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1.
Book Reviews     
What does it mean for a mentoring program to succeed? Most evaluations focus on participants' perceptions of success. Few studies employ an independent measure of the intended outcomes of the program, and fewer still examine both participant satisfaction and achievement. This article presents an example of how comparing data on perceived and achieved success can foster new insights into the trade‐offs inherent in program design and improvement. Based on an analysis of survey and interview data from an online mentoring program in which 17 history experts supported 108 high school students in historical research, it was found that mentees' satisfaction did not correlate with their achievement of intended program outcomes. Further analysis illuminated design trade‐offs between the aspects of the online mentoring program that supported perceived success and those that supported intended outcomes. The authors argue that examining such trade‐offs in other mentoring programs may facilitate their improvement over time.  相似文献   

2.
The emphasis in recent research on the responsibility of college and university business instructors to prepare students for future employment underscores a need to refine the evaluation of student performance. In this article, an agency theory framework is used to understand the trade‐offs that may be involved in the selection of various approaches to student evaluation. Understanding these trade‐offs may be particularly important as faculty members seek to balance competing obligations, such as research and service requirements, while ensuring instructional effectiveness. This article presents propositions for examining how various institutional, instructor, and student characteristics influence the selection and use of student performance evaluation techniques (i.e., exams, papers, and group assignments). In conclusion, we suggest that agency theory may serve as a foundation for understanding current evaluation practices and guiding instructors in their selection of appropriate evaluation mechanisms.  相似文献   

3.
In recent years, many U.S. states have introduced growth models as part of their educational accountability systems. Although the validity of growth‐based accountability models has been evaluated for the general population, the impact of those models for English language learner (ELL) students, a growing segment of the student population, has not received sufficient attention. We evaluated three commonly used growth models: value tables or transition matrices, projection models, and student growth percentiles (SGP). The value table model identified more ELL students as on track to proficiency, but with lower accuracy for ELL students. The projection and SGP models were more accurate overall, but classified the fewest ELL students as on track and were less likely to identify ELL students who would later be proficient. We found that each model had significant trade‐offs in terms of the decisions made for ELL students. These findings should be replicated in additional state contexts and considered in the development of future growth‐based accountability policies.  相似文献   

4.
This paper reports on a large qualitative study with commuter students in England. Research on student success identifies the importance of engagement in academic and non‐academic aspects of the student experience; in this paper student engagement is segmented into academic, enhancement and social spheres. Commuter students, who often incorporate a range of equity characteristics, aim to achieve good degree and employment outcomes, and prioritise academic engagement. But commuting tempers their face‐to‐face academic engagement as they make trade‐offs between the costs of travelling and the value of the academic encounter. Engagement in enhancement and social activities is limited and is seen by many as an extraneous aspect of the higher education experience. This lack of engagement can be understood through the employment of notions of economic, cultural and social capital, and these insights inform the recommendations for higher education providers to improve the engagement and outcomes of non‐traditional students in higher education.  相似文献   

5.
How Important is Study Mode in Student University Choice?   总被引：1，自引：0，他引：1  
Conjoint analysis was used to model the importance of study mode in students' choice of university. Study mode was proposed as a key choice attribute as universities have diversified their means of delivering education and increased the use of online delivery. Results are reported for two conjoint experiments. The first investigated how undergraduate students made trade‐offs between study mode, university and tuition fees. The second examined similar trade‐offs made by current and prospective postgraduates. Findings confirmed the importance of study mode to both groups and suggest two main reasons for its influence on university choice: it affects students' experiences of learning and socialising at university, and their time and place flexibility. The most preferred study modes for undergraduates and postgraduates were face‐to‐face study and print‐based study, respectively. Given the trend towards online delivery, the findings have relevance to universities across national systems and reputational markets.  相似文献   

6.
SEPTIMUS is a one‐year Europe‐wide postgraduate theoretical course for psychotherapists and counsellors provided entirely via the Internet. It may be used as part of a training course, with face‐to‐face elements provided locally, or for continuing professional development. The course was developed at the University of Sheffield in collaboration with psychotherapy training institute partners in seven other European countries. Two studies involving 167 SEPTIMUS students and 60 comparable face‐to‐face students were undertaken. ? Study 1. Drop‐out rates for the SEPTIMUS programme were found to be low, and comparison between those dropping out and those completing did not highlight any significant factors linked to distance learning. However, students cited finance, distance from training centre, lack of practical experience, family commitments and the intensity of their working weeks as having been barriers to taking face‐to‐face learning courses in the past.

? Study 2. SEPTIMUS students (e‐learners) were compared with students taking comparable attending (face‐to‐face) theoretical courses also being provided by partners in the project to psychotherapy trainees. Significant differences were found in distance from training institute and ability to visit training institute. SEPTIMUS students had higher levels of computer ownership, frequency of Internet use and IT skills than attenders; these factors when examined in Study 1 did not have an impact on the drop‐out rate of e‐learners.

e‐Learning can overcome barriers to traditional learning in psychotherapy, particularly distance from a training centre, without loss of student satisfaction or student performance. Factors sometimes thought to be obstacles to e‐learning, such as information technology skills, were not found to be significant barriers – although they may have affected recruitment. Certain aspects of e‐learning, such as the tendency to facilitate self‐disclosure, were found to be very beneficial, particularly in the context of psychotherapy programmes.  相似文献   

7.
Internship programs, whereby students are employed on a full‐time basis while studying part‐time for a degree, are increasingly popular. This paper discusses an analytical framework which is helpful in evaluating, from the student's perspective, alternative internship programs. The methodology is illustrated by a detailed analysis of two internship programs currently available in N.S.W. Other options such as full‐time study, with and without part‐time employment, are also analysed. Comparison of the internships and other options reveal substantial differences in life‐time earnings, rates of renumeration and implicit trade‐offs between income and leisure. Non‐monetary differences may also be substantial.  相似文献   

8.
In response to international concerns about scientific literacy and students’ waning interest in school science, this study investigated the effects of a science‐writing project about the socioscientific issue (SSI) of biosecurity on the development of students’ scientific literacy. Students generated two BioStories each that merged scientific information with the narrative storylines in the project. The study was conducted in two phases. In the exploratory phase, a qualitative case study of a sixth‐grade class involving classroom observations and interviews informed the design of the second, confirmatory phase of the study, which was conducted at a different school. This phase involved a mixed methods approach featuring a quasi‐experimental design with two classes of Australian middle school students (i.e., sixth grade, 11 years of age, n = 55). The results support the argument that writing the sequence of stories helped the students become more familiar with biosecurity issues, develop a deeper understanding of related biological concepts, and improve their interest in science. On the basis of these findings, teachers should be encouraged to engage their students in the practice of writing about SSI in a way that integrates scientific information into narrative storylines. Extending the practice to older students and exploring additional issues related to writing about SSI are recommended for further research.  相似文献   

9.
A large body of international research focuses on identifying reasons why students do not ‘persist’ (Tinto, 2006 ) within higher education. Little research has focused on students whose leaving is non‐voluntary and where narratives of ‘persistence’ are therefore not as pertinent. This paper seeks to refocus some of the attention onto the distinct group of students who do not elect to leave their studies but who are, instead, required to withdraw; such students leave under ‘Academic fail’ and ‘Exclusion’ categories. More specifically, it explores the relationship between student leavers’ ethnicity and their likelihood of being required to withdraw. Utilising a large dataset comprising UK‐domiciled undergraduate students enrolled to take a degree within an English higher education institution in 2010/11, it finds that most groups of Black and Minority Ethnic students are more likely to be required to withdraw than White students. Ethnicity exerts an independent impact on a student's likelihood of being required to withdraw, when other background and on‐course characteristics are controlled for, but this impact varies by disciplinary area. It is suggested that these findings implicate factors within the higher education sector itself as key drivers in the process that leads to students being required to withdraw. Lessons are drawn out for those tasked with managing the student experience within higher education.  相似文献   

10.
While government intervention in the higher education market may be justified, it may come at the cost of lower consumer sovereignty and restricted producer autonomy. Through marketisation policy, students and higher education providers have more room to make their own trade‐offs and interact more closely on the basis of reliable information. This article discusses eight conditions for a market and the extent to which these are met in Dutch higher education. It is argued that there is still a key role for the government to co‐design framework conditions and facilitate interaction in a more demand‐driven and liberalised higher education sector.  相似文献   

11.
Science literacy includes understanding technology. This raises questions about the role of technology in science education as well as in general education. To explore these questions, this article begins with a brief history of technology education as it relates to science education and discusses how new conceptions of science and technological literacy are moving beyond the dichotomies that formerly characterized the relationship between science and technology education. It describes how Benchmarks for Science Literacy, the National Science Education Standards, and the Standards for Technological Literacy have been making a case for introducing technology studies into general education. Examples of specific technological concepts fundamental for science literacy are provided. Using one example from the design of structures, the article examines how understanding about design (i. e., understanding constraints, trade‐offs, and failures) is relevant to science literacy. This example also raises teaching and learning issues, including the extent to which technology‐based activities can address scientific and technological concepts. The article also examines how research can provide guides for potential interactions between science and technology and concludes with reflections on the changes needed, such as the creation of curriculum models that establish fruitful interactions between science and technology education, for students to attain an understanding of technology. © 2001 John Wiley & Sons, Inc. J Res Sci Teach 38: 715–729, 2001  相似文献   

12.
For many students, embarking on higher education can pose particular threats and challenges, not only to academic identity, but also to fundamental, personal aspects of the self. This paper reports a methodological study that employed quantitative and qualitative research methods to explore the impact on the sense of self and self‐esteem of a group of female first‐year undergraduates. Results from a Self‐esteem inventory, a variation on Q Methodology, an Ideal‐self inventory and a semi‐structured interview revealed different but complementary aspects of the self and indicated that participants’ self‐esteem increased over the duration of the study, as recorded on all four measures. It is suggested that the most appropriate way of uncovering and understanding mediators of self‐esteem may be through a mixed‐method approach.  相似文献   

13.
This article presents a summary of the results from phase 1 of a two‐phase research project. Drawing on the principles of problem‐based learning (PBL), the aims of phase 1 were to design, develop and evaluate a set of flexible online teaching resources for use within a virtual learning environment. Participants in the project (n = 10) were volunteers from students registered on a two‐year distance education programme of study for specialist teachers of children with visual impairment. Two case scenarios were developed for the project, each of which was based around a fictitious support service for teachers of children with visual impairment. Following a campus‐based study day, the participants were assigned to one of two ‘PBL Activity Groups’ and completed a series of tasks within each case scenario. Participation in the project was supported by members of the Project Team over a period of one semester, following which participants were asked to provide feedback through an online questionnaire. A summary of the feedback is presented, and key findings discussed. The results suggest that, with appropriate resources, adequate preparatory training and effective tutor support, online PBL can be an effective method for supplementing the continuing professional development of specialist teachers studying through distance education.  相似文献   

14.
New instructional technologies have been increasingly incorporated into the medical school learning environment, including lecture video recordings as a substitute for live lecture attendance. The literature presents varying conclusions regarding how this alternative experience impacts students' academic success. Previously, a multi‐year study of the first‐year medical histology component at the University of Michigan found that live lecture attendance was positively correlated with learning success, while lecture video use was negatively correlated. Here, three cohorts of first‐year medical students (N = 439 respondents, 86.6% response rate) were surveyed in greater detail regarding lecture attendance and video usage, focusing on study behaviors that may influence histology learning outcomes. Students who reported always attending lectures or viewing lecture videos had higher average histology scores than students who employed an inconsistent strategy (i.e., mixing live attendance and video lectures). Several behaviors were negatively associated with histology performance. Students who engaged in “non‐lecture activities” (e.g., social media use), students who reported being interrupted while watching the lecture video, or feeling sleepy/losing focus had lower scores than their counterparts not engaging in these behaviors. This study suggests that interruptions and distractions during medical learning activities—whether live or recorded—can have an important impact on learning outcomes. Anat Sci Educ 11: 366–376. © 2017 American Association of Anatomists.  相似文献   

15.
Experiential‐based mini‐demonstrations are useful to facilitate student learning on a wide variety of topics. The purpose of this teaching brief is two‐fold: (1) it outlines a useful mini‐demonstration to teach attribute control charting when the sample size is unknown, and (2) adds additional proof that experiential methods positively impact upon student learning. The goal of this mini‐demonstration is to assist undergraduate and graduate students to develop their hands‐on statistical quality control charting and quality management concepts. By using this mini‐demonstration in one operations management class and not another, students that participated in this mini‐demonstration performed significantly better (p= .05) than their counterparts in testing. The mini‐demonstration may be extended to include computer integration, used in small or large class sizes, and provides an efficient, effective use of classroom time to develop concepts.  相似文献   

16.
Reviews     
Post‐compulsory education in the UK is growing in complexity. A little explored feature of this complexity is the development of collaborative arrangements between higher education institutions and providers of sixth form education under which students can study university modules whilst pursuing their sixth form studies. This article reports the findings of a recent project designed to explore the feasibility of such arrangements. A range of existing provision is identified focusing on both academic high achievers and students from socio‐economic groups that are currently under‐represented in higher education. The article reviews such arrangements in the context of government policy, the changing nature of sixth form and higher education, and the boundaries that have been drawn between what have traditionally been viewed as separate elements of the English and Welsh education systems. It considers the impact of such provision on the two main groups of students studied and highlights some of the issues arising out of these partnerships between higher education and sixth form institutions.  相似文献   

17.
The time, material, and staff‐consuming nature of anatomy's traditional pen‐and‐paper assessment system, the increase in the number of students enrolling in medical schools and the ever‐escalating workload of academic staff have made the use of computer‐based assessment (CBA) an attractive proposition. To understand the impact of such shift in the assessment method, an experimental study evaluating its effect on students’ performance was designed. Additionally, students’ opinions toward CBA were gathered. Second‐year medical students attending a Clinical Anatomy course were randomized by clusters in two groups. The pen‐and‐paper group attended two sessions, each consisting of a traditional sectional anatomy steeplechase followed by a theoretical examination, while the computer group was involved in two similar sessions conducted in a computerized environment. At the end of each of the computer sessions, students in this group filled an anonymous questionnaire. In the first session, pen‐and‐paper group students scored significantly better than computer‐group students in both the steeplechase (mean ± standard deviation: 66.00 ± 14.15% vs. 43.50 ± 19.10%; P < 0.001) and the theoretical examination (52.50 ± 12.70% vs. 39.00 ± 21.10%; P < 0.001). In the second session, no statistically significant differences were found for both the steeplechase (59.50 ± 17.30% vs. 54.50 ± 17.00%; P = 0.085) and the theoretical examination (57.50 ± 13.70% vs. 54.00 ± 14.30%; P = 0.161). Besides, an intersession improvement in students’ perceptions toward CBA was registered. These results suggest that, after a familiarization period, CBA might be a performance equivalent and student accepted alternative to clinical anatomy pen‐and‐paper theoretical and practical examinations. Anat Sci Educ 11: 124–136. © 2017 American Association of Anatomists.  相似文献   

18.
A successfully targeted intervention can influence food safety knowledge, attitudes, and behaviors, as well as encourage participants to recognize their own responsibility for safe food handling. This acknowledgement of an individual's responsibility and capacity to address food safety can be understood as self‐efficacy of food safety (SEFS). This study investigated the impact of a specific educational intervention, Hands On: Real‐World Lessons for Middle School Classrooms, curriculum on SEFS in adolescents and was guided by two research questions: (1) to what extent can an existing food safety curriculum impact students’ SEFS, and (2) to what extent does a relationship exist between changes in self‐efficacy and changes in food safety behavior, particularly when controlling for knowledge gains. A total sample of 424 students across 6 states participated in this study. Teachers were trained to implement the Hands On program in their classrooms and then students were administered a pre‐ and posttest to measure the impact of the program on knowledge, food safety‐related behaviors, and SEFS. The data indicated that there is a strong predictive relationship between SEFS and positive behavior change. Additionally, the Hands On program was effective at increasing students’ SEFS.  相似文献   

19.
Research on motivation has mainly concentrated on the role of goal orientation and self‐evaluation in conducting learning activities. In this paper, we examine the relative importance of teachers’ teaching and their efficacy beliefs to explain variation in student motivation. Questionnaires were used to measure the well‐being, academic self‐efficacy, mastery goal orientation, performance avoidance, intrinsic motivation and school investment of students (n = 3462) and the teaching practices and teachers’ sense of self‐efficacy (n = 194) in primary schools. Results of the multi‐level analyses show that connection to the students’ world and cooperative learning methods had a positive effect on students’ motivation, while process‐oriented instruction by the teacher had a negative effect on motivational behaviour and motivational factors of students. Finally, the results lend credence to the argument that teachers’ sense of self‐efficacy has an impact on both teachers’ teaching and students’ motivation to learn.  相似文献   

20.
This study examines the impact of Disaggregate Instruction on students’ science learning. Disaggregate Instruction is the idea that science teaching and learning can be separated into conceptual and discursive components. Using randomly assigned experimental and control groups, 49 fifth‐grade students received web‐based science lessons on photosynthesis using our experimental approach. We supplemented quantitative statistical comparisons of students’ performance on pre‐ and post‐test questions (multiple choice and short answer) with a qualitative analysis of students’ post‐test interviews. The results revealed that students in the experimental group outscored their control group counterparts across all measures. In addition, students taught using the experimental method demonstrated an improved ability to write using scientific language as well as an improved ability to provide oral explanations using scientific language. This study has important implications for how science educators can prepare teachers to teach diverse student populations.  相似文献   

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