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1.
Lea Orr Judy Dean 《Educational research; a review for teachers and all concerned with progress in education》2013,55(3):211-220
Recent years have seen the emergence of new types of provision for the 16‐19 age group in both the schools and further education sectors. This paper briefly outlines the various institutions now in operation and the rationale behind each type. A four‐year research project aims to survey and then evaluate the alternative arrangements for this age group. The project's first phase, which concentrated on the collection of background information and the definition of evaluation criteria, is described. Some preliminary findings are presented, together with the major issues arising from meetings and questionnaires. 相似文献
2.
Ian F. Rolls 《Assessment & Evaluation in Higher Education》1985,10(1):53-62
A number of reports of the use of time analysis systems as a basis of self‐evaluation is available. This article provides data collected over a year by a head of department performing a lecturer's role. While of value as a means of self evaluation, the data raises some major issues in terms of the management of departments in general and of those in the public sector of higher eduction in England and Wales in particular. The implications in relation to presumed conditions of service and to the elaboration of the role of the lecturer with the growth in demands for accountability and participation in decision‐making are examined. 相似文献
3.
Susan B. Twombly Kathryn M. Moore S. V. Martorana 《Community College Journal of Research & Practice》2013,37(4):281-294
Individuals in eight different types of administrative positions in two‐year colleges were asked to rate the importance of a variety of external and internal issues in the next five years. The purpose of the study reported here was first to identify those internal and external issues that administrators viewed as being of high importance. A second purpose was to assess the degree of consensus among differing types of administrative positions. The third objective was to identify differences between public and independent two‐year college, between men and women, and minority and white administrators perceptions of issues identified as being most important. There was a high degree of agreement across administrative groups as to the importance of five external issues; and when asked to indicate the two most critical issues, administrators were almost unanimous in their assessment. There is less agreement on the two critical internal issues. Some differences by gender and racial/ethnic group were noted, but the differences were not as great as might have been expected. 相似文献
4.
John E. Cook 《Community College Journal of Research & Practice》2013,37(1):17-24
Two‐year college faculty teaching credit courses off‐campus were surveyed to ascertain their perceptions regarding a variety of factors about these courses. In general, faculty cited a number of factors that lead to the conclusion that the quality of off‐campus courses may be less than comparable on‐campus courses. However, the summary question about the extent of learning indicated that 83% of two‐year faculty included in the survey reported their students learned as much or more than they would in a comparable on‐campus course. The information was based upon personal perceptions of the faculty included and was not correlated to other measures such as standardized test scores or grade point averages. The data from two‐year college faculty were compared to a larger data base from 322 faculty teaching at all levels of higher education and results were similar. 相似文献
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丁学文 《安徽广播电视大学学报》2015,(3):21-25
对虚构保险标的中“虚构”和“保险标的”进行了阐释,对于以下五种特殊虚构保险标的行为进行了刑法学分析：隐瞒型投保应区分隐瞒健康状况和隐瞒年龄状况;重复型投保应注意虚构的是后一保险标的;超额型投保应注意保险诈骗的数额认定仅包括超额部分;事后型投保时间参考线应为投保时;变更型投保不构成保险诈骗罪,应以普通诈骗罪论处。提出保险诈骗罪中的虚构保险标的的主观方面只能是直接故意,而不可能是间接故意。 相似文献
7.
Neil Ferguson Patricia Davies Roy Evans Phillip Williams 《Educational research; a review for teachers and all concerned with progress in education》2013,55(3):210-213
The inadequacies of an area or school‐based approach to the problem of identifying children who are in need of extra help at school are illustrated with data collected from the infant reception classes of 12 schools. These sample schools were each nominated for one of three categories according to the characteristics of the areas which they served. The two local education authorities involved each nominated an advantaged school, a settled working‐class school, and four deprived schools. The socio‐economic and developmental characteristics of the infant reception class intakes of these categories of school type were examined. The findings were that categories of school type are not as socio‐economically disparate as may often be assumed; and that there appears to be a sizeable relationship between school type and the school entrants’ developmental characteristics, but there are too many exceptions to this general trend to justify the use of school characteristics for identifying ‘children at risk’. 相似文献
8.
Roseann R. Hogan 《Community College Journal of Research & Practice》2013,37(4):295-306
Reverse transfers, students who transfer from four‐year to two‐year colleges, now make up 20% of the two‐year college enrollment. This paper will describe reverse transfers in terms of demographics, educational goals, and academic performance. Data from thirteen two‐year colleges includes official student records on a 1984 class of newly enrolled students and a survey of this same cohort. Reverse transfers differ significantly from two‐year natives in terms of race and other demographic characteristics. Reverse transfers were older, more likely to be married, employed full‐time, and had higher socioeconomic status indicators. Reverse transfers’ parents were more likely than native students’ to have earned a college degree. Two‐year students who had already earned a college degree had short‐term occupational goals aimed at upgrading job skills or making themselves more employable. Those who had not yet earned a degree were most likely to aspire to the bachelors degree. Reverse transfers earned significantly higher grades than natives. Reverse transfers were less likely to be enrolled in remedial courses or to indicate a need for special help in basic skills in order to succeed at the two‐year college. 相似文献
9.
A primer of research on cognitive strategy instruction: The important issues and how to address them
Michael Pressley Vera Woloshyn Linda M. Lysynchuk Vicky Martin Eileen Wood Teena Willoughby 《Educational Psychology Review》1990,2(1):1-58
Five types of strategy research are reviewed. (1) We argue it makes sense first to determine whether there is a need for strategy instruction. If there is, (2) development of a treatment with preliminary evaluations can follow, as can (3) formal evaluation of the resultant intervention in true experiments. As instructional need research, strategy development, and experimental evaluation proceed, two other types of research should be conducted. (4) It is important to study the acceptability of strategy interventions to educators and students. (5) Research on material modifications can provide information about how strategy benefits can be made available to students when strategy instruction is not effective or unlikely to occur. Very little strategy instruction has been evaluated in all five types of research covered here, making obvious the need for more systematic research on strategies. Observational, ethnographic, and experimental methods are required in order to address the many issues comprising comprehensive empirical analysis of any type of strategy instruction, with many recommendations made here about how to conduct informative studies. 相似文献
10.
Investigations into EATE's particular style of development, and its effectiveness of approach in introducing and sustaining innovations, were thought to be important aspects in the identification of noteworthy strategies for bringing about change in issues relating to enterprise, economic and industrial awareness in institutions of initial teacher education. This article describes the composite thinking and support underpinning the eclectic evaluations of EATE‐funded initiatives. It discusses two essential, and sequential, steps — initial thinking about issues which need to be clarified before embarking on an evaluation, and the strategies for action, i.e. the practical activities which can then be carried out. The article is written with reference to the EATE initiative but ideas and considerations could, with ease, be applied to other innovationsThe processes of formulating a policy statement on enterprise education, undertaking a course audit and introducing enterprise education and economic awareness into college courses are discussed. In particular developments within Professional Studies in the BEd Primary Education course are examined. The respective contributions of college staff and business representatives are assessed. The interaction between Institutional policy‐making and implementation in enterprise education is seen as opportunistic and organic as much as rational and systematic. 相似文献
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Fred L. Pincus Suzanne DeCamp 《Community College Journal of Research & Practice》2013,37(3-4):191-219
In order to study the factors promoting and inhibiting transfer and the attainment of the bachelors degree, we conducted telephone interviews with 48 minority students who had received Ford Foundation Upper Division Scholarships between 1971 and 1975 and who had transferred from a two‐year to a four‐year college. Each of the 24 pairs consisted of one bachelors degree recipient and one non‐recipient who were matched according to the following criteria: gender, race/ethnicity, age, parents education and occupation and initial community college major. In high school, the bachelors degree recipients had stronger academic backgrounds than the non‐recipients. In community colleges, the bachelors degree recipients were more likely to see their instructors and counselors as “helpful” and to be members of a campus organization than non‐recipients. In four‐year colleges, the bachelors degree recipients were less likely to have lost credits when they transferred and more likely to belong to student organizations and to see their classmates as “helpful” than non‐recipients. We relate these findings to previous research on the importance of social integration into college life. 相似文献
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John Losak 《Community College Journal of Research & Practice》2013,37(4):361-377
Student evaluations of instruction were obtained from two groups. Students in the first group were “reverse transfer” students (N = 97) who completed their freshman year at a university and then transferred to a two‐year college for their sophomore year. Students in the second group were “early transfer” students (N = 78) who completed their freshman year at a two‐year college and then transferred to a university. All students had one year of attendance at a two‐year college and one year at a university. The purpose of the study was to analyze the ratings of both groups of students with regard to their academic experiences at the university and at the two‐year college. An adaptation of the Student Instructional Report (SIR) was used to obtain ratings on overall college experiences from all students at the end of their sophomore year. The findings revealed: (1) considerable similarity of ratings given to the two‐year college and the university, (2) differences between ratings of early transfer and reverse transfer students, and (3) generally high ratings for both the two‐year college and the university. 相似文献
15.
Previous research on the generalizability of student ratings of instruction has raised questions about the effects of academic discipline and item types on the generalizability of these data for making relative decisions about instructors and about courses. In particular, although student evaluation data appear to provide a reasonable basis for making decisions about instructors when generalizing across courses and students, when course is the object of measurement, the data appear to be less generalizable. It was suggested in the literature that this may be due to the type of evaluation items used or it may be due to academic discipline differences in the type of courses selected for study. This study used Biglan's (1973a) model for classifying disciplines along the dimensions of paradigmatic/preparadigmatic (hard/soft) and pure/applied. A nested sampling procedure yielded two sample types: courses within teachers, in which individual instructors taught more than one course; and teachers within courses, in which individual courses were taught by more than one instructor. For each sample type, evaluation forms for twenty courses within each discipline classification were sought. The evaluation items for this study were classified as measuring six dimensions of instruction: organization, breadth of coverage, group interaction, enthusiasm, grading, and individual rapport. Generalizability and decision studies were conducted in which, for one sample, teacher was the object of measurement, and for the second sample, course was the object of measurement. Results indicated that reliable decisions about instructors could reasonably be made from all six of the evaluation dimensions; however, reliability for course decisions varied greatly with the evaluation dimension, being highest for breadth of coverage and lowest for grading. The same general pattern was noted for the paradigmatic disciplines and the preparadigmatic-applied disciplines but not for the preparadigmatic-pure disciplines. It is suggested that a single evaluation instrument may not be uniformly applicable to all discipline areas. 相似文献
16.
Although the rubric has emerged as one of the most popular assessment tools in progressive educational programs, there is an unfortunate dearth of information in the literature quantifying the actual effectiveness of the rubric as an assessment tool in the hands of the students. This study focuses on the validity and reliability of the rubric as an assessment tool for student peer‐group evaluation in an effort to further explore the use and effectiveness of the rubric. A total of 1577 peer‐group ratings using a rubric for an oral presentation was used in this 3‐year study involving 107 college biology students. A quantitative analysis of the rubric used in this study shows that it is used consistently by both students and the instructor across the study years. Moreover, the rubric appears to be ‘gender neutral’ and the students' academic strength has no significant bearing on the way that they employ the rubric. A significant, one‐to‐one relationship (slope = 1.0) between the instructor's assessment and the students' rating is seen across all years using the rubric. A generalizability study yields estimates of inter‐rater reliability of moderate values across all years and allows for the estimation of variance components. Taken together, these data indicate that the general form and evaluative criteria of the rubric are clear and that the rubric is a useful assessment tool for peer‐group (and self‐) assessment by students. To our knowledge, these data provide the first statistical documentation of the validity and reliability of the rubric for student peer‐group assessment. 相似文献
17.
Paul M. Biner Raymond S. Dean Anthony E. Mellinger 《The American journal of distance education》2013,27(1):60-71
Abstract Two investigations were conducted to identify the major dimensions of distance learner satisfaction with live‐broadcast, interactive (one‐way video, two‐way audio) televised college‐level courses. In the first study, factor analyses were used to explore the responses of 201 currently enrolled students to the Telecourse Evaluation Questionnaire. The analyses identified seven distinct dimensions of course satisfaction. A comparable study was conducted one year later using a different sample of 177 distance learners who were also enrolled in the televised courses. A factor analysis of these data validated the original results in that, as predicted, seven comparable dimensions were identified. Overall results are discussed in terms of the practical benefits the research offers to both program personnel and evaluation researchers. 相似文献
18.
Determinants of students' satisfaction with course work: An international comparison between two universities 总被引：2，自引：0，他引：2
The present study attempts to develop a scale of students' general satisfaction with college instruction, to empirically assess the dimensions behind the scale, and to examine four predictors (sex, major, school year, and academic performance) which may affect the various factors of student's satisfaction with instruction. The study was conducted in two universities, one in Israel and one in the United States. The findings of this study indicate that the concept of students' satisfaction is composed of four factors and that each of these factors is best predicted by a different combination of the independent variables. However, academic performance is a dominant predictor of all four factors. The pattern of the findings is similar for both countries.The policy implications of these findings for university decision making and institutional research are discussed and elaborated. 相似文献
19.
Mark J. Clayton 《教育心理学》1997,17(4):373-386
Expert rather than general or informal opinion is often sought in the development of educational policy. Decisions to be made regarding best practice, the most effective way to deliver services, issues dealing with the professional development of teachers and the distribution of limited educational resources are examples which require critical thinking and reasoning. Regardless of the nature of the task, complex decision‐making is rarely left to the remit of one person and there is usually an assumption made that ‘two heads are better than one’. The organisational requirements of collecting, analysing, refining and validating critical information can be a long, arduous and often tedious process‐‐a process which can often be overlooked, resulting in ill‐defined, poorly conceived, biased and invalid determinations. The conventional Delphi procedure offers decision‐makers a user‐friendly, rigorous and systematic strategy in the collection and dissemination of critical information. This paper reviews the substantive literature relating to the Delphi procedure, provides a rationale for its use, describes the distinctive features, reviews key points of contention and provides an indication of both past and present uses 相似文献
20.
Surveys have consistently shown that training evaluation is not as widely utilized as many think it should be. This study sought to determine the extent to which technical training, which is often thought to be easier to evaluate but has not been studied, utilizes accepted evaluation techniques. A survey was sent to a random sample of 334 members of the ASTD Technical and Skills Training Professional Practice Area, resulting in a usable response rate of 35%. Data were gathered on the types and methods of evaluation used, reasons for not evaluating, organizational training practices, and selected demographic information. The results showed that technical training evaluation practices were essentially the same as those reported for training in general. Furthermore, an examination of historical benchmarks showed that evaluation practices have not changed much in the last forty years. These findings suggest the need for a new research agenda on organizational training decision‐making processes. 相似文献