Clinton Golding
Biographic Data
| ID | 2039575 |
|---|---|
| NAME | Clinton Golding |
| GIVEN NAMES | Clinton |
| FAMILY NAME | Golding |
| SIGNATURE | GOLDING C |
| AFFILIATIONS | University of Otago |
| VERIFIED | No |
| TOTAL WORKS | 15 |
| TOTAL CITATIONS | 13 |
| AUTHOR COUNT | 15 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2008 |
| LATEST PUBLICATION YEAR | 2020 |
| H-INDEX | 2 |
Why be a head of department? Exploring the positive aspects and benefits
The academic department is a key administrative unit in universities, and so heading, or chairing, a department is a key role. However, it is also known to be a challenging role and academics are often reluctant assume this position. Despite its importance, the head's role has not received sufficient academic attention and needs further exploration. Existing research tends to focus on how to be an effective head and overcome common challenges, bu…
Educational theory without labels
What comes after postmodernism? I suggest we make it an era without labels. We don’t need a new label for the new era; we need a new way of thinking without labels. It is time to talk and write abo
For Example? A Philosophical Case Study of Some Problems When Abstract Educational Theory Ignores Concrete Practice
Journal Article For Example? A Philosophical Case Study of Some Problems When Abstract Educational Theory Ignores Concrete Practice Get access Clinton Golding Clinton Golding Correspondence: Clinton Golding, University of Otago, Higher Education Development Centre, Dunedin, New Zealand. Email: [email protected] Search for other works by this author on: Oxford Academic Google Scholar Journal of Philosophy of Education, Volume 51, Issue 2…
Evaluate to improve
Many teachers in higher education use feedback from students to evaluate their teaching, but only some use these evaluations to improve their teaching. One important factor that makes the difference is the teacher’s approach to their evaluations. In this article, we identify some useful approaches for improving teaching. We conducted focus groups with award-winning university teachers who use student evaluations to improve their teaching, and we …
Can you increase teacher engagement with evaluation simply by improving the evaluation system
We know various factors can influence how teaching staff engage with student evaluation, such as institutional policies or staff beliefs. However, little research has investigated the influence of the technical processes of an evaluation system. In this article, we present a case study of the effects of changing the technical system for administering student evaluations at one New Zealand university. We develop a socio-technical model of the inst…
How to Do Things with Mouse Clicks
This article addresses learning in desktop virtual worlds where students role play for professional education. When students role play in such virtual worlds, they can learn some knowledge and skills that are useful in the physical world. However, existing learning theories do not provide a plausible explanation of how performing non-verbal virtual-world actions (e.g. performing a virtual chest examination in a virtual hospital) can lead to the l…
Assessing the doctoral thesis when it includes published work
In this article we explore how examiners assess a thesis that includes published work. An online survey was used to gather data on approaches to assessing publication-based theses (PBTs). The respondents were 62 supervisors who had experience examining PBTs across a range of disciplines at a research-intensive university in New Zealand. Nearly half of the respondents had examined ‘hybrid’ theses with papers inserted as chapters, 41% had examined …
The Community of Inquiry
What examiners do
Although many articles have been written about thesis assessment, none provide a comprehensive, general picture of what examiners do as they assess a thesis. To synthesise this diverse literature, we reviewed 30 articles, triangulated their conclusions and identified 11 examiner practices. Thesis examiners tend to be broadly consistent in their practices and recommendations; they expect and want a thesis to pass, but first impressions are also ve…
We Made Progress
The Teacher as Guide
This article explains how teachers might navigate inquiry learning despite the experience of a constant tension between abandoning their students and controlling them. They do this by conceiving of themselves as guides who decide the path with students, not for them. I build on a conception of teaching as guiding from Burbules, and argue that inquiry teachers should take the particular stance of an expedition-educator (rather than the stance of e…
Educating Philosophically
Educating Philosophically: The educational theory of Philosophy for Children." Educational Philosophy and Theory, 43(5), pp. 413–414
Making Sense
The Many Faces of Constructivist Discussion
Although constructivist discussions in the classroom are often treated as if they were all of the same kind, in this paper I argue that there are subtle but important distinctions that need to be made. An analysis of these distinctions shows that there is a continuum of different constructivist discussions. At one extreme are teacher‐directed discussions where students are led to construct the ‘correct’ understanding of a pre‐decided conclusion; …
Ethics and the Community of Inquiry
(2008). Ethics and the Community of Inquiry: Education for Deliberative Democracy ‐ by Burgh, G., Field, T., & Freakley, M. Educational Philosophy and Theory: Vol. 40, No. 3, pp. 460-462
The Community of Inquiry
The Teacher as Guide
This article explains how teachers might navigate inquiry learning despite the experience of a constant tension between abandoning their students and controlling them. They do this by conceiving of themselves as guides who decide the path with students, not for them. I build on a conception of teaching as guiding from Burbules, and argue that inquiry teachers should take the particular stance of an expedition-educator (rather than the stance of e…
We Made Progress
The Many Faces of Constructivist Discussion
Although constructivist discussions in the classroom are often treated as if they were all of the same kind, in this paper I argue that there are subtle but important distinctions that need to be made. An analysis of these distinctions shows that there is a continuum of different constructivist discussions. At one extreme are teacher‐directed discussions where students are led to construct the ‘correct’ understanding of a pre‐decided conclusion; …
Why be a head of department? Exploring the positive aspects and benefits
The academic department is a key administrative unit in universities, and so heading, or chairing, a department is a key role. However, it is also known to be a challenging role and academics are often reluctant assume this position. Despite its importance, the head's role has not received sufficient academic attention and needs further exploration. Existing research tends to focus on how to be an effective head and overcome common challenges, bu…
Ethics and the Community of Inquiry
(2008). Ethics and the Community of Inquiry: Education for Deliberative Democracy ‐ by Burgh, G., Field, T., & Freakley, M. Educational Philosophy and Theory: Vol. 40, No. 3, pp. 460-462
Making Sense
The Many Faces of Constructivist Discussion
Although constructivist discussions in the classroom are often treated as if they were all of the same kind, in this paper I argue that there are subtle but important distinctions that need to be made. An analysis of these distinctions shows that there is a continuum of different constructivist discussions. At one extreme are teacher‐directed discussions where students are led to construct the ‘correct’ understanding of a pre‐decided conclusion; …
Educating Philosophically
Educating Philosophically: The educational theory of Philosophy for Children." Educational Philosophy and Theory, 43(5), pp. 413–414
The Teacher as Guide
This article explains how teachers might navigate inquiry learning despite the experience of a constant tension between abandoning their students and controlling them. They do this by conceiving of themselves as guides who decide the path with students, not for them. I build on a conception of teaching as guiding from Burbules, and argue that inquiry teachers should take the particular stance of an expedition-educator (rather than the stance of e…
We Made Progress
What examiners do
Although many articles have been written about thesis assessment, none provide a comprehensive, general picture of what examiners do as they assess a thesis. To synthesise this diverse literature, we reviewed 30 articles, triangulated their conclusions and identified 11 examiner practices. Thesis examiners tend to be broadly consistent in their practices and recommendations; they expect and want a thesis to pass, but first impressions are also ve…
Assessing the doctoral thesis when it includes published work
In this article we explore how examiners assess a thesis that includes published work. An online survey was used to gather data on approaches to assessing publication-based theses (PBTs). The respondents were 62 supervisors who had experience examining PBTs across a range of disciplines at a research-intensive university in New Zealand. Nearly half of the respondents had examined ‘hybrid’ theses with papers inserted as chapters, 41% had examined …
The Community of Inquiry
Evaluate to improve
Many teachers in higher education use feedback from students to evaluate their teaching, but only some use these evaluations to improve their teaching. One important factor that makes the difference is the teacher’s approach to their evaluations. In this article, we identify some useful approaches for improving teaching. We conducted focus groups with award-winning university teachers who use student evaluations to improve their teaching, and we …
Can you increase teacher engagement with evaluation simply by improving the evaluation system
We know various factors can influence how teaching staff engage with student evaluation, such as institutional policies or staff beliefs. However, little research has investigated the influence of the technical processes of an evaluation system. In this article, we present a case study of the effects of changing the technical system for administering student evaluations at one New Zealand university. We develop a socio-technical model of the inst…
How to Do Things with Mouse Clicks
This article addresses learning in desktop virtual worlds where students role play for professional education. When students role play in such virtual worlds, they can learn some knowledge and skills that are useful in the physical world. However, existing learning theories do not provide a plausible explanation of how performing non-verbal virtual-world actions (e.g. performing a virtual chest examination in a virtual hospital) can lead to the l…
For Example? A Philosophical Case Study of Some Problems When Abstract Educational Theory Ignores Concrete Practice
Journal Article For Example? A Philosophical Case Study of Some Problems When Abstract Educational Theory Ignores Concrete Practice Get access Clinton Golding Clinton Golding Correspondence: Clinton Golding, University of Otago, Higher Education Development Centre, Dunedin, New Zealand. Email: [email protected] Search for other works by this author on: Oxford Academic Google Scholar Journal of Philosophy of Education, Volume 51, Issue 2…
Educational theory without labels
What comes after postmodernism? I suggest we make it an era without labels. We don’t need a new label for the new era; we need a new way of thinking without labels. It is time to talk and write abo
Why be a head of department? Exploring the positive aspects and benefits
The academic department is a key administrative unit in universities, and so heading, or chairing, a department is a key role. However, it is also known to be a challenging role and academics are often reluctant assume this position. Despite its importance, the head's role has not received sufficient academic attention and needs further exploration. Existing research tends to focus on how to be an effective head and overcome common challenges, bu…
Sociology (12 works) · Psychology (9 works) · Education and Critical Thinking Development (8 works) · Epistemology (8 works) · Law (8 works) · Philosophy (8 works) · Philosophy (8 works) · Political science (8 works) · Higher education (7 works) · Law (7 works)