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1.
E. Poldner P.R.J. SimonsG. Wijngaards M.F. van der Schaaf 《Educational Research Review》2012,7(1):19-37
Reflective essays are a common way to develop higher education students’ reflection ability. Researchers frequently analyse reflective essays based on quantitative content analysis procedures (QCA). However, the quality criteria that should be met in QCA are not straightforward. This article aims to: (1) develop a framework of quality requirements for QCA; and (2) explore the extent to which QCA studies of students’ reflective essays meet these quality requirements. First, a methodological review of psychometric and edumetric criteria for QCA is conducted, resulting in a framework with required quality criteria. Second, 18 studies were selected in which QCA was used to analyse students’ reflective essays. These studies were scrutinised using the developed framework. The results showed that none of the selected studies met all requirements. It is concluded that QCA procedures for analysing students’ reflective essays need improvement and that the developed framework can be used to improve and evaluate these procedures. 相似文献
2.
Validity in quantitative content analysis 总被引：8，自引：0，他引：8
Rourke Liam Anderson Terry 《Educational technology research and development : ETR & D》2004,52(1):5-18
Over the past 15 years, educational technologists have been dabbling with a research technique known as quantitative content
analysis (QCA). Although it is characterized as a systematic and objective procedure for describing communication, readers
find insufficient evidence of either quality in published reports. In this paper, it is argued that QCA should be conceived
of as a form of testing and measurement. If this argument is successful, it becomes possible to frame many of the problems
associated with QCA studies under the well-articulated rubric of test validity. Two sets of procedures for developing the
validity of a QCA coding protocol are provided, (a) one for developing a protocol that is theoretically valid and (b) one
for establishing its validity empirically. The paper is concerned specifically with the use of QCA to study educational applications
of computer-mediated communication. 相似文献
3.
INTRODUCTION The concept of logic circuits based on quan-tum-dot cellular automata(QCA)has received much attention since it was first proposed by Lent et al.(1993)due to prospects of extremely low-power op-eration and drastic reduction of interconnections.The basic QCA building block is represented by a bistable cell made up of four quantum dots or metallic islands at the vertices of a square and containing two elec-trons that can align along two different diagonals,thus encoding two lo… 相似文献
4.
Keith Humphreys 《British Journal of Special Education》2001,28(3):123-125
EQUALS is a national organisation that has a major concern for the development of a curriculum that promotes the inclusion of all pupils. The EQUALS movement has, in the past, published its own materials in support of curriculum development for pupils with learning difficulties. In this article, Keith Humphreys, EQUALS' quality assurance manager, provides a response to the publication of the QCA/DfEE guidelines. He discusses EQUALS' response to these guidelines and proposes a way forward for schools already using EQUALS materials. While acknowledging that the implementation of the QCA/DfEE guidelines will lead to an evolution of good practice, he articulates a concern that staff should continue to appreciate and value their own development work. Keith Humphreys details the ways in which EQUALS intends to support this process of evolution in the future. 相似文献
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6.
The UK Qualifications and Curriculum Authority (QCA) documents for religious education indicate two distinct areas for study that may be characterised as teaching about the main faith traditions and tackling puzzling problems. This paper presents a detailed analysis of whole‐class interactive teaching and learning in one session in each of four classrooms. The analysis will present two sessions with younger pupils and two with older pupils. The sessions analysed will reflect the QCA distinctions. The mode of analysis employed focuses at the level of utterance on categories of utterance derived from studies of classroom talk in relation to learning intentions. In discussion we will describe the topography of the lessons and address two key issues, the distinctive features to these religious education sessions and the distinctions between types of lesson. 相似文献
7.
大学人力资源建设与教职聘任标准问题广受社会各界关注。当前中国大学教职聘任标准的制定
与出台由大学内外部多因素促成,定性比较分析方法探讨这一复杂情境具有独特优势。本文选取 60所不
同类型大学作为研究案例,运用模糊集定性比较分析方法展开系统探讨,寻找影响中国大学教职获得标准
的各种条件变量组合。研究结果表明,中国大学教职获得标准趋同化现象严重,教职聘任可分为“优质匹配
型”“匹配失衡型”和“中度匹配型”三种类型。国内知名研究型大学可考虑进一步提升人才聘任待遇用以吸
纳顶尖人才;地方大学应避免盲目跟随研究型大学的聘任标准,制定契合自身实际情况的教职招聘策略;政
府管理部门应探索制定以市场调节为主、宏观调控为辅的人才流动政策,以有利于中国高校的整体性发展。 相似文献
8.
《国家课程》是英国全国性的基础教育质量标准,其涵盖5-16岁儿童四个关键阶段14门课程的标准及九个学业评价表现水平划分。为确保"标准"切实落实,推行配套的"国家测评",成立相应管理机构,制订出台相关问责章程,是支持这一系统工程顺利运行的必要措施。当前,英国基础教育质量标准体系在制订与实施,设计与编制,管理与问责既显示出特色又反映出问题,为学者持续探讨提供空间。 相似文献
9.
Mary Hilton 《Literacy》2001,35(1):4-11
This article presents and discusses some new research on the National Curriculum Key Stage Two reading tests for years 1998, 1999 and 2000. The research task was to use the original categories designed and declared by the QCA in 1998 to analyse the reading tests in the two subsequent years in order to examine the reliability of the tests. The research shows that in 1999, and again in 2000 the reading tests were progressively easier for the children to answer. This was because the number of questions requiring higher‐order reading skills, particularly those of inference and deduction, has decreased each year, while the number of questions requiring the lower‐order skill of literal information retrieval has increased. In this way the author questions the QCA’s declared ‘rise in reading standards’ from 1998 onwards. 相似文献
10.
Rosie Turner-Bisset 《Education 3-13》2013,41(2):193-203
This article offers an analysis of recent development in primary education, in particular the prevailing climate of performativity and new initiatives on creativity. Since 1989 education has been dominated by the performativity discourse accompanied by the obsession with evidence: of children's learning; of teachers' performance; and of student teachers' ‘covering’ the standards. Recent initiatives would seem to signify a shift in official Government thinking on education and a move to embrace the creativity discourse. The commissioning of a national report on creativity and culture was an important first step. There was also the QCA's literature review of creativity, and the development of the QCA web site on creativity. More recently, we have seen the introduction of the new Primary National Strategy (PNS) via the DfES document Excellence and Enjoyment and Government support for creative partnerships: a programme aimed at developing creativity in learning and participation in cultural activities. This article argues that the new initiatives on creativity do not herald major change in primary education. It offers a critique of two significant texts: the Primary National Strategy and the QCA web site on creativity. It presents an alternative analysis of creativity and suggests ways forward to prevent creativity becoming hijacked by the performativity discourse. 相似文献
11.
Bandara Bandaranayake 《The Australian Educational Researcher》2016,43(5):587-606
Applying qualitative comparative analysis (QCA), this study explores the configurations of conditions that contribute to the polarisation of high-performing and low-performing secondary schools in Victoria, Australia. It is argued that the success and failure of schools can be understood in terms of causal complexity, where one or several configurations of conditions can cause a given outcome. The study identifies that there is no single condition alone that produces high or low performance. However, the study does reveal the existence of multiple configurations or causal relations that tend to produce school success or school failure. Relative to the dataset considered in this study, three configurations related to success and almost twice that many configurations underpinning failure are identified. The polarisation of the high-performing and low-performing schools and persistent inequality are complex phenomena. This study presents QCA as a useful and alternative methodology for researchers to uncover such complex phenomena over and above large-scale quantitative and classical analysis. 相似文献
12.
《British Educational Research Journal》2003,29(2):149-167
Baseline assessment (accredited through the Qualifications and Curriculum Authority [QCA]) became a statutory requirement from September 1998 for all main tained primary schools in England. Since that date, schools have been required to implement baseline assessment with all children within seven weeks of starting school (i.e. at about 4‐5 years of age) unless a comparable recent assessment has been made. A survey of baseline assessment in local education authorities (LEAs), covering both providers of schemes and LEAs using ‘bought in’ schemes, was carried out in summer 2000. This was followed by a parallel survey of a random sample of schools and case studies of the operation of baseline assessment in 16 LEAs. Baseline assessment was generally viewed positively and regarded as working effectively by school and, in particular, by LEA personnel. Areas of concern focused on lack of training in the use to be made of the data by schools, weaknesses concerning validity and reliability, lack of parental involvement or understanding of the process, and confusion of purposes. This study extends discussion and evidence concerning earlier phases of baseline assessment. It raises significant issues about the potential use of baseline assessment for performance management of individual teachers and, more broadly, sets the scene for the revision of statutory baseline assessment to take effect from 2002/2003. 相似文献
13.
Creativity in education 总被引：1，自引：0，他引：1
Gabrielle Cliff Hodges 《English in Education》2005,39(3):47-61
Currently considerable interest is being shown in creativity by the government and bodies such as QCA and Ofsted. A ‘creativity agenda’ has emerged with important implications for teaching and learning in schools. Drawing on research literature, as well as work completed by Secondary PGCE English and Drama trainees, this paper aims to provoke discussion about how creativity in education is defined and the impact of more explicit understandings of creativity in classrooms. 相似文献
14.
The success of the New Deal policies of the current Labour administration – particularly the Welfare to Work and University for Industry initiatives – will depend crucially on the co-operation of the vital small and medium-sized enterprises (SME) sector of British industry. In turn, the reaction of small employers to the new policies will be structured by the national vocational education and training (VET) efforts and the vocational qualifications system. Against the background of our recent research on SMEs in the West Midlands region, we argue that the New Deal policies will fail to engage with SME needs and interests unless the new Qualifications and Curriculum Authority (QCA) effectively abandons the old agenda of the former National Council for Vocational Qualifications (NCVQ) in its ongoing restructuring and radical review of issues and policies for VET. 相似文献
15.
Kay Fuller 《English in Education》2010,44(2):146-163
Children from eleven PGCE partnership schools participated in a poetry writing competition. In writing a poem entitled An English Lesson they have provided an insight into what they experience in the English classroom. The poems, published in-house as an anthology, have been analysed using the key concepts of the National Curriculum for English ( QCA, 2007 ) – competence; creativity; cultural understanding; and critical understanding. This article accompanies some of the children’s poems. 相似文献
16.
Much is known about what teachers, parents and educationalists think about the National Tests. But what do the children think? This article describes part of a research project, ‘Children's Perceptions of the National Tests’ (partially supported by the QCA), in which a team of researchers from the University of Cambridge Local Examinations Syndicate explored the user-friendliness of the national assessment materials. The article focuses on the KS2 Reading Comprehension tests and discusses salient features, identified by the children, of the stimuli and answer booklets. 相似文献
17.
Steve Strand 《Journal of Research in Reading》1999,22(1):14-26
Wandsworth Local Education Authority first introduced baseline assessment for all 4-year-olds entering primary school reception classes in Autumn 1992. Assessment of early literacy skills forms a central part of this, and methods include both structured teacher observation and a standardised assessment (the LARR Test of Emergent Literacy). This paper reports the baseline results for over 11,000 children who were assessed between 1993 and 1997. Results indicate significant variations in baseline attainment associated with pupils’ age, sex, length of nursery education, economic disadvantage, ethnic group and home language. The results also reveal complex interactions between these factors which are important for a full understanding of pupils’ attainment at this early age. At the school level, baseline results varied widely across schools with similar proportions of pupils entitled to free school meals and English as an additional language. This result urges caution in the interpretation of the benchmark data published by the Qualifications and Curriculum Authority (QCA, 1998). Data on pupils’ progress from baseline to the end of Key Stage 1 are summarised and the implications discussed. 相似文献
18.
This paper analyses the national key stage 2 test results for 2300 11‐year‐old pupils in an inner London LEA. A range of concurrent pupil background data was also collected, including whether pupils spoke English as an additional language (EAL), and if so, their stage of fluency in English. EAL pupils at the early stages (1–3) of developing fluency had significantly lower KS2 test scores in all subjects than their monolingual peers. However, EAL pupils who were fully fluent in English achieved significantly higher scores in all KS2 tests than their monolingual peers. The negative association with attainment for the early stages of fluency remained significant after controls for a range of other pupil characteristics, including age, gender, free school meal entitlement, stage of special educational need and ethnic group, although these factors effectively explained the higher attainment of the ‘fully fluent’ group. We conclude that EAL is not itself a good guide to levels of attainment, and a measure of stage of English fluency is necessary to interpret associations with test performance. Alternative measures which focus only on the very early stages of English proficiency, such as the QCA ‘language in common’ steps, are inadequate to assess the impact of bilingualism for all but the very earliest learners of English. Given the uneven distribution of EAL pupils across the country, those schools and local education authorities with high concentrations of pupils in the early stages of learning English are likely to be adversely affected in school achievement and attainment tables. The policy implications for national data collection and for the use of such data are considered. 相似文献
19.
Tom Hardy 《The International Journal of Art & Design Education》2003,22(3):335-341
Art teaching is a uniquely satisfying job. More than anyone else in education, we in Britain remain, for the most part, the authors of our own syllabuses in spite of occasional skirmishes with the Qualifications and Curriculum Authority (QCA) and those who would box us in. Our mystique remains unassailable. Yet, within these ramparts, is a profession riven by a philosophical chasm which is peculiar to this country and occasionally manifests itself with disagreement, rancour, entrenched opinion and self‐righteousness. Central to this divide is an unhealthy retrospection which has skewed the debate about art and art education in Britain for the better part of a century and a half. The contention of this essay is that this malaise can be traced back to John Ruskin, the polemics of his Two Paths diatribe and his ‘predilection to admit a moral element into the assessment of artistic values [1].’ 相似文献
20.
In this article, Ian Colwill and Nick Peacey provide an authoritative commentary on the publication of QCA's guidelines on developing the curriculum for pupils with learning difficulties. They link these guidelines to the recent review of the National Curriculum and identify some of the key contributions these guidelines can make to planning, teaching and assessment. The authors conclude by raising some challenging issues for future practice and enquiry.
Ian Colwill and Nick Peacey were both principal managers at QCA with responsibility for Curriculum Co-ordination and Support and Equal Opportunities and Access respectively. They co-chaired the Steering Group for the curriculum guidelines project. Ian Colwill supervised the production of the booklets and the website. 相似文献
Ian Colwill and Nick Peacey were both principal managers at QCA with responsibility for Curriculum Co-ordination and Support and Equal Opportunities and Access respectively. They co-chaired the Steering Group for the curriculum guidelines project. Ian Colwill supervised the production of the booklets and the website. 相似文献