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1.
Cristina Alarcón 《欧洲教育》2015,47(3):199-214
This paper analyzes the activities, members, and effects of an inter-American expert network for the diffusion of psychometric knowledge, specifically of standardized aptitude testing for university admission in Latin America during the 1960s and 1970s. Within the framework of educational transfer studies, the role of international, nongovernmental, and philanthropic organizations is examined. It is argued that circulation of psychometric knowledge and technologies led to a new governing regime for learning and learners. The paper discusses the effect of convergence and Americanization, in the context of US-promoted “Alliance for Progress,” but also of divergence and resistance. 相似文献
2.
刘曦 《黑龙江教育学院学报》2011,(11):26-28
我国现阶段高考录取中的很多现象反映出了教育领域的不公平问题。基于此,从我国现阶段高考录取的一些现象谈起,从四个方面分析了问题产生的原因,探讨其中折射出的教育不公,进而提出改变在高考录取过程中因区域差异而带来的不公问题,实现教育公平,促进高等教育快速发展,在一定程度上实现社会公平。 相似文献
3.
AbstractIn this paper we draw on Mettler’s concept of the policyscape and apply it to an examination of policy-making processes and events as they pertain specifically to an analysis of transgender inclusivity and gender diversity in the Ontario context. We employ Ball’s focus on policy as text and policy ensembles alongside Bailey’s employment of policy dispositifs to map key events that characterize important legislative developments that define the Ontario education policy landscape with regards to addressing gender identity and gender expression as a basis for anti-discrimination. We situate particular events such as the GSA (Gay Straight Alliance or Gender and Sexuality Alliance) and sex education controversies within a broader context of trans activism, which we identify as pointing to quite specific contingencies that characterize the Ontario policyscape. Overall, the paper extends a consideration of the specificities of the Ontario case in Canada to a broader reflection on the utility of the policyscape as a crucial concept for making sense of the relevance of more general characteristics of a spatially-focused trans informed policy analysis. 相似文献
4.
Vahide Taskin Sascha Bernholt Ilka Parchmann 《International Journal of Science and Mathematics Education》2017,15(1):39-55
Chemical representations serve as a communication tool not only in exchanges between scientists but also in chemistry lessons. The goals of the present study were to measure the extent of student teachers’ knowledge about chemical representations, focusing on chemical formulae and structures in particular, and to explore which factors related to the education in school and university contribute to inter-individual differences. Using a quantitative cross-sectional design, 322 students from 12 German universities in different stages of their university education were tested with the Chemical Representations Inventory (CRI, Taskin, Bernholt, & Parchmann, 2015). In addition, a short questionnaire was administered containing demographic data and possible factors that could have an effect on students’ success in solving the items of the inventory. The data was analyzed by using Rasch modeling. The results show that student teachers’ knowledge about chemical representations is quite low, with an average of students’ total achievement of 50 % in the corresponding inventory on chemical representations. A multivariate linear model revealed that passing exam(s) in organic chemistry at university, the grade of school leaving certificate, gender as well as studying chemistry in upper secondary school on basic and advanced levels are significant predictors of student teachers’ knowledge. In total, these predictors are able to explain 30.3 % of the variance in the test results. The dominance of school-related variables in the regression analysis indicates that school education seems to be still important after several years of studying and is not equalized by education at university. 相似文献
5.
Hadrat Yusif Ishak Yussof Zulkifly Osman 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》2013,59(1):7-27
Public universities in Ghana are highly subsidised by the central government and account for about 80 per cent of university students in the country. Yet issues of fairness in terms of entry into the public university system have so far hardly been addressed. To find out whether participation in public university education is equitable, the authors of this paper carried out a binary logistic regression analysis. Individual data were collected from 1,129 (614 male and 515 female) final year senior high school (SHS) students for the 2009 cohort. The authors measured student, father and mother characteristics likely to influence admission to a public university. The results show that the major predictors of public university entry are students’ academic ability, quality of SHS attended and number of siblings. This seems to suggest that there is a significant bias in the selection of students from different socio-economic groups for admission to highly subsidised public universities. The implication is that public financing of university education in Ghana may not be equitable. 相似文献
6.
Cumulative and segmented learning: exploring the role of curriculum structures in knowledge‐building
Karl Maton 《British Journal of Sociology of Education》2009,30(1):43-57
The present article extends Basil Bernstein’s theorisation of ‘discourses’ and ‘knowledge structures’ to explore the potential of educational knowledge structures to enable or constrain cumulative learning, where students can transfer knowledge across contexts and build knowledge over time. It offers a means of overcoming dichotomies in Bernstein’s model by conceptualising knowledge in terms of legitimation codes (bases of achievement) and semantic gravity (context‐dependency of knowledge). This developed framework is used to analyse two contrasting examples of curriculum – from professional education at university and secondary school English – that aim to enable cumulative learning. Analyses of students’ work products show that both cases can constrain knowledge‐building by anchoring meaning within its context of acquisition. The basis for this potential is located in a mismatch between their aims of enabling students to learn higher‐order principles and their curricular means that focus on knowers’ dispositions rather than articulating principles of knowledge. 相似文献
7.
高等教育和谐发展是构建和谐社会的重要基石,硕士研究生招生考试改革不仅对高等教育的改革与发展产生重要影响,直接影响到高等教育结构、高等教育机会等问题,同时,还将影响整个社会的和谐发展。处理好研究生招生考试改革中的统一考试与自主招生的关系、考查知识与考查能力的关系、初试与复试的关系、公平与效率的关系,对高等教育的和谐发展意义重大。 相似文献
8.
在当代高职学生的德育教育中,完全依靠德育课堂教学是不够的,必须将德育教育与学科教学有机地结合起来,寓于各学科教学之中,这是德育教育的基本渠道,其实践效果也十分明显。寓德育教育于学科教学,要讲究方法,找好切入点。同时,也要注意因材施教、因人寓德,切不可牵强附会,生搬硬套。 相似文献
9.
《教育实用测度》2013,26(1):35-48
This study investigated several current coaching practices used in training test-wiseness for analogy items in standardized test batteries. A three-group design was used which included a general test-taking, "encouragement" condition in addition to a no-training control group condition. The specific techniques used in training are described. Scholastic Aptitude Test (SAT) scores were obtained from university admission files to verify that no overall aptitude differences existed in the three conditions. Differences were observed for the coached group relative to the two control groups in terms of overall number of correct responses for the coached item types (analogies). No differences were found for the non-coached item types. Item difficulties for the three groups are also reported which show that several items were indeed made easier for individuals in the coached group. A qualitative analysis of the items made easier by coaching in terms of the training techniques used is given along with an analysis of the items that did not respond to coaching. Finally, a discussion of potentially flawed item types and item characteristics and suggestions for dealing with such flaws are given. 相似文献
10.
余永玲 《天津师范大学学报(社会科学版)》2012,(1):62-66
建立多元评价体系是素质教育的必然要求,是新课程理念内在规定性的具体体现。在新课改背景下,高考改革要促进高校多元选择学生,要利于基础教育并多元评价学生,促进学生全面发展。其基本途径是:将综合素质评价逐步作为高校选拔人才的重要内容,将高中学业水平考试引入高考,建立学业水平考试和高考的联动机制。改革招生管理体制,增强高校选才的主体性作用。 相似文献
11.
Moshe Zeidner Lya Kremer‐Hayon Dafna Laskov 《Assessment & Evaluation in Higher Education》1990,15(1):45-59
This study examines the predictive validity of three commonly used nursing school admission indices, that is, scholastic aptitude test scores, matriculation grades, and evaluations of performance in a group interview situation, in a sample of 321 Israeli nursing school students. Grade point average, supervisor evaluation of clinical internship, and scores on a government certification exam served as primary indices of criterion performance. Whereas composite aptitude test scores correlated moder ately with both grade point average and certification exam scores, matriculation grades correlated negligibly with all three criterion measures. Group interview ratings correlated moderately with clinical performance, but negligibly with the remaining criteria. Aptitude test scores were not found to be biased predictors of criterion performance by ethnicity or social background. The implications of these findings for the selection of nursing school candidates in Israel are discussed. 相似文献
12.
In this paper we use data from a sample of about 500 high school seniors in 12 schools in the Athens area, followed up one year after graduation, in order to analyze the factors that determine entry into the highly restricted state university system. The analysis documents a very strong social demand for higher education, only a fraction of which is satisfied by the availability of domestic university places. As a result of the restrictions many students go to study abroad or spend at least one extra year in preparation for the highly selective entry examinations. Although attendance at public secondary schools and the domestic university system is free, families spend a sizeable portion of their income for the education of their children. The analysis also documents a high degree of inequity in the distribution of university places, where the offspring of the higher occupational classes have four times the chance of entering university relative to those whose father is a manual worker. The results are discussed in the context of alternative eductional policies that would satisfy the excess demand for higher education in a more efficient and equitable way.We are grateful to Tony Halil, Harry Lambropoulos and Maureen Woodhall for useful comments on an earlier draft of this paper. The views expressed here are those of the authors and should not be attributed to their institutions. 相似文献
13.
邢星 《外语教学理论与实践》2021,174(2):126
2007年国务院学位委员会、教育部批准开设翻译硕士专业学位（MTI）,翻译学科进入快速发展期,MTI办学规模不断扩大,报考人数持续增长,人才培养质量被提上重要议程。在口译人才培养各环节中,学能测试是至关重要的第一步：科学、严谨的入学考试有助于甄选最具口译学习潜能的申请者,为人才培养质量把关。本文对MTI办学单位口译入学考试进行问卷调查研究,通过客观数据、自我评价内容的呈现以及测试内容、方式及效果的讨论与反思,旨在引起ＭＴＩ 教育者、教育管理者及研究者对口译学能测试的重视,加强口译学能测试多样化、规范化及标准化研究,提高口译人才培养质量。 相似文献
14.
Hualiang Fang 《Chinese Education & Society》2018,51(1):68-80
AbstractThe author employs grounded theory to investigate the teaching process of an interdisciplinary general education course at A University as a case. The author finds that under the condition of rather concrete relations between the subject of a major-based course and that of an elected general education course, if the major course is taught with a certain breadth and depth, students would adopt the strategy of using knowledge from their major course in their general education course and using knowledge from their general education course to reflect on the major course. This kind of “two-way insertion” learning model reflects the mechanism of mutual facilitation between major education and general education on the course level. This conclusion has important insights into university general education reforms and general education course building and management. 相似文献
15.
J. B. Thomas 《Educational studies》2007,33(1):53-63
This paper attempts an account and evaluation of the historical development of psychology of education in the 1960s in the UK. It contributes to both the history of the academic discipline of educational studies and to the history of higher education. Progress of the subject is introduced in the general context of university developments and the research environment of educational studies and then examines the growth of research and scholarship in psychology of education through an assessment of the contributions of individual psychologists, including the inheritance from pre‐1960s scholars, an analysis of the authorship of papers in the British Journal of Educational Psychology, and case studies of selected university centres of research excellence. A brief discussion of external research funding is followed by a consideration of advanced course development and the provision of suitable textbooks. The paper concludes with suggestions for further research. 相似文献
16.
王亚莉 《甘肃广播电视大学学报》2002,12(2):12-14
知识经济的到来，原有普通高等教育培养人才的模式，已越来越不能满足知识经济时代社会对人才的需求。通过对高等自学考试制度优越性进行分析、论证，提出完善自学考试制度是完成终身教育和素质教育的有效形式之一。 相似文献
17.
In this paper college admissions are based on test scores and students can exert two types of effort: real learning and exam preparation. The former improves skills but the latter is more effective in raising test scores. In this setting the students with the lowest skills are no longer the ones with the lowest aptitude, but instead are the ones closest to the borderline for college admission. Increased access to college leads to greater income inequality between college graduates and non-graduates. Overall, the ability to study for the test leads to higher expected test scores but lower skills. 相似文献
18.
Michelle L. Klosterman Troy D. Sadler 《International Journal of Science Education》2013,35(8):1017-1043
This study explored the impact of using a socioscientific issue (SSI) based curriculum on developing science content knowledge. Using a multi‐level assessment design, student content knowledge gains were measured before and after implementation of a three‐week unit on global warming (a prominent SSI) that explored both the relevant science content and the controversy surrounding global warming. Measures of student content knowledge were made using a standards‐aligned content knowledge exam (distal assessment) and a curriculum‐aligned exam (proximal assessment). Data were collected from 108 students enrolled from two schools. Quantitative analysis of the distal assessment indicated that student post‐test scores were statistically significantly different than their pre‐test scores (F = 15.31, p<0.001). Qualitative analyses of student responses from the proximal assessment indicated that students, on average, expressed more accurate, more detailed, and more sophisticated understandings of global warming, the greenhouse effect, and the controversy and challenges associated with these issues following the three‐week unit. Combined results from the proximal and distal assessments explored in this study offer important evidence in supporting the efficacy of using SSI as contexts for science education. In addition to a discussion of the components of an SSI‐based curriculum, this study provides support for the use of SSI as a context for learning science content. 相似文献
19.
University knowledge in an age of supercomplexity 总被引：3，自引：0，他引：3
Ronald Barnett 《Higher Education》2000,40(4):409-422
For various reasons, it is becoming felt that the knowledge function of the university is being undermined. Some, indeed, have come to suggest that we are witnessing 'the end of knowledge' in higher education. The 'end of knowledge' thesis takes three forms. Substantively, it is felt that the knowledge sustained by the university has no particular status: it simply takes its place and its chances amid the proliferating knowledges that society has now to offer. Ideologically, it is felt that the knowledge for which the university stands lacks legitimacy: it can simply be understood as a set of language games of a rather privileged set of occupational groups ('academics') that reflects their interests and marginal standing to the rest of society. Procedurally, it is implied that the university can now only secure its future by becoming entrepreneurial and by marketing its knowledge wares in forms of academic capitalism; in the process, its knowledge becomes performative in character and loses its power to enlighten. Much of this analysis is correct – even as the theses cut across each other – butthe conclusion is wrong. The modern world is supercomplex in character: it can be understood as a milieu for the proliferation of frameworks by which we might understand the world, frameworks that are often competing with each other. In such an age of supercomplexity, the university has new knowledge functions: to add to supercomplexity by offering completely new frames of understanding (so compounding supercomplexity); to help us comprehend and make sense of the resulting knowledge mayhem; and to enable us to live purposefully amid supercomplexity. Knowledge, as a pure, objective reading of the world does have to be adandoned. But the university is not, thereby, delegitimised. In an age of supercomplexity, a new epistemology for the university awaits, one that is open, bold, engaging, accessible, and conscious of its own insecurity. It is an epistemology for living amid uncertainty. 相似文献
20.
"艺考热"已经超出艺术考试的正常范围,引发了艺考大军、高考捷径、考试腐败、就业乏力等社会问题。教育政策是促成艺考热的根本原因。为此,应该对我国艺术类专业制定分类指导政策,并建立人才预测、专业评估以及信息公开机制,在建立健全科学自主招生考试制度的基础上,进一步加大教育部门的监管力度。 相似文献