Development of a competency mapping tool for undergraduate professional degree programmes,using mechanical engineering as a case study     

David W. Holmes  Madoc Sheehan  Melanie Birks  John Smithson 《European Journal of Engineering Education》2018,43(1):126-143

Mapping the curriculum of a professional degree to the associated competency standard ensures graduates have the competence to perform as professionals. Existing approaches to competence mapping vary greatly in depth, complexity, and effectiveness, and a standardised approach remains elusive. This paper describes a new mapping software tool that streamlines and standardises the competency mapping process. The available analytics facilitate ongoing programme review, management, and accreditation. The complete mapping and analysis of an Australian mechanical engineering degree programme is described as a case study. Each subject is mapped by evaluating the amount and depth of competence development present. Combining subject results then enables highly detailed programme level analysis. The mapping process is designed to be administratively light, with aspects of professional development embedded in the software. The effective competence mapping described in this paper enables quantification of learning within a professional degree programme, and provides a mechanism for holistic programme improvement.  相似文献   

What Can Be Learned from Something's Not Being Named     

William E. Merriman  John M. Marazita  Lorna H. Jarvis  Julie A. Evey-Burkey  Michael Biggins 《Child development》1995,66(6):1890-1908

A new word-learning phenomenon is demonstrated and a new word-learning principle is proposed to account for it. In Study 1, 60 3-year-olds were shown a pair of objects and heard a novel label used repeatedly for one, but not for the other. In a forced-choice test of generalization of the label, the latter object was selected less often by the children than one that had not been present during training. This so-called Nominal Passover Effect was the same whether the speaker had completely ignored the comparison object during training or had referred to it with pronouns. The performance of a no-word control group ( N = 24) indicated that the effect was not due to a preference for the less exposed of the two choice objects. The effect is consistent with the Exhaustive Reference Principle, which stipulates that whenever a new generic word is used to name something, expect it to be extended to all entities in a situation that the speaker perceives and believes to be exemplars of the name. In Study 2 ( N = 48), the Nominal Passover Effect was replicated with 3 new sets of objects and with training language that contained only indefinite forms of reference. The passover experience was often sufficient to counteract children's tendency to generalize a novel label on the basis of perceptual similarity. The passover effect was not evident in free-choice name generalization tests in either study.  相似文献   

ON PHILOSOPHY OF EDUCATION     

John Wendon 《Educational theory》1955,5(1):24-28

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‘Education for equality’ and ‘education for life’: examining reading literacy and reading interest in Papua New Guinea primary schools1     

Sarah Hopkins  Graham Ogle Corresponding author  Lisette Kaleveld  John Maurice  Betty Keria  William Louden 《Asia-Pacific Journal of Teacher Education》2005,33(1):77-96

Reading literacy and reading interest was examined in four primary schools in Papua New Guinea: in an international, suburban, settlement and village school. In this paper we present a summary of findings located within a local context and examine the implications as viewed through two lenses. From an ‘educational for equality’ perspective, the findings suggest a critical need to re‐evaluate the use of national testing to select children for further education and address the serious shortage of reading books in school libraries. From an ‘education for life’ perspective, the findings indicate a continuing need for community‐based actions together with innovative teacher education programs aimed at developing ways of strengthening the connections between home and school.  相似文献   

Factors affecting rats’ location during conditioned suppression training     

Rick A. Bevins  John J. B. Ayres 《Learning & behavior》1994,22(3):302-308

If freezing underlies barpress conditioned suppression, then it seems odd that auditory cues paired with shock evoke more freezing than do visual cues, yet evoke similar suppression. Bevins and Ayres (1992) found that auditory and visual cues also evoked similar withdrawal from the bar and dipper areas and suggested that such withdrawal could explain the similar suppression. Seeking to understand that withdrawal, we found evidence in the present study that it was due either to adventitious punishment or to place-aversion learning. The cue for shock seemed to set the occasion for such learning. For example, we found that, as training progressed, rats’ tendency to leave the bar area during the cue first increased, then decreased, then increased again, reflecting, presumably, shock occurrence first inside, then outside, then inside the bar area again. Despite these changes in the rats’ location, barpress suppression remained stable, implying that leaving the bar area, though sufficient for barpress suppression, is unnecessary.  相似文献   

Factors which comprise salary     

Gerald W. McLaughlin  John C. Smart  James R. Montgomery 《Research in higher education》1978,8(1):67-82

A linear causal model is postulated and path analysis procedures are used to examine the direct, indirect, and total influence of 39 variables (grouped into eight general measures) on the salaries of 24.461 faculty members associated with virtually every discipline and type of postsecondary institution in the academic community. The results show wide variation in the relative influence of characteristics of postsecondary institutions and the personal and professional characteristics of faculty members on faculty salaries. The implications of these findings are discussed and specific guidelines are provided to assist those interested in examining the external and internal consistency of the faculty salary structures of their respective institutions.  相似文献   

Integration of reinforcement effects over time     

John M. Horner  J. E. R. Staddon  Karen K. Lozano 《Learning & behavior》1997,25(1):84-98

Two accounts of how density of reinforcement affects steady-state performance on probabilistic schedules were compared: the real-time linear operator (RTLO) model and a temporal control model (in which response strength is determined by reinforcement probability as a function of postreinforcement time). In Experiment 1, the probability of reinforcement repeatedly cycled between extinction and a random-ratio 10 schedule. Response-rate gain and phase did not change with period of the cycle as predicted by the RTLO model, nor did either model predict the differences in response rate following reinforcement at different points in the cycle. In Experiment 2, the probability of reinforcement was elevated immediately following a reinforcement but fell after a few seconds. Previous reinforcements had no effect upon responding. An extension of the temporal control model, the cumulative impulse model, allowed for the summing of response strength over successive reinforcements and was consistent with the data of both experiments.  相似文献   

Power,Perceptions, and Relationships: A Model of Co-Teaching in Higher Education     

John R. Morelock  Marlena McGlothlin Lester  Michelle D. Klopfer  Alex M. Jardon  Ricky D. Mullins  Erika L. Nicholas 《College Teaching》2017,65(4):182-191

Co-teaching has historically been used in K–12 education to provide students with disabilities access to general curriculum; therefore, much of the co-teaching literature has focused on the K–12 population. Research on collegiate co-teaching has been more limited and largely focused on the advantages and disadvantages of co-teaching, omitting important factors that affect relationships between partners. This qualitative study involved seven interviews of co-teachers of graduate and undergraduate classes in order to better understand interactions between college-level co-teaching dyads. Data analysis revealed themes of power and authority structures, dynamics of co-teaching relationships, and co-teachers' perceptions related to advantages of co-teaching, disadvantages of co-teaching, and student experiences. The researchers developed the Circular Model of Collegiate Co-Teaching, an original model to explain how these themes and subthemes are interrelated and affect each other. Specific best practices and new insights for collegiate co-teaching practice are discussed.  相似文献   

Developing local oral reading fluency cut scores for predicting high‐stakes test performance          下载免费PDF全文

Sally L. Grapin  John H. Kranzler  Nancy Waldron  Diana Joyce‐Beaulieu  James Algina 《Psychology in the schools》2017,54(9):932-946

This study evaluated the classification accuracy of a second grade oral reading fluency curriculum‐based measure (R‐CBM) in predicting third grade state test performance. It also compared the long‐term classification accuracy of local and publisher‐recommended R‐CBM cut scores. Participants were 266 students who were divided into a calibration sample (n = 170) and two cross‐validation samples (n = 46; n = 50), respectively. Using calibration sample data, local fall, winter, and spring R‐CBM cut scores for predicting students’ state test performance were developed using three methods: discriminant analysis (DA), logistic regression (LR), and receiver operating characteristic curve analysis (ROC). The classification accuracy of local and publisher‐recommended cut scores was evaluated across subsamples. Only DA and ROC produced cut scores that maintained adequate sensitivity (≥.70) across cohorts; however, LR and publisher‐recommended scores had higher levels of specificity and overall correct classification. Implications for developing local cut scores are discussed.  相似文献   

ROLF—an open learning delivery system     

John Twining  Claire Botcherby  Christine Ward 《British journal of educational technology : journal of the Council for Educational Technology》1989,20(2):129-134

The Resourced Open Learning Facility (ROLF) has been developed by the UK Skills Training Agency (STA) as a means of delivering off-the-job skill training in the national network of 60 skillcentres. STA introduced ROLF as a pilot scheme in six skillcentres at a time when the government was introducing a new programme for the long-term unemployed (Employment Training). The authors evaluated the pilot scheme and concluded that ROLF was working well for low achieving adults. ROLF is also important because it is a systematic approach to open learning delivery in a chain of centres under the same management. Most educational technology literature about open learning features materials, rather than delivery.  相似文献