zealand, Otago Polytechnic has committed itself to the goal that every graduate may think and act as a sustainable practitioner, and staff are changing their approach to teaching to achieve this. This research …
Comparing different measures of affective attributes relating to sustainability
A survey was developed to benchmark the affective sustainability characteristics of an incoming cohort of students in a Polytechnic in New Zealand, with the intention to monitor changes in these attributes as the students experience higher education over subsequent years. The survey contained a number of research instruments as we were interested in exploring how best to record these attributes. This article reports on the comparative efficacy of…
Tertiary teachers and student evaluations
Internationally, centralised systems of student evaluation have become normative practice in higher education institutions, providing data for monitoring teaching quality and for teacher professional development. While extensive research has been done on student evaluations, there is less research-based evidence about teachers’ perceptions of and engagement with student evaluations, the focus of the research reported in this paper. An interpretiv…
Seeking learning outcomes appropriate for ‘education for sustainable development’ and for higher education
This article shares and extends research-based developments at the University of Otago, New Zealand, that seek to explore how students’ worldviews change as they experience higher education with us. We emphasise that sustainability attributes may be described in terms of knowledge, skills and competencies but that these are underpinned by affective attributes such as values, attitudes and dispositions; so that ‘education for sustainable developme…
Pedagogy (4 obras) · Psychology (4 obras) · Sociology (4 obras) · Educational Environments and Student Outcomes (3 obras) · Environmental Education and Sustainability (3 obras) · Higher education (3 obras) · Medical education (3 obras) · Medicine (3 obras) · Political science (3 obras) · Sustainability (3 obras)