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Bert P.M. Creemers 《Educational Research and Evaluation》2013,19(4):343-362
School effectiveness and school improvement have different origins: school effectiveness is more directed to finding out “what works” in education and “why”; school improvement is practice and policy oriented and intended to change education in the desired direction. That means that in the orientation on the outcomes, input, processes, and context in education, school effectiveness and school improvement also have much in common. In the project Effective School Improvement (ESI), the merger of the 2 traditions has been pursued. In the theoretical part different orientations have been analysed and combined in a model for effective school improvement. Based on this analysis the framework is developed for the analysis of the case studies on school improvement projects in the participating countries. 相似文献
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Teaching aquatic science as inquiry through professional development: Teacher characteristics and student outcomes 
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下载免费PDF全文 Kanesa Duncan Seraphin George M. Harrison Joanna Philippoff Paul R. Brandon Thanh Truc T. Nguyen Brian E. Lawton Lisa M. Vallin 《科学教学研究杂志》2017,54(9):1219-1245
We present an inquiry‐based, aquatic science professional development (PD) for upper‐elementary, middle, and high school teachers and examine changes in student outcomes in light of participating teachers’ characteristics and the grade band of the students. Our study lends support to the assertion that inquiry‐ and content‐focused PD, paired with classroom implementation, can effectively improve student learning. Our findings indicate that students improved in their nature of science (NOS) and aquatic science content knowledge and that these changes depended in some ways on the participating teachers’ characteristics and adherence to the program. The students’ improvements were amplified when their teachers adhered more closely to the PD activities during their classroom implementation. The teachers’ previous science PD experience and pre‐PD understanding of inquiry‐based teaching also explained some of the variability in student growth. In both NOS and content, students of teachers with less prior science‐PD experience benefited more. Grade band also explained variation in student outcomes through interactions with teacher‐characteristic variables. In high school, students of teachers with lower pre‐PD inquiry knowledge appeared to learn more about NOS. Our results suggest that inquiry and content training through PD may minimize disparities in teaching due to inexperience and lack of expertise. Our study also demonstrates the value of PD that teaches a flexible approach to inquiry and focuses on underrepresented, interdisciplinary content areas, like aquatic science. © 2017 Wiley Periodicals, Inc. J Res Sci Teach 54:1219–1245, 2017 相似文献
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A large and burgeoning literature has established that mastery goal orientations yield positive cognitive and behavioural
educational outcomes. Less research has focused on the psychological antecedents of adopting mastery goals. The present study
draws upon prominent psychological theories of ac motivation, specifically the expectancy-value theory of Eccles, Wigfield
and colleagues (Wigfield and Eccles 2002), to explore possible antecedents of students’ mastery goals. Based on this theoretical
framework, our study focused on children’s perceptions of their competencies in English and maths and how these related to
intrinsic value and mastery goals for English and maths. Questionnaires were used to gather data about Year 6 (N=60) participants’
perceived competence, intrinsic value and mastery goal orientation, and correlational analyses established the direction and
strength of the relationships between the perceptions. Participants were targeted for follow-up interviews (n=17) according
to a matrix of low and high competence perceptions and mastery goals, with students selected from within each of six focal
groups. Interview responses were reported according to emergent themes, from which we describe how the constructs under consideration
relate to one another and highlight implications for educational practice. 相似文献
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David W. Chapman Audrey Schuh Moore 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》2010,40(4):547-565
What insights and generalisations can be drawn from looking across the work of multiple governmental and non-governmental
organisations aimed at supporting basic education in low and medium income countries? To address this question, this study
analysed findings of nine evaluation meta-studies completed by international assistance organisations, each of which was examining
the effectiveness of their work in basic education over a multi-year period. The value of the underlying project activities
reviewed in these evaluations represents $6–$6–8 billion. Studies analysed with respect to (a) the criteria each used to judge
success of their underlying projects, (b) the extent to which these studies focused on outcomes and impacts, (c) the extent
to which projects were judged sustainable, (d) the adequacy of the project-level evaluations being reviewed, (e) what the
underlying projects accomplished, (f) weaknesses identified in underlying project designs and (g) cost. A major weakness identified
in almost all of the meta-studies reviewed was the paucity of evidence regarding the impact of the project activities in promoting
student learning outcomes. 相似文献
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分析了中国特色高水平高等职业学校的建设要求,提出将中国特色高水平高等职业学校的建设策略分为主线思路和实现策略两个部分,并提出一种通用的中国特色高水平高等职业学校建设主线思路——“坚持学校长期的办学特色方向,以专业群相对集中整合资源,以各种事业平台为载体承担各项建设项目,以项目为抓手推动学校向高水平发展”。认为实现策略是对主线思路的细化,需要厘清学校的办学定位、专业群划分、事业平台载体和可实施的项目,并以长沙商贸旅游职业技术学院为例进行详细分析。 相似文献
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Joanna Higgins Ro Parsons 《International Journal of Science and Mathematics Education》2011,9(2):503-522
Intervention at scale with the aim of improving student participation, engagement and outcomes in mathematics education is
a challenge for educational policy makers and reformers. This article argues that an iterative annual cycle of policy formulation,
implementation and evaluation enabled ongoing adjustments to the strategic focus, the professional development model and the
system infrastructure as the New Zealand Numeracy Development Project was taken to scale. The analysis draws on the project’s
evaluation data over a 6-year period to demonstrate how adjustments were made over time to the pedagogical tools and to the
professional development processes. The ongoing development of knowledge supported the management of strategic risks in taking
the project to scale: the ongoing appropriation of adequate levels of resourcing to support the school-based professional
development model and the availability of system-wide expertise for effective implementation. The analysis suggests that conceptualising
implementation as an interdependent and interrelated component of an iterative policy process and as an opportunity for knowledge
building ensured a continuing focus on student outcomes. The dynamic approach to the policy process appeared central to building
this intervention’s effectiveness and feasibility at scale. 相似文献
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Curriculum implementation often falls short because of a lack of cultural understanding by curriculum developers and aid organizations. This paper describes a single-case study of a professional development programme for polytechnic Heads of Department in Ghana, which aimed at identifying how curriculum development activities were sensitive to culture. A conceptual framework for culturally sensitive curriculum development was applied to facilitate the identification of culture in the curriculum development process. Two curriculum specialists and various project members from Ghana and the Netherlands participated in the data collection by means of interviews, documents, and a researcher’s logbook. Results showed that the conducted curriculum development activities were strongly impacted by Hofstede’s cultural dimensions—High-Low Power Distance and Collectivism–Individualism and to a limited extent by Hall’s cultural dimensions—High-Low Context and Polytime-Monotime. The outcomes of this study strengthen the relevance of Context analyses, iterations of design–implementation–evaluation activities, and additional implementation support. Through the conduction of these activities, culture can be taken into account in curriculum development processes and a good fit between the developed curriculum and the local context can be ensured. Furthermore, this study encourages curriculum developers and project teams working in international cooperation contexts to create more cultural understanding by using the framework and by intensively collaborating with informed experts. 相似文献
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课程价值取向是影响课程活动的核心因素.它贯穿于整个课程活动之中,并直接决定着课程内容的选择、课程组织、课程实施和课程评价的运行.文化传统是制约课程价值取向的主要因素.分清不同文化传统对课程价值取向的影响特征对当前我国新课程改革中课程价值取向的定位具有重要意义. 相似文献
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John W. Young 《Assessment in Education: Principles, Policy & Practice》2007,14(2):233-249
Achievement goal theory is an important theoretical framework for understanding achievement motivation. In previous studies, a mastery orientation has been shown to be related to students’ interest, while a performance orientation has been found to be predictive of academic performance outcomes such as course grades. In this study, the two mastery sub‐scores from the Multiple Goals Theory Measure (MGTM) of academic motivation, which was developed specifically from achievement goal theory, was found to be predictive of college grades for a sample of 257 undergraduates at a public university in the north‐eastern United States. Additionally, the results support a trichotomous model of achievement orientations comprising mastery approach, performance approach, and avoidance. The MGTM appears to hold promise as a diagnostic tool, but additional research is required on its resistance to faking and other threats to validity. 相似文献
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The Negotiated Project Approach: Project-Based Learning without Leaving the Standards Behind 总被引：1，自引：0，他引：1
Sascha Mitchell Teresa S. Foulger Keith Wetzel Chris Rathkey 《Early Childhood Education Journal》2009,36(4):339-346
The purpose this study was to explore how a veteran first-grade teacher collaboratively negotiated the implementation of a
project with her students while, at the same time, addressed grade-level standards. Researchers investigated the teacher’s
strategies for integrating the district’s standards into project topics, investigative activities, and final presentations.
They also examined the teacher’s strategies for promoting students’ participation in project planning and independent problem-solving.
Data sources included field notes, teacher interviews, videotaped observations, and transcribed teacher, and student interviews.
As an extension to teacher-directed approaches to implementing the project approach, the results of this study revealed a
collaborative approach to implementing projects that allowed the teacher and the students to work together for project planning
and learning. The teacher felt successful with meeting grade level learning needs, and the students were given the opportunity
to fuel their learning by expressing their natural interests and curiosities, and become problem solvers. 相似文献
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Sue Bennett 《Educational technology research and development : ETR & D》2010,58(4):459-480
Case-based learning has long been used to bring students into contact with the complexity of real-world situations. Despite
this popularity and considerable history, research into how case analysis can support future problem-solving has been limited.
The study reported in this paper investigated learners’ understanding of multimedia instructional design and development derived
from the analysis of two richly detailed cases, and how this understanding then supported learners in their own design projects.
A qualitative case study approach was used to follow a class of Masters students engaged in a technology-supported, case-based
learning environment. Student work from case analysis, group project and reflective tasks was the key data source, complemented
by interviews with students and their instructor, observations of class meetings, and the collection of online discussion
list records and electronic resource files. The study found that the case analysis task raised learners’ awareness of design
approaches and project management strategies, and that discussion and reflection play critical roles in developing students’
understanding. The study also highlighted some limitations of the case approach, suggesting the need for strategies that support
learners’ thinking and reasoning. 相似文献
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This paper discusses the effects of the type of project undertaken for a community practice course on preservice teachers' conceptualization of service learning. The goal of the projects is to enable participants to engage with service practice in a reflective manner. Through the examination of the reflective logs kept by students using Butin's framework and by comparing the themes that emerged, it was found that differences in the experiences of students, which reflected the project content and the characteristics of the children being served, created different learning outcomes for each group of students. 相似文献
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To determine the level of support that differing concepts of educational reform had among the actual practitioners of public education in the former Soviet Union and the USA, a sample of teachers was surveyed to measure the value they placed on divergent educational goal statements as well as their respective philosophical orientations. This study found that US teachers were most committed to educational goals related to basic skills development and critical thinking and least supportive of goals related to creativity and enculturation; Russian teachers on the other hand were most supportive of interpersonal understanding and human relations, moral and ethical well‐being, and critical thinking, and least supportive of the goal related to citizenship and civic responsibility. With regard to educational philosophical orientation, US teachers were divided between maintaining order and stability, developing individual interests and abilities, and improving society. Russian teachers were more united in their belief that the purpose of education is to develop individual interests and abilities, with a significant minority selecting the ‘transforming society’ orientation. 相似文献
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Tzeng Jeng-Yi Schwen Thomas M. 《Educational technology research and development : ETR & D》2003,51(3):5-21
In keeping with recent research findings in the areas of constructivist learning and affective mediation of complex behavior,
the authors assert that the conduct of task analysis should reflect the holistic nature of this performance. Although a common
practice in special education is for teachers to instruct parents on how to teach exceptional children at home, the differing
values that teachers and parents hold regarding the “best practice” for the children often lead to strikingly different implementations
of the same teaching approach. Using knowledge representation theory, we attempt to better understand how and why such discrepancies
happen. In this paper we explore the theoretical dimensions of a modified task analysis model that purports to integrate cognitive-affective-behavioral
dynamics underlying teacher and parental teaching behaviors. Applied in a qualitative study conducted in a special educational
program in Taiwan, this model reveals the differences between teachers’ and mothers’ mental representations of teaching at
the (a) conceptual orientation, (b) values, (c) reasoning, and (d) behavioral levels. With more applied research, we believe
that this model will help trainers and trainees to reach a better understanding of the cognitive and psychological roots of
complex value laden performance. 相似文献
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In contemporary educational settings, school leaders and teachers face increased accountability and pressure to raise student performance. Utilising professional learning to develop individual and collective capability is a common feature of these settings. In Australia, there is evidence that many schools have implemented action research to support the improvement agenda. A significant part of this agenda is providing evidence of outcomes arising from the action cycles. Indicators of progress and outcomes provide evidence of improvement to external audiences and afford insights and feedback for participants, which assist in developing further plans to address improvement. This paper outlines the development and use of an interpretive learning framework, incorporating a two-part reflection tool, developed to assess the quality of action research projects conducted by teacher researchers in schools. To do this, individual school case accounts were initially developed from analysis of action project data. A thematic analysis was then undertaken and the emergent themes, together with pertinent action research literature, informed the basis of the tool and its two integrated elements: an innovation matrix and rubric. Both elements permit understanding of project strengths and areas for further development within individual projects. 相似文献
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Academisation of nursing education in the Nordic Countries 总被引：1，自引：0，他引：1
Anne Laiho 《Higher Education》2010,60(6):641-656
Nursing Science represents a new academic discipline in the Nordic Countries. The article focuses on the academisation of
nursing education and the development of nursing to a specific discipline in Denmark, Finland, Norway and Sweden. The education
of nurses has developed within the national framework of each country, but not within a national vacuum. The theoretical framework
is based on the sociology of the profession and methodological solutions lean on comparative and content analysis of text
documents. This article argues that successful professional projects are not always primarily results of professional groups’
struggles. In the case of Nordic nurses the realisation of their academisation project in the 1970s and 1980s has been due
to efforts of individual nurses and their associations as well as the guidance of international organisations. However, in
the final analysis reforms in the higher education system have made possible the implementation of the academisation project. 相似文献
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Marko Lüftenegger Rens van de Schoot Barbara Schober Monika Finsterwald Christiane Spiel 《教育心理学》2014,34(4):451-469
Achievement goal orientations are important for students’ ongoing motivation. Students with a mastery goal orientation show the most advantageous achievement and motivational patterns. Much research has been conducted to identify classroom structures which promote students’ mastery goal orientation. The TARGET framework is one example of these efforts and provides six instructional dimensions (task, authority, recognition, grouping, evaluation, time), which should form a classroom structure that fosters a mastery goal orientation. The aim of this study was to examine the entire multi-dimensional TARGET framework and its impact on mastery goal orientation in a longitudinal study with 1680 secondary school students. CFAs confirmed the existence of one latent factor TARGET comprising the six proposed dimensions. This study also provides the first empirical evidence, based on longitudinal data, that TARGET has a positive impact on student mastery goal orientations. 相似文献
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Fran Arbaugh Rose Marra John K. Lannin Ya-Wen Cheng Dominike Merle-Johnson Rena′ Smith 《Teacher Development》2016,20(4):538-556
Evaluation of professional development (PD) has traditionally been composed of summative and formative feedback, and has focused on assessing the extent to which the PD impacts participating teachers’ knowledge, beliefs, and practices. This study establishes an additional purpose for PD evaluation – as educative opportunities for professional developers, particularly for PD providers who are university-level content specialists (e.g. scientists, mathematicians, statisticians, engineers). Through analysis of data collected as state-wide evaluators for one US Midwest state’s Improving Teacher Quality Grant PD programs, and utilizing an analysis methodology which we term ‘recommendation traces,’ we examine formative evaluation recommendations that we made to four different PD projects over three years. Findings from this study shed light on how content specialists who work in PD projects can learn about effective PD through project evaluation efforts. 相似文献