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Web searching for complex information requires to appropriately evaluating diverse sources of information. Information science studies identified different criteria applied by searchers to evaluate Web information. However, the explicit evaluation instructions used in these studies might have resulted in a distortion of spontaneous evaluation processes. Accordingly, the present study compared explicit evaluation instructions and neutral thinking-aloud instructions. Data from thinking-aloud protocols, eye tracking, and information problem-solving were collected from 30 participants equally distributed to two experimental conditions, that is, the Instructed Evaluation condition and the Spontaneous Evaluation condition. Instructed evaluation, as compared to spontaneous evaluation, resulted in more verbal utterances of quality-related evaluation criteria, in an increased attention focus on user ratings displayed on Web pages, and in better quality of decision making, although participants in the Instructed Evaluation condition were not able to better justify their decision as compared to participants in the Spontaneous Evaluation condition. 相似文献
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The admission procedures for identifying and selecting students in special residential schools of mathematics and science in the United States were studied through interviews with school officials and examination of the schools’ literature on admissions. The selection criteria included tests of verbal and mathematical aptitudes, home school grade‐point averages, ratings of behavioral characteristics, and interviews. The selection stages included recruitment, application file development, file reviews, interviews, and selection decision making. 相似文献
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《Journal of Further & Higher Education》2012,36(3):303-324
There is a growing demand for admissions tutors in UK universities to use more rigorous and systematic decision‐making methods in recruitment processes. A key barrier to achieving this goal is the lack of a coherent and definitive body of knowledge upon which such methods can be built. The yardstick used for the majority of applicants is A2‐level performance measured through the grades that are attained, often translated into a points score. However, A2‐level performance is widely thought to be a crude and inaccurate way of predicting future academic performance. The aim of the research reported in this paper was to inform the practice of admissions tutors by improving the basis upon which decisions are made. Specifically, the goal was to provide admissions tutors with evidence to support their decision‐making processes by providing concrete data upon which recruitment decisions can be made. The research studied the first year (Level 1) performance of one cohort of students studying mechanical engineering programmes at the University of Leeds. The focus of the research was on the relationship between A2‐level performance and other information that is available to admissions tutors when they are selecting students, and Level 1 university performance. The results of the research indicate that, for applicants with A2‐levels, (1) only 28% of the variance in their university performance could be attributed to their A2‐level performance and (2) admissions processes should focus on the A2‐level grades that are attained rather than the A2‐level points scores that are frequently used. 相似文献
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The intergenerational approach is a proven method for education and service programming with older adults, children, and youth. However, the broad scope of intergenerational programming inherently makes it difficult to create general decision‐making processes or models for the selection of appropriate activities for diverse participants. We present a model for decision making in intergenerational programs that is adaptable to a wide variety of participant groups, sponsoring agencies, and program goals. The model emerged as we developed and conducted an intergenerational training program for caregivers of children and the frail elderly. It stresses the importance of involving all constituent groups in planning, delineates five program categories, and establishes four criterion levels for decision‐making regarding appropriate activities. The model will be useful to those planning and implementing intergenerational programs in a vareity of settings. 相似文献
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Edmond Hau‐Fai Law Maurice Galton Sally Wai‐Yan Wan 《Asia-Pacific Journal of Teacher Education》2007,35(2):143-159
This study is designed to investigate the impact of school‐based curriculum development teams on teacher development within the tradition of school‐based curriculum development in a primary school in Hong Kong. Teacher interviews were used to evaluate the extent that teacher engagement in curriculum decision‐making processes within two school‐based curriculum development teams has led to teacher professional development which were triangulated with the videotaped meetings and tryout lessons. Qualitative evidence has revealed positively that participating teachers have developed themselves professionally through the process of planning, experimenting and reflecting (PER model) upon curriculum practice and innovation under certain conditions. However, the complexity of the structures and processes that were established for involving teachers in curriculum decision‐making processes needs further empirical and theoretical work. This paper only looks at data relating to teacher development in curriculum leadership collected in the second action cycle of the project from January to June 2005. 相似文献
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This paper describes ongoing research that builds on earlier studies by the authors that have investigated issues concerning the selection of science graduates to secondary PGCE courses. These studies identified the need for criteria that are understood by tutors and applicants to ensure that candidates from ethnic minority groups are not disadvantaged. The research focuses on the perceptions that science graduates have about the selection process for secondary teacher education courses and seeks to identify whether the procedures used disadvantage any particular groups or individuals. We are interested also in whether there is a mismatch between tutors’ perceptions of the interview process and those of the applicants. During 1995/96 current students and applicants for one year PGCE courses in science were asked how they had prepared for their interviews and for their impressions of the interviewing process. The paper describes initial findings and the implication of these findings. 相似文献
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Araitz Uskola Gurutze Maguregi María‐Pilar Jiménez‐Aleixandre 《International Journal of Science Education》2013,35(17):2311-2333
We have analysed the processes of argumentation of three university student groups (A: six students, C: five students, and J: seven students) while making a decision about an environmental problem (selection of a heating system). The discussions took place in three 1½‐hour sessions that were audio‐taped and transcribed. For the analysis of the oral discussions, on the one hand, we have taken into account some of the dimensions characterising the quality of this decision‐making process, including the number and variety of criteria utilised, whether criteria, which did not favour the selected option, were considered and whether priorities were established among criteria, and, on the other hand, the use of environmental concepts such as renewable and sustainability as well as the meanings that were constructed for both concepts. We have determined that the students in this study proposed and utilised, both explicitly and implicitly, a high number and great variety of criteria to support their choices, although they were rarely able to consider contradictory evidence; that is, those that demonstrated disadvantages of the option selected. In terms of the construction of knowledge, we observed that in some groups the proposed task favoured the construction of a concept of sustainability that took the future into consideration and which was utilised as the most important justification in their selection. In terms of the concept of renewable, we found that they did not relate depletion of resources to economic consequences. We discuss the implications for the educational competence development. 相似文献
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This exploratory qualitative study examines the decision‐making processes that organizational leaders used during the recent economic crisis. Specifically, it analyzes whether leaders used a discovery process (“thinking first”) or an idea‐imposition process (“seeing first”) to make decisions. In addition, the study examines whether leaders chose ready‐made solutions or developed custom solutions in response to the decisions that they made. Contrary to the results that were anticipated based on the decision‐making literature, research revealed that a majority of organizational leaders used an idea‐imposition process during the economic crisis, and leaders were evenly divided between ready‐made and custom solutions. 相似文献
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Karen Wotton 《高等教育研究与发展》1998,17(2):239-249
Skills in clinical decision‐making are integral to the efficiency and effectiveness of health‐care delivery. This article describes the use of case‐study method in order to develop skills in clinical decision‐making in students of nursing. A model of topic development is described. Aspects of topic development included: the selection of appropriate cases; the use of guidelines for analysis of cases and the development of interrelated formats for teaching. Data from student surveys on topic and lecturer evaluation indicated that, generally, students were satisfied with the teaching methodology. Student responses to a pre‐ and post‐test showed that they developed skills in clinical decision‐making. 相似文献
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Age is more than just a number! The role of age and maturity in the processes leading to early school leaving in Flanders (Belgium) 
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下载免费PDF全文 Lore Van Praag Rut Van Caudenberg Mariana Orozco 《British Educational Research Journal》2018,44(4):557-572
In many educational systems, age is used as a criterion to organise education. Children's age is used to group students together and indicate entry into particular programmes. The use of age for organisational purposes in education stems from the idea that age provides an indication of the development of children, which is associated with teaching and learning. However, more far‐reaching consequences of age‐related educational practices are insufficiently recognised in policy and academic research. Qualitative methods are used to study students and school personnel in diverse types of educational institutions in Flanders (Belgium) to assess how age and age‐related issues matter for the students’ educational trajectories and educational decision‐making processes leading to early school leaving. Data analyses reveal that school staff members consider age and perceived maturity during evaluation procedures. Students also consider age during educational decision‐making processes: when getting older or being too old for the grade, students increasingly weigh the costs and benefits associated with getting an educational qualification and being enrolled in school and alternative opportunities. Students’ expectations related to age shape their school experiences and feelings of belonging. The findings of this study demonstrate how these educational practices add to the reproduction of inequalities through education. These results could inform debates concerning the evaluation procedures in secondary education, compulsory education and the reduction of early school leaving in Europe. 相似文献
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Carl-Johan Rundgren Martin Eriksson Shu-Nu Chang Rundgren 《Science & Education》2016,25(9-10):1049-1071
This study aims to explore students’ argumentation and decision-making relating to an authentic socioscientific issue (SSI)—the problem of environmental toxins in fish from the Baltic Sea. A multi-disciplinary instructional module, designed in order to develop students’ skills to argue about complex SSI, was successfully tested. Seven science majors in the final year of their upper secondary studies participated in this study. Their argumentation and decision-making processes were followed closely, and data were collected during multiple stages of the instructional module: group discussions were audio recorded, the participants wrote reports on their decision making, and postexercise interviews were conducted with individual students. The analysis focused on the skill of evaluation demonstrated by the students during the exercise and the relationships between the knowledge, values, and experiences that they used in their argumentation. Even though all of the students had access to the same information and agreed on the factual aspects of the issue, they came to different decisions. All of the students took counter-arguments and the limitations of their claims into account and were able to extend their claims where appropriate. However, their decisions differed depending on their background knowledge, values, and experiences (i.e., their intellectual baggage). The implication to SSI teaching and learning is discussed. 相似文献
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Employment for individuals with autism spectrum disorders (ASD) is a significant factor in assuring quality of life in adulthood. The research reported in this article examines the effectiveness of video feedback (VFB) in improving the job‐related behaviours of twin adolescents with ASD and learning disabilities. The targeted behaviours included active engagement, decision‐making, responding to others, hygiene, and transition making. A within‐participant multiple‐probe design across targeted job behaviours, replicated across two participants, was used. The experimental phases of the design consisted of (A) baseline, (B) VFB + job coach evaluation, (C) VFB + concurrent job coach and self‐evaluation, and (A) maintenance. Using a modified Behavioral Observation of Students in Schools (BOSS) form broken into one‐minute intervals, job coaches evaluated participants on job‐related behaviours. Data gathered shows that VFB significantly impacted active engagement, responding to others, hygiene and transitioning. Decision‐making was least impacted by the interventions. The use of VFB is one way that job‐related behaviours of adolescents with ASD and other disabilities can be positively influenced. 相似文献
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Desiree Joosten‐ten Brinke Dominique M.A. Sluijsmans Wim M.G. Jochems 《Assessment & Evaluation in Higher Education》2010,35(1):55-70
In an effort to gain better understanding of the assessment of prior informal and non‐formal learning, this article explores assessors’ approaches to portfolio assessment. Through this portfolio assessment, candidates had requested exemptions from specific courses within an educational programme or admission to the programme based on their prior learning. The assessors judged the portfolios according to set rating criteria, and subsequently discussed their approaches. Their decision‐making processes, perception of portfolio use in the Assessment of Prior Learning (APL), deciding factors in portfolio assessment and use of the rating criteria were key elements in this discussion. The results show that they do use the rating criteria as an indicator in decision‐making, but have mixed perceptions regarding the fairness of APL portfolio assessment. They perceive the portfolio evidence in combination with sound argumentation as the deciding elements in portfolio assessment. 相似文献
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We identify literature that argues the process of creating knowledge‐based system is often imbalanced. In most knowledge‐based systems, development is often technology‐driven instead of requirement‐driven. Therefore, we argue designers must recognize that evaluation is a critical link in the application of requirement‐driven development models because it provides the information that keeps the iterative developmental process on track. In this study we took a closer look at the decision‐making in the design of a complex performance system in a non‐profit organization. The purpose was to gain insights into the roles and functions of evaluation during the process of building a performance support system. This study adopted an exploratory case study as its inquiry method. Findings suggested that effective communication is as important a function to evaluation as is decision‐making, and that the implementation of evaluation seldom follows the textbook guidelines. That is, evaluation practice is a patchwork history of the designers' knowledge and experience. Further, neither complexity nor the informality of the evaluation protocols seems to influence the quality of decision‐making. 相似文献
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The present study examined an implicit theory of giftedness among pre‐service Chinese teachers. Participants were 189 second year students (preservice teachers, 74 male and 115 female, average age 20 years) from China Central Teachers’ University. Participants responded to an inventory based on Stemberg and Zhang's (1995) pentagonal implicit theory of giftedness and a simple questionnaire designed to cross‐validate two of the five criteria in the pentagonal model. Results indicated that in making judgments about giftedness, participants took into consideration three of the five criteria specified in the pentagonal model: excellence, productivity, and value. The excellence and productivity criteria were also confirmed by results from the simple questionnaire. Rarity and demonstrability, the two other criteria specified in the pentagonal model, were not taken into consideration by the participants in their evaluation of giftedness. Implications of these findings are discussed. 相似文献
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Administrating transnational education: a cross‐cultural application of Hodgkinson’s values paradigm
This article reports on an exploratory study which employed Hodgkinson’s values paradigm as an analytical tool for explaining how administrators of transnational education programmes understand national cultural values to affect their work and working environment. In particular, interviews with managers responsible for Australia’s provision of transnational higher education in Thailand were examined against Hodgkinson’s values paradigm in an attempt to identify whether any of his particular value types might appear more prominently in decision‐making undertaken in either the Australian or the Thai educational administrative setting. The findings suggest that rational consequential decision‐making might be more significant in Australia, while decision‐making using rational consensual, transrational and subrational values might be more prominent in Thailand. 相似文献
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Geoff Troman 《British Journal of Sociology of Education》1988,9(4):403-422
Educational selection has been a central issue for Structural Functionalist, Marxist and Interpretative sociologists of education. While knowledge about selection processes within schools has increased over the past two decades, as a result of ethnographic studies of schooling, the social process of collective teacher decision making, when teachers are engaged in institutional channelling, has been largely neglected. This paper explores collective teacher decision making at a point of allocation through the medium of a case study of setting in one 9‐13 years middle school. The paper argues that the discussion concerning the recent initiatives of educational selection embodied in modularisation, pupil assessment, common examinations and national testing should be informed by research of teacher interaction at points of allocation. 相似文献
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