共查询到20条相似文献，搜索用时 15 毫秒
1.
Donald E. Powers 《Educational Measurement》1993,12(2):24-30
Why is it important to investigate the effectiveness of coaching for a test such as the SAT? How can you evaluate the effectiveness of coaching? What are some common misconceptions? What do we know and what is still unclear about the effects of coaching? What can we tell students and their families about the results of coaching studies ? 相似文献
2.
ABSTRACTResearchers have concluded that policy implementation is a process of mutual adaptation between policies and implementers. Our study draws attention to that relationship, especially with respect to policies that challenge assumptions about sex, gender, and sexuality. We focus on how six administrators in one United States school district understood ‘the work’ of bringing the district’s Guidelines for Supporting Transgender and Gender Nonconforming Students into practice. Our analysis of interview data focused these questions: How do administrators describe their motivation and commitment to engage in the work? What puzzles of practice do participants name? How do they talk about the work of implementation? What does that work mean/involve in everyday practice? What were their roles? We found that implementation was locally defined and enacted; participants’ sense-making, their roles in enacting the Guidelines, and the puzzles they negotiated were influenced by their unique contexts. We share examples of diverse cases in an effort to create policy knowledge. 相似文献
3.
Bonnie L. Barber Scott G. Paris Margaret Evans Vivian L. Gadsden 《Educational Measurement》1992,11(1):15-20
What are the state and district policies on reporting test results to parents? How well do local districts follow state policies? 相似文献
4.
This article explores the way in which government policy shapes the lives of young people who are not in education, employment or training (NEET). In particular it examines how the concept of NEETs is set within a specific infrastructure and discourse for managing and supporting young people. The article provides a brief history of the NEET concept and NEET initiatives, before moving on to scrutinise the policies of the Coalition Government. A key distinction is made between those policies and practices that seek to prevent young people becoming NEET from those that seek to re-engage those who are NEET. It is argued that the Coalition has drawn on a similar active labour market toolkit to the previous Labour administration, but that this has been implemented with fewer resources and less co-ordination. It concludes that there is little reason to believe that Coalition policy will be any more successful than that of the previous government, and some reason to be concerned that it will lead to young people becoming more entrenched within NEET. 相似文献
5.
Ian Finlay Marion Sheridan Jane McKay Hope Nudzor 《British Educational Research Journal》2010,36(5):851-867
The aim of this study was to find out more about the lives of young people in the category ‘not in education, employment or training’ (NEET). We worked intensively with 26 young people in four smaller groups, spending three days with each group. During our time with them we engaged in a variety of creative and artistic activities designed to help them to construct accounts of their lives for us with the purpose of gaining an understanding of what it was like to be NEET. Three significant issues that emerged from these life stories are discussed in this paper. These are the problematic nature of the discourse of NEET sub‐groups; the challenges of school‐exclusion policies and practices; and the myth of low aspirations. 相似文献
6.
关于农民增收问题的几点思考 总被引：1，自引：0，他引：1
陆业 《安徽广播电视大学学报》2004,(3):51-55
农民是当今中国积贫积弱的庞大社会群体,增收致富是中国绝大多数农民的根本利益,也是我党农村政策的根本出发点和落脚点.然而,近几年农民收入增长十分缓慢,城乡收入差距持续扩大,这种状况已经严重影响我国继续保持国民经济高速增长的局面.我国农民收入增长为何如此缓慢?农民负担为何如此之重?如何使农民收入增长进入"快车道"?本文主要以这些问题为主线,通过对农民收入及负担现状的分析,初步阐述了造成这些问题的原因,并进一步探寻了在市场经济体制下的农民增收之路. 相似文献
7.
MATLAB实验仿真在通信原理课程教学中的应用 总被引：3，自引：0，他引：3
在电信类专业设置中，“通信原理”是主干基础课程，如何深入浅出，透彻的学好这门课程，各个高校都花了很大的功夫，并相应的有各种各样的实验装置与配套设施，但是通过教学环节发现其效果并不是很好，学生只是单纯地验证实验，对实验原理与所涉及的数学基础往往只是一知半解。如何从基础出发，更清楚地表明数学与通信原理、通信原理与电路之间的关系，以MATLAB为背景平台，结合m文件和SIMULINK仿真以调幅部分为例做了一些工作，效果良好。 相似文献
8.
This paper sets out the theoretical and methodological approach of a study of the politics of persuasion and the mobilisation of interest in relation to the Trust schools initiative in England. Drawing on the discourse theoretical approach of Laclau and Mouffe the paper argues that the politics of consensus associated with New Labour reconfigures the field of politics, closing down legitimate democratic space. Building on this approach and that of policy sociology the paper outlines how the researchers seeks to address the following questions – if the space for legitimate democratic debate is so severely constrained then how does a social democratic government deal with the kind of opposition that Labour faced in relation to Trust schools? How do governments persuade dissident citizens to support unpopular policies? How are citizens mobilised to support such policies? This also raises questions about how, in such a restricted political space, do those questioning or resisting such policies, engage in the politics of persuasion and the mobilisation of interests? The reconfiguration of the field of politics and what this means for the constitution of legitimate democratic debate is the object of study of the research. 相似文献
9.
Sheila Smith‐Hobson 《Mentoring & Tutoring: Partnership in Learning》2013,21(1):10-18
How does one develop a writing‐tutoring course which will prepare students to tutor their college peers? What do students preparing as peer tutors in a college writing and learning centre need to know in order to tutor competently other students of multicultural, multiracial and multilinguistic backgrounds? 相似文献
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11.
Linda R. Kroll 《Teachers and Teaching》2013,19(2):199-221
This case study investigates the development of the understanding of constructivist theory among students in a Masters level elementary teacher education program within a particular course. The focus of the study is a seminar entitled ‘Advanced Seminar in Child Development’. The questions explored include: How do students’ ideas of teaching, learning and knowledge develop within the context of their experience in this course? How do they come to understand constructivism? What are their definitions of constructivism? What is the course of the development of this understanding? The nature of the students’ learning processes is examined through three sources of data: dialog journals, videotaped sessions and the instructor’s reflective teaching journal. The study looks both at student development and instructional practice to further understanding of how student‐teachers can learn to apply constructivist theory to their teaching and to understand the learning process, both within themselves and their students. Their development is placed in the context of Korthagen and Kessels’s model of teacher understanding and practice, and within a broader context of principles of practice that emphasize a belief in equity and social justice. The case illustrates how the way student‐teachers are taught theory can help them integrate their own ideas of learning and teaching with constructivist theory in order to think critically about their own practice in an ongoing developmental manner. 相似文献
12.
Andrew Hart 《Learning, Media and Technology》1992,18(1):5-21
This article explores some of the methods currently used for studying television audiences and suggests some new possibilities for teaching about them. These include analysis of ‘hard’ data about television audiences and more subjective insights gained from the experience of being part of an audience. It will offer a framework of questions which ought constantly to be asked about television audiences. For example: what is a television audience? What pleasures do television audiences derive from programmes? How are television audiences composed? How are they addressed? How is television audience research carried out? How do television audiences respond to programmes? And finally, what are the implications of an increased understanding of television audiences for broadcasters and educational television producers?. 相似文献
13.
How can universities ensure that strategic aims to integrate research and teaching through engaging students in research-based experiences be effectively realised within institutions? This paper reports on the findings of a qualitative study exploring academics’ perceptions of the challenges and barriers to implementing undergraduate research. Academics were asked about perceived constraints and enablements, how they defined undergraduate research, the forms of undergraduate research used, and they were encouraged to provide examples. Perceived constraints included particular institutional policies and structures, academics’ mindsets and lack of skills and questions of time and money. It was found that different definitions of undergraduate research lead to different practices and varying opportunities for further development. This paper presents different forms of engagement in undergraduate research allied to these different definitions and it draws on interviewees’ ideas about what has been enabling in their context to suggest possible strategies for institutions to move forward. 相似文献
14.
Sue Maguire 《Educational research; a review for teachers and all concerned with progress in education》2015,57(2):121-132
Background: The UK, like most countries across Europe and other advanced economies, has experienced an alarming rise in the levels of young people (aged between 16 and 24 years) who are detached from both the labour market and the education and training system. In the UK, there are nearly a million 16–24-year-olds who are recorded as being not in education, employment or training (NEET). For governments throughout Europe, the need to address high levels of youth unemployment and social disengagement has become an urgent priority. As a result, policy-makers are faced with the challenge of developing effective interventions to prevent these levels being sustained over the longer term, with potential scarring effects on successive generations, and concomitant economic and social impacts.Purpose: This paper will inform the development of policy and practice targeted at NEET prevention and reintegration of those young people who have become NEET, with suggestions for areas to be addressed and methods and mechanisms which might be incorporated into programme implementation. The paper highlights gaps in our knowledge and understanding of the size, characteristics and geographical distribution of young people in the NEET group in England, and questions the continued relevance of the term ‘NEET’ to capture youth disengagement.Sources of evidence: After drawing on Europe-wide data to present a picture of the scale of youth unemployment throughout the continent, official UK data are used to drill down to specific issues which are the focus of the piece, in particular, the regional disparities in the size of the group whose destination is ‘unknown’. This is discussed in the context of a range of literature relating to the emergence of the term ‘NEET’ and the characteristics of the NEET group. A review of current policy intervention in England to tackle the NEET ‘problem’ is also presented.Main argument: This paper will suggest that the implementation of effective policy interventions to address the ‘NEET’ issue is highly problematic, due to three overriding concerns. These are: (a) a lack of clarity in the definition of this group in England; (b) inadequacies in determining with any precision how many under-18s there are in this group, or where they are located, leading to large numbers whose post-education destination is ‘unknown’; and (c) misguided stereotyping of NEET young people’s behaviour, attitudes and aspirations. These problems have partly been exacerbated by budget cuts and changes to guidance and support services, as well as inadequacies in mapping and tracking systems.Conclusions: The paper concludes with recommendations that policy development must, in the first instance, be underpinned by robust and reliable data about the size and composition of the group, derived from impartial, independent mapping and tracking services. Furthermore, policies designed to reduce the NEET population should include measures which tackle NEET prevention, re-engagement strategies for the hardest to reach groups and active labour market policies for the young unemployed. 相似文献
15.
William Rodman 《Interchange》2007,38(3):245-262
One of the most important questions I ask as both a cultural anthropologist and a university teacher is: How do people come to know what they think they know? In this article, I adopt a narrative approach to processes of learning and discovery in two very different locales, an indigenous society in the South Pacific, and a senior seminar on contemporary anthropological theory in a Canadian university. I show how I developed an exercise to “bring the field into the classroom” and how my students helped me to take what we learned in the classroom back to the field. In my conclusions, I discuss lessons I and my students learned about the link between experience and understanding, about the nature of interpretation, and about the role of reflexivity in the construction of meaning. 相似文献
16.
上海“啃老族”的现状与对策分析 总被引：1，自引：0，他引：1
王玉欣 《武汉职业技术学院学报》2009,8(5):27-28,32
随着全球金融危机的到来,我国青年人就业形势愈来愈严峻,啃老族已经形成一支庞大的队伍,带来许多社会问题和消极影响。本文从四方面来分析啃老族的现状,并从家庭教育和就业指导方面进行了对策分析。 相似文献
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How will the expansion of the concept of construct validity affect validation practice in employment testing? How does the need for consequential validity differ in educational and employment testing? How do the research bases differ for performance assessment in these settings? Are there parallel trends in policies for test use in education and industry? 相似文献
19.
孟珊 《山西广播电视大学学报》2007,12(6):93-94
文学进驻网络空间并且给传统文学带来强烈的影响已是不争的事实,但究竟什么是网络文学,怎样界定它与文学之间的关系,它的现状怎样,发展前景会如何,这些问题很值得我们去研究。我们将因势利导,进一步把握网络文学的流行趋势,使之成为文学健康发展的一个重要组成部分。 相似文献
20.
“I believe that he/she is telling the truth”, “I know about the solar system”: what epistemic criteria do students use to
distinguish between knowledge and beliefs? If knowing and believing are conceptually distinguishable, do students of different
grade levels use the same criteria to differentiate the two constructs? How do students understand the relationship between
the two constructs? This study involved 219 students (116 girls and 103 boys); 114 were in 8th grade and 105 in 13th grade.
Students had to (a) choose which of 5 graphic representations outlined better the relationship between the two constructs
and to justify their choice; (b) rate a list of factual/validated, non-factual/non-validated and ambiguous statements as either
knowledge or belief, and indicate for each statement their degree of truthfulness, acceptance and on which sources their views
were based. Qualitative and quantitative analysis were performed. The data showed how students distinguish knowledge from
belief conceptually and justify their understanding of the relationship between the two constructs. Although most students
assigned a higher epistemic status to knowledge, school grade significantly differentiated the epistemic criteria used to
distinguish the two constructs. The study indicates the educational importance of considering the notions of knowledge and
belief that students bring into the learning situation. 相似文献