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Lori Goff 《Higher Education》2017,74(1):179-195
As the quality of university education garners increasingly more interest in both the public and in the literature, and as quality assurance (QA) processes are developed and implemented within universities around the world, it is important to carefully consider what is meant by the term quality. This study attempts to add to the literature empirical data from interviews conducted with senior administrators within Canada’s province of Ontario. A quality assurance framework was developed by the Ontario Council of Academic Vice-Presidents in response to international trends in QA and implemented by all 21 Ontario universities in 2011. This phenomenographic study explored the conceptions of quality held by senior university administrators and their strategies for implementing QA processes. Results revealed a range of QA approaches that are employed within Ontario’s universities. Rather than the two categories of retrospective QA and prospective QA that Biggs (High Educ 41:221–238, 2001) postulated, results indicate a more complex spectrum that involves three main approaches to QA: an approach aimed at defending quality, an approach aimed at demonstrating quality, and an approach aimed at enhancing quality. These approaches are considered in relation to Biggs’s (High Educ 41:221–238, 2001) ideas about quality enhancement and a revision to his model is proposed. 相似文献
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Chit-Kwong Kong 《Learning Environments Research》2008,11(2):111-129
It is generally believed that classroom learning experiences very much influence students’ academic development. However,
relatively little is known about whether classroom learning experiences have much effect on students’ affective and social
development. In this study, we argued for the importance of learning experiences on students’ affective and social development.
From research on Accelerated Schools Project and active learning, we conceptualised Positive Learning Experiences, Teacher
Support in Learning, and Active Learning Experiences as three components of learning experiences and developed relevant measures
to tap these learning experiences. Using research data from a large-scale student survey in Hong Kong (N = 19,477), we examined the construct validity of learning experiences and quality of school life. Confirmatory factor analysis
provided very strong support for the measures and the underlying constructs that they tap. In two-way analysis of variance,
the effects of gender and school level (secondary versus primary) on learning experiences and quality of school life were
examined. Significant gender and school-level main effects, as well as gender by school-level interaction effects, were found
for students’ ratings of their learning experiences and quality of school life. Female students gave more favourable ratings
than male students, and primary students gave more favourable ratings than secondary students. In addition, gender differences
in these ratings in secondary schools were relatively smaller than in primary schools. In subsequent multilevel modelling,
learning experiences were strong predictors of quality of school life after controlling for the effects of gender, school
level and average school achievement. These findings provide strong empirical support for the significance of classroom learning
experiences for students’ social and affective development.
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As an individual socialization initiative, informal mentoring has often been lauded as an effective tool to provide spontaneous and immediate social–emotional and career-related assistance to new teachers. Little is known about how informal mentoring is perpetuated in workplace. Through the conceptual lens of dynamic process theory of mentoring, we seek to illuminate the interactional patterns of informal mentoring as manifested through its contributors and quality. The findings of our study reveal that social interaction, time, organizational contexts, and individual characteristics mediate the process of informal mentoring. Further, informal mentoring is limited primarily to seeking information and is low in frequency of interaction and follow-up activities. Finally, we discuss a number of practical and theoretical implications related to informal mentoring, including the advantage of a hybrid model of mentoring and the addition of social interactions as a mediating factor of the dynamic process theory of mentoring. 相似文献
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Skar Gustaf B. Lei Pui-Wa Graham Steve Aasen Arne Johannes Johansen Marita Byberg Kvistad Anne Holten 《Reading and writing》2022,35(2):509-538
Reading and Writing - Until children can produce letters quickly and accurately, it is assumed that handwriting disrupts and limits the quality of their text. This investigation is the largest... 相似文献
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Elise Hunkin 《教育政策杂志》2018,33(4):443-456
This paper reports on the findings of an in-depth genealogical study of the discourse of quality in Australian Early Childhood Education and Care (ECEC) policy. Quality reform has become the foremost global policy agenda for ECEC due to assumptions about the economic potentials of quality services. In Australia, the recent National Quality Framework elevated early childhood policy in Australia from the margins as the lynchpin of a broader economic reform agenda. However, quality ECEC – what it is and does – is a complex, contestable notion that could be considered problematic for the sector to execute, particularly through market models of provision. Drawing on Foucauldian notions of discourse as the ‘already said’, the truth assumptions that have underpinned policy uses of quality ECEC in Australia are identified and critiqued. It is shown that the discourse of quality has been tactically deployed in Australian ECEC policy to realign quality ECEC outcomes with educative outcomes, as a means for government to selectively grow and govern human capital. This positions quality as a high-stakes reform discourse for early childhood stakeholders, entwined with the expanded reach and intensification of selective, performance-related standards and incentives. 相似文献
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Faced with the rapid pace of knowledge expansion, higher education institutions are challenged to raise the efficacy of student education, overcoming the traditionally rigid teaching-centred approach, and shifting the focus instead towards learning, while preparing competent professionals who are able to self-manage knowledge. This paper outlines the impact that quality assurance processes have had on teaching and learning processes from the perspectives of their main stakeholders: students, teachers and academic authorities. The study was carried out in three private higher education institutions of Argentina identified as having introduced certain changes focusing on quality in the education process. Arguably, a higher degree of empowerment of institutional authorities has been noted regarding teaching management and greater attention is being paid to teaching modes; however, the paper concludes that it is still early to ascertain the direct impact that these transformations will have on learning outcomes. 相似文献
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Orlanda Tavares Cristina Sin Pedro Videira Alberto Amaral 《Assessment & Evaluation in Higher Education》2017,42(8):1293-1305
Internal quality assurance systems are expected to improve the institutions’ core mission of teaching and learning. Using data gathered through an online survey, distributed in 2014/2015, to the teaching staff of all Portuguese private and public higher education institutions, this paper examines the impact of internal quality assurance systems on teaching and learning from the perspective of academics. Findings suggest that Portuguese academics feel that, despite the positive contribution of internal quality assurance towards an increased awareness of teaching quality issues at their institutions, the practical effects of these systems have been more related to increasing bureaucracy than to substantive improvements in teaching and learning. The use of information with a view to improvement and teaching staff involvement in the development of quality assurance were found to induce positive changes in teaching and learning, in academics’ perceptions. Based on the findings, the paper makes recommendations for institutional practice. 相似文献
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Sandra Grant Barbara Comber Susan Danby Maryanne Theobald Karen Thorpe 《Cambridge Journal of Education》2018,48(4):515-532
The increased regulation of teachers’ work is a global phenomenon across education sectors. In Australia the governance of Early Childhood Education and Care (ECEC) embeds international priorities for quality improvement in educational programmes. The implementation of a National Quality Framework (NQF) for the assessment of ECEC services has mobilised the production of a suite of regulatory texts. The regulation of teachers’ work is legitimised through the discourse of quality embedded in policy guidelines. Drawing on interview data from preschool teachers, this paper employs institutional ethnography (IE) to investigate teachers’ accounts of producing a Quality Improvement Plan. As teachers operationalise the expectations of quality assurance in the NQF, their work is oriented to gathering evidence of an approved quality of practice. The findings indicate a shift in professional focus to increased documentation of ‘quality of practice’, goal setting and evidence of the collaborative construction of Quality Improvement Plans. 相似文献
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ABSTRACTFeedback is an essential formative assessment practice that has the potential to influence student learning and achievement positively. Providing effective feedback, however, is a challenging task for teachers. Especially beginning teachers struggle with the provision of information that supports students in developing and improving their competences. Learning to provide feedback thus is an important aspect of teacher education. The present exploratory study investigates pre-service chemistry teachers’ practices regarding the judgement of students’ level of achievement and the provision of feedback in the context of the control-of-variables strategy. A sample of N?=?40 bachelor and master students at Kiel University judged students’ written artefacts and provided feedback with the aim to support students in their progression towards the learning goals. The quality of the feedback was coded with respect to its correct judgement of the students’ current levels of achievement and the support it provided regarding next steps in learning. The results show that only a few of the pre-service teachers could correctly judge students’ current levels of achievement and provide feedback that is expected to be effective. Overall, the findings indicate a need for more research in this field and a need for the implementation of formative assessment practices as a topic in pre-service teacher education. 相似文献
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Reading and Writing - We assessed the influence of genre-specific discourse knowledge and writing goals on the persuasive writing of 4th and 6th grade students with and without learning... 相似文献
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Yeon Ha Kim 《教育心理学》2016,36(4):658-674
This study aims to explore the impact of early childhood educators’ meta-cognitive knowledge on the quality of their childcare curriculum implementation, and to gain insights regarding successful problem-solving strategies associated with early education and care. Early childhood educators’ implementation of general problem-solving strategies in real educational settings has not previously been studied, even though providing early education and care is a complicated ill-structured task requiring effective problem-solving strategies. The present study surveyed 166 South Korean early childhood educators regarding their meta-cognitive knowledge of five general problem-solving strategies (free production, analogy, step-by-step analysis, visualisation and combining) and childcare curriculum implementation. In general, strategic teachers provided high-quality childcare. Teachers preferred analogy most strongly among the five general problem-solving strategies, but step-by-step analysis was the most powerful predictor of quality of curriculum implementation. Among the five strategies, only three strategies (step-by-step analysis, free production and analogy) showed meaningful associations with quality of curriculum implementation. 相似文献
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TAKAGI Tasuku 《浙江大学学报(A卷英文版)》2007,8(3):357-360
Electric contact discharge is subject closely related to digital information transmission, and integrity of digital signals for realizing high reliablility transmission. This kind of problem is a part of EMC (electromagnetic compatibility). From such a viewpoint, contact noise problems will be mentioned which disturb and degrade digital signals. The induction noise and radiation noise from discharge, electrostatic discharge (ESD), and connector related fundamental subject will be mentioned. 相似文献
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Petra Pinger Katrin Rakoczy Michael Besser Eckhard Klieme 《Assessment in Education: Principles, Policy & Practice》2018,25(2):160-182
The aim of this study was to contribute to the understanding of the effectiveness of formative assessment interventions by analysing how the quality of programme delivery affects students’ mathematics achievement and interest. Teachers (n = 17) implemented formative assessment in their ninth-grade mathematics classes and provided their students (n = 426) with written process-oriented feedback. Four feedback characteristics (number of feedback comments, specificity, feedback at self level, social reference norm) and two types of embedment of feedback in the instructional context (focus on feedback utilisation, focus on performance evaluation) were evaluated. Multilevel regression analyses revealed no significant effects of feedback characteristics on interest but negative effects of number of feedback comments and specificity on achievement in mathematics. Positive effects on mathematics achievement and interest were found when feedback was embedded in instruction and had emphasis on feedback utilisation. Students’ interest also was affected positively when performance evaluation was stressed. 相似文献
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Cristina G. Oliveira Paulo C. Oliveira Nilza Costa 《European Journal of Engineering Education》2012,37(1):49-57
Quality in higher education is a subject of increasing importance. This idea can be supported by looking at different sources, namely, the scientific literature, national and transnational governments’ policies, such as those emerging from the Bologna Process. Also, the internationalisation of higher education and, within it, students’ and staff mobility among institutions, has brought to the agenda the quality issue, particularly with regard to the teaching and learning process. Several authors argue that the meaning of quality depends on who defines it. This article focuses on a study that looks at how teachers and students in higher education institutions, in Portugal and in the domain of Engineering, see the quality issue. Data was collected through interviews to teachers (six) and students (38) in two different Portuguese institutions. The results indicate that, although teachers and students refer to the same dimensions that influence quality, they have different perspectives about their importance. From the point of view of the authors, this discrepancy requires some pedagogical actions in the context where the study was developed and, also, further research to see if the same tendency exists in different settings. 相似文献
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This article reports on findings of a study which objective is the development of an instrument for systematic evaluation and improvement of the quality of teaching in special schools. The article describes the research process which led to the construction of the instrument as well as the way teachers can use the instrument to improve the quality of their teaching. The article advocates a practice perspective to professional development in special schools, as special schools in Denmark are under pressure by three international educational agendas: the agenda of accountability, the agenda of standards and the agenda of inclusion. The instrument suggests that professional development is teacher driven and not driven by the accountability agenda. The research approach was collaborative as 35 teachers and principals from 16 special schools participated in the research process. Their perceptions of quality in the practice of teaching in special schools and research literature on the quality of teaching in both mainstream schools and special schools have shaped the development of the instrument. Thus, the instrument is based on the finding, that teaching methods in general and special education are not as different as assumed. This finding is reflected in the instrument. 相似文献
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The quality of undergraduate teaching is an issue under heated dispute in China. This study examined Chinese undergraduate students’ perceptions of teaching quality and the effects on their approaches to studying and course satisfaction. A sample of 2,043 students from two full-time universities in mainland China responded to a questionnaire comprising three scales adopted from widely used instruments. The results showed that the Course Experience Questionnaire is a valid instrument for assessing the teaching quality in Chinese universities. The study also revealed the desirable effects of clear goals and standards, an emphasis on independence, generic skills, and an appropriate workload on students’ approaches to studying (measured by the Study Process Questionnaire) and course satisfaction (measured by the Overall Satisfaction Scale). However, good teaching and appropriate assessment were found to have an unexpected effect. Specifically, good teaching was found to only have a positive impact on surface motive, while appropriate assessment was found to negatively influence students’ deep as well as surface approaches. These findings highlighted the need to re-examine the role of teacher-centered pedagogy and the nature of student assessment in university teaching. The results’ implications for improving undergraduate teaching in China are suggested. 相似文献
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Development of a questionnaire for assessing students’ perceptions of the teaching and learning environment and its use in quality assurance 总被引：2，自引：0，他引：2
There are few available instruments that assess students’ perceptions of university teaching and learning environments and
can be used to provide diagnostic feedback, at the degree or program level, on the quality of the environment. This article
describes the development, testing and application, for quality assurance purposes, of a suitable instrument. The final version
of the questionnaire includes scales seeking students’ feedback on nine facets of the teaching and learning environment. There
are also scales seeking students’ perceptions of the influence of the environment on the development of eight generic capabilities.
The 17 scales have been shown to be reliable. Validity has been established by the use of faculty panels to select appropriate
generic capabilities and by testing, by structural equation modelling, of an underlying model of the nurturing of capabilities
by the environment. The questionnaire has proved to be highly diagnostic when used for quality assurance purposes. A case
is given showing how the questionnaire identifies strengths and weaknesses, which can lead to action plans for quality improvement. 相似文献