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1.
Graham Webb 《Studies in Continuing Education》2013,35(1-2):70-77
This paper looks at the idea of reflective practice in the context of educational and staff development. The main elements of reflective practice and differences in the approach of the ‘expert’ in comparison with the ‘reflective practitioner’ are outlined. Notions of reflection‐in‐action and reflection‐on‐action are then taken up and elaborated. In particular, understanding, self‐understanding and openness are considered to be important for reflection‐in‐action. These are briefly considered and located within the tradition of interpretation, or hermeneutics. Reflection‐on‐action is then discussed and found to be very important for reflection‐in‐action. It is suggested that for busy, professional practitioners, reflection‐on‐action often comes under severe pressure and is the ‘endangered species’ of reflective practice. 相似文献
2.
Robert Hopper 《Communication quarterly》2013,61(3):228-236
Taken‐for‐granteds (TFGs), or uncoded propositions, seem to be as vulnerable to Janguage‐action analysis as is speech. The present essay provides some beginnings to such analysis. Taken‐for‐granteds are described in a brief literature review as being constituted of reflexive relations of patterns and parts‐the parts are micro‐details of messages; the patterns are frames. Following Goffman, a line of research called “frame analysis” is proposed to describe TFG use. Several areas of inquiry are sketched briefly, including: alignment talk, analysis of frame genres, male‐female conversation, and patterns of myth. 相似文献
3.
Face‐to‐face education and distance education, viewed as differing sets of organisational provisions for the fostering of learning, emphasize different kinds of learning processes, and depend upon somewhat different psychological properties in learners. Nonetheless, all practical learning settings, whether they are labelled ‘school’, ‘adult education’, ‘distance education’, or something else, involve a mixture of face‐to‐face learning and distance learning. The psychological difference between the two kinds of setting is thus note purely qualitative in nature, but is also quantitative: for instance, certain learner characteristics which are useful in face‐to‐face learning (discussed in detail in the body of the present paper) are indispensible for distance learning, while certain processes which are at the heart of distance learning (also dis‐cusssed in detail later) are often given little emphasis in face‐to‐face settings, although they are in principle possible and even desirable there. The question thus arises of whether it would not be desirable to give more emphasis in face‐to‐face settings to psychologically desirable aspects of distance learning. 相似文献
4.
Regis Terpend Ph.D. Thomas F. Gattiker Ph.D. Scott E. Lowe Ph.D. 《Decision Sciences Journal of Innovative Education》2014,12(2):149-173
Faculty and students are increasingly faced with the opportunity to use electronic versions of textbooks (e‐texts). Despite the advantages of e‐texts and recent advances in technology, evidence suggests that students are still reluctant to adopt and use e‐texts. This situation leads us to investigate two research questions: What factors contribute to students’ acceptance of e‐texts? Are there differences between hardcopy texts and e‐texts when it comes to course grade? We draw on a variety of perspectives (i.e., psychology, management information systems, economics, environmental studies) to build a framework that allows us to determine the motivations of students for adopting e‐texts, and the learning outcomes of e‐text adoption. Data was collected via a survey administered in the business school of a metropolitan university with approximately 20,000 students, located in the western United States. Results suggest that perceived ease‐of‐use and the price of e‐texts relative to hardcopy texts are two key motivators in e‐text adoption, while perceived usefulness, Internet self‐efficacy and environmental concerns are not significant motivators. However, there was no significant difference in the grades of e‐text adopters compared to hardcopy adopters. We conclude this paper by discussing the implications of our findings for educators. 相似文献
5.
Trustees versus Directors,Whom Do They Serve? Boards,For‐Profits and the Public Good in the United States 
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下载免费PDF全文 Bonnie Fox Garrity 《Higher Education Quarterly》2015,69(1):37-57
Postsecondary education in the United States is provided by public, not‐for‐profit and for‐profit institutions. Public and not‐for‐profit institutions are expected to serve the public good due to state control or chartering requirements; for‐profit institutions are not. Therefore, the decision to serve the public good is vested in the board. The for‐profit director's role as representative of shareholders' interests does not ensure deference to the public good. Currently, national priorities are aligned with shareholder interests creating an environment ripe for expansion of for‐profit education. However, there are implications as national priorities shift to positions that do not complement shareholder interests. Most critically, continued growth of for‐profit postsecondary education may lead to a reduction of service of the public good by all institutions. Private institutions (not‐for‐profit or for‐profit) exist in every large country; therefore, a thorough analysis of the legal distinctions among sectors is encouraged to understand the implications of growth. 相似文献
6.
Pre‐test‐post‐test control group designs are well suited to investigating effects of educational innovations and are common in educational research. They are frequently analysed by means of an ANOVA on change scores, or, what amounts to the same thing, a repeated measures ANOVA to test the treatment by occasion interaction. Although the analysis of change scores has intuitive appeal, such analyses are often inappropriate. An ANCOVA on post‐test scores, with pre‐test scores as co‐variate usually provides a more appropriate and informative analysis. Advantages of the ANCOVA approach are explained and illustrated using SPSS‐X analyses of fabricated data sets. 相似文献
7.
Vrest Orton James E. Roever Henry Z. Scheele Robert G. Gunderson J. Jeffery Auer Stephen B. Voigt 《Communication quarterly》2013,61(2):103-104
This study examines editorial photography in nine major erotica magazines to determine how pictures vary as a function of the social class, gender and sexual preference of the intended readership. The analysis reveals that upwardly‐mobile, heterosexual men are treated to idealized images, whereas working‐class, heterosexual men are presented with more mundane yet highly‐sexualized images. Heterosexual women are provided with photographs of nude males in a low‐sexual context. Magazines for homosexual men present images, except for gender, very similar to those created for upwardly‐mobile, heterosexual men. These patterns are discussed from a functionalist perspective to show how erotica magazines contribute to social‐order maintenance. 相似文献
8.
We report two training studies designed to investigate the relation between phonological awareness, sound‐to‐letter mapping knowledge, and printed word learning in novice five‐year‐old readers. Effects of visual memory and of teaching methods are also explored. In our first study, novice five‐year‐old readers able to segment initial phonemes and with good knowledge of mappings between sounds and letters learned words more easily from repeated exposure to texts. Results suggested that visual memory influenced word learning in non‐segmenting but not in segmenting children. Spelling regularity did not affect ease of learning. Nouns were easier to learn than function words. In the second study, although phonological awareness and sound‐to‐letter mapping knowledge still exerted a significant influence, all novice five‐year‐olds were able to learn words more easily if these were taught out‐of‐context singly on flashcards. Results support the view that mental representations of printed words are more easily formed by beginners who are able to match at least some of the phonological segments detected in the spoken word to letters in the printed word. 相似文献
9.
This paper examines some of the ways gifted students are said to be different from non‐gifted students by comparing the responses of 475, 9‐year‐old “gifted” students with those of 230 average‐attaining 13‐year‐old students on the same mathematical problem‐solving questions. The questions were specifically written for mathematically gifted 9 year olds as part of the World Class Tests project. The performance and approaches used by students in the two samples were found to be very similar, as was the frequency of different responses to the questions, suggesting that many of the mathematically “gifted” are not qualitatively different in their problem‐solving approaches from students of average ability, but are merely precocious. 相似文献
10.
Brigitte Berendt 《Higher Education in Europe》1989,14(2):69-75
In virtually all the countries of the world, the need for staff‐development programmes for university and other higher education teachers has been recognized. Because the developed countries of Europe and of North America have a head start in the domain, specialists from these countries have frequently been called upon to create and to offer staff‐development programmes in the universities of developing countries. This article discusses the appropriateness of European conceptions of staff‐development for African universities. Concluding that Euro‐centric staff‐developers and pre‐packaged European programmes are not appropriate, that they run the risk of becoming a form of cultural neo‐colonialism, the author considers ways in which European specialists can collaborate with their African colleagues in the structuring of staff‐development programmes that are not only African‐centred but are geared to the real needs of African universities as they are perceived by Africans themselves. If the author's suggestions are accepted, African universities will be able to make use of those aspects of European staff‐development concepts and programmes which have universal value without having to accept European cultural tutelage along with them. 相似文献
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12.
Diane D. Chapman 《Performance Improvement Quarterly》2004,17(4):31-49
ABSTRACT This survey‐based study addressed a perceived gap between training performance evaluation practice and decision‐making criteria required in business. Training professionals and non‐training managers in North Carolina were surveyed. The study found that the groups differ in the performance measures that motivate them to act on training issues. Non‐training managers preferred measurements of productivity, organizational climate, product quality, cost, and customer service reports. Training professionals preferred measures of opinions of the trainee's supervisor, end‐of‐training exam scores, progress/work performance reports, and opinions of the trainee. The study concluded that (1) training professionals and non‐training managers react to different training performance measures; (2) training professionals are more likely to react to job/individual‐level performance measures; (3) non‐training managers are more likely to rely on organizational‐level measures; (4) non‐training managers are not primarily concerned with converting training benefits to dollar figures; (5) on‐the‐job tests and customer service reports are valued by both the training profession and business and industry; and (6) the low response suggests a potential lack of interest for the strategic position of the training function. 相似文献
13.
Elizabeth Dunphy 《International Journal of Early Years Education》2009,17(1):3-16
Issues of pedagogy are critical in all aspects of early childhood education. Early childhood mathematics is no exception. There is now a great deal of guidance available to teachers in terms of high‐quality early childhood mathematics teaching. Consequently, the characteristics of high‐quality early childhood mathematics education are clearly identifiable. Issues such as building on young children’s prior‐to‐school knowledge; engaging children in general mathematical processes; and assessing and documenting children’s learning are some of the key aspects of high‐quality early childhood mathematics education. The extent to which teachers of four‐ and five‐year‐old children in primary schools in Ireland incorporate current pedagogical guidance in early childhood mathematics education was explored in 2007 in a nationally representative questionnaire survey of teachers of four‐ and five‐year‐old children attending primary schools. This paper presents some of the findings of the study in relation to teachers’ self‐reported challenges, difficulties and priorities in teaching early childhood mathematics. Implications are drawn for professional development, curriculum guidance and educational policy. 相似文献
14.
R. Philip Chalmers 《Journal of Educational Measurement》2015,52(2):200-222
A mixed‐effects item response theory (IRT) model is presented as a logical extension of the generalized linear mixed‐effects modeling approach to formulating explanatory IRT models. Fixed and random coefficients in the extended model are estimated using a Metropolis‐Hastings Robbins‐Monro (MH‐RM) stochastic imputation algorithm to accommodate for increased dimensionality due to modeling multiple design‐ and trait‐based random effects. As a consequence of using this algorithm, more flexible explanatory IRT models, such as the multidimensional four‐parameter logistic model, are easily organized and efficiently estimated for unidimensional and multidimensional tests. Rasch versions of the linear latent trait and latent regression model, along with their extensions, are presented and discussed, Monte Carlo simulations are conducted to determine the efficiency of parameter recovery of the MH‐RM algorithm, and an empirical example using the extended mixed‐effects IRT model is presented. 相似文献
15.
Martha J. Koch 《Educational Measurement》2013,32(4):2-15
Implications of the multiple‐use of accountability assessments for the process of validation are examined. Multiple‐use refers to the simultaneous use of results from a single administration of an assessment for its intended use and for one or more additional uses. A theoretical discussion of the issues for validation which emerge from multiple‐use is provided focusing on the increased stakes that result from multiple‐use and the need to consider the interactions that may take place between multiple‐uses. To further explore this practice, an empirical study of the multiple‐use of the Education Quality and Accountability Office Grade 9 Assessment of Mathematics, a mandatory assessment administered in Ontario, Canada, is presented. Drawing on data gathered in an in‐depth case study, practices associated with two of the multiple‐uses of this assessment are considered and evidence of ways these two uses interact is presented. Given these interactions, the limitations of an argument‐based approach to validation for this instance of multiple‐use are demonstrated. Some ways that the process of validation might better address the practice of multiple‐use are suggested and areas for further investigation of this frequently occurring practice are discussed. 相似文献
16.
David Boud 《Assessment & Evaluation in Higher Education》1989,14(1):20-30
While the educational benefits of student self‐assessment are being increasingly recognised and self‐assessment procedures introduced into post‐secondary courses of many different kinds, the use of self‐assessment for grading purposes is a more controversial matter. Is there a role for student self‐assessment in formal assessment proceedings? If there is to be a role, what should it be? This paper focuses on these questions and examines why a marking role for self‐assessment should be considered and what evidence is available on the reliability of student‐generated marks. The implications of these findings are considered and strategies are proposed to improve student markers reliability and to incorporate self‐assessment indirectly into the formal assessment process. 相似文献
17.
Jaap Scheerens 《School Effectiveness & School Improvement》2013,24(1):61-80
Abstract Educational systems can quite easily be described in terms of a context‐input‐process‐output model. Likewise systems of educational indicators ‐‐ i.e. statistics on key aspects of educational systems that are of evaluative relevance ‐ can be categorized as context, input, process and output‐indicators. Process‐indicators are the subject of this paper. The rationale for selecting the process‐indicators chosen here was to look for those school‐ and teaching characteristics that are positively associated with educational achievement. The research literature on school and teaching effectiveness is the most relevant for this. An attempt has been made to formulate a comprehensive model of school and teaching effectiveness and to use this as the basis for a list of the most promising process‐indicators. Some of the key process‐variables that are proposed include stimulating environmental factors, achievement oriented policies, educational leadership, amount of instruction, learning opportunities, structured teaching, collaborative planning and evaluative potential of schools. The problems of constructing and using process‐indicators based on these variables are discussed from the perspectives of macro‐, meso‐ and micro‐level applications of educational indicator systems. 相似文献
18.
Meagan D. O&#x;Malley Leora Wolf‐Prusan Cecilia Lima Rodriguez Randy Xiong Mary Rose Swarts 《Psychology in the schools》2019,56(2):255-275
Threat‐assessment procedures are advanced for their utility in reducing racial disparities in punitive and exclusionary school discipline outcomes. Generally unexamined, however, is bias in who gets referred for school‐based threat assessment and under what circumstances. Cultural‐competence considerations hold promise for addressing sources of bias in the evaluation of threats made in the school setting. Using a quantitative approach, this systematic literature review examines the degree to which contemporary cultural‐competence considerations are embedded in 24 school‐based threat‐assessment articles published between 2007 and 2017. Results indicate generally poor coverage of considerations for cultural competence both within and across threat‐assessment articles. An analysis of change in cultural‐competence considerations by year of publication suggests that more recently published threat‐assessment literature has generally not integrated concurrent advancements in concepts of cultural competence. Preliminary guidance for incorporating contemporary cultural‐competence considerations into school‐based threat‐assessment procedures are provided. 相似文献
19.
The ‘at‐risk’ child has become a topic of increasing concern to American educators. It has been estimated that fully one‐third of all school‐age children are currently at risk for academic failure, and a recent report on pre‐school‐age children suggests that all are at risk to some degree. This article explores contemporary constructions and constructions over time in an effort to deconstruct the notion of the ‘at‐risk’ child and to examine how meaning is produced and to what end. The theoretical and historical material provide a framework in which data from a statewide survey of school administrators, regarding their preferences for pre‐kindergarten programs, are interpreted. 相似文献
20.
Jane Blanken‐Webb 《Educational theory》2014,64(1):55-74
In this analysis Jane Blanken‐Webb extends Elliot Eisner's account of how learning in the arts contributes to the creation of mind. Drawing on the psychoanalytic theory of D. W. Winnicott, Blanken‐Webb argues that the acts of meaning making to which Eisner attends rely on a prior developmental achievement — namely, the establishment of self‐in‐relation‐to‐world. This prior development is important to recognize in order to appreciate all that is at stake and at play within acts of meaning making. To demonstrate this, Blanken‐Webb points to reverberations of an earlier process of psychological differentiation embedded within such acts that are crucial for aesthetic experience and that carry on a continual process of refinement of self‐in‐relation‐to‐world. While Eisner has a great deal to offer regarding the importance of providing students access to multiple forms of representation, this perspective adds that in doing so we are expanding on a foundation of self‐in‐relation‐to‐world, thus facilitating an educational unfolding that is much deeper than we typically recognize. 相似文献