Effects of targeted interventions and of specific instructional time on reading ability in French children in grade 1     

Ecalle  Jean  Magnan  Annie  Auphan  Pauline  Gomes  Christophe  Cros  Laurent  Suchaut  Bruno 《European Journal of Psychology of Education - EJPE》2022,37(3):605-625

European Journal of Psychology of Education - The aim is to examine the impact of interventions on fluency and reading comprehension and how the effects of these interventions depend on the time...  相似文献   

Promoting Equity,Diversity and Social Justice Through Faculty-Led Transformative Projects     

Rodriguez  Alberto J.  Ciftci  Ayse  Howell  Kathleen  Kokini  Klod  Wright  Brittany  Nikalje  Ankita 《Innovative Higher Education》2022,47(2):201-222

Innovative Higher Education - We present a transformative professional development project with a focus on equity, diversity and social justice (EDSJ) to raise cultural awareness among faculty,...  相似文献   

Erratum     

Rui Santiago  Teresa Carvalho  Alberto Amaral  V. Lynn Meek 《Tertiary Education and Management》2006,12(2):197-197

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Academics’ perceptions of the impact of internal quality assurance on teaching and learning     

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   

Internal quality assurance systems in Portugal: what their strengths and weaknesses reveal     

Orlanda Tavares  Cristina Sin  Alberto Amaral 《Assessment & Evaluation in Higher Education》2016,41(7):1049-1064

In Portugal, the agency for assessment and accreditation of higher education has recently included in its remit, beyond programme accreditation, the certification of internal quality assurance systems. This implies lighter touch accreditation and aims to direct institutions towards improvement, in addition to accountability. Twelve institutions have already undertaken the certification, and both self-assessment and external assessment reports are available. Based on the qualitative analysis of the nature of institutional strengths and weaknesses highlighted in these evaluation reports, the paper aims to understand whether the identified strengths and weaknesses are related to procedural and organisational matters or to cultural change (values and beliefs), in turn offering an insight into the quality culture(s) which characterise higher education institutions in Portugal. Findings suggest that the quality culture of the analysed institutions is somewhere between responsive and reactive. Overall, all reports dwell more on the prioritisation of formal and structural procedures, both regarding strengths and weaknesses. External reports point towards more weaknesses related to stakeholders’ participation. Both aspects are more frequent in polytechnics than in universities. These findings suggest that polytechnics are more reactive, whereas universities are more responsive. Therefore, accountability apparently continues to be, for the time being, a more pressing concern than improvement.  相似文献   

Job satisfaction among Mexican alumni: a case of incongruence between hunch-based policies and labor market demands     

Alberto F. Cabrera  Wietse de Vries  Shaquana Anderson 《Higher Education》2008,56(6):699-722

Like many other public Mexican universities, the Benemérita Universidad Autónoma de Puebla (BUAP) has tried to contribute to the national development of Mexico by offering new undergraduate majors presumed to be better attuned to the needs of the labor market, while capping enrollments in traditional majors presumed to be redundant. Using data from one of the most extensive alumni studies in Mexico, we found that BUAP alumni who graduated in traditional majors do not show high unemployment or low satisfaction. On the contrary, the lowest levels of job satisfaction and the highest rates of unemployment are found among the graduates of non-traditional majors.

Shaquana AndersonEmail:

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Vocational education financing     

Candido Alberto Gomes 《Prospects》1991,21(3):455-465

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Understanding Quantum Physics     

Cordero  Alberto 《Science & Education》2003,12(5-6):503-511

Science &; Education -  相似文献   

Understanding social bonds during science inquiry using V-Note software     

Bellocchi  Alberto  Davis  James P.  Olson  Rebecca E.  Appanna  Subhashni D. 《Cultural Studies of Science Education》2019,14(3):769-796

Cultural Studies of Science Education - Amy Goods’s software review article V-Note: A video analysis tool for teacher | researchers stimulated our interest in adopting this software to...  相似文献   

User-focused evaluation: A caribbean example     

Thomas H. Henderson  P.I. Gomes  Michael Quinn Patton 《Studies in Educational Evaluation》1983,9(1):47-58

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