Assessing Undergraduate Education from Graduating Seniors’ Perspective: Peer Institutions Provide the Context     

Daleney  Anne Marie 《Tertiary Education and Management》2001,7(3):255-276

This paper presents a comparative research study as a model for assessing undergraduate education. This evaluation model used Factor Analysis to create scales, tested the reliability of these scales, and used Analysis of Variance to compare the primary institution with five types of comparable institutions. The value of this statistical/methodological evaluation model was shown. Results are based on Class of l998survey responses from 244 graduating seniors at the primary institution and 1481 students at 39peer institutions. Comparative analyses identified business courses, faculty, career preparation and impact on students’ technological skill as strengths and students’ knowledge of arts and foreign languages and campus social life as areas for improvement at the primary institution. Recommendations advocated publicising students’ superior satisfaction with courses, faculty and career preparation; using these results as baseline data for future curriculum evaluation; and continuing efforts to enhance campus social life. This revised version was published online in June 2006 with corrections to the Cover Date.  相似文献   

Beyond educational attainment: The importance of skills and lifelong learning for social outcomes. Evidence for Europe from PIAAC          下载免费PDF全文

Esperanza Vera‐Toscano  Margarida Rodrigues  Patricia Costa 《European Journal of Education》2017,52(2):217-231

Empirical evidence suggests that educational attainment nurtures people's social outcomes and promotes active participation in society and stability. However, it is unclear to what extent other types of human capital also correlate with social outcomes. Hence, we explored the opportunity offered by the PIAAC survey through its provision of information on educational attainment, observed individual key skills proficiency, and participation in adult education and training (adult lifelong learning). We therefore studied the association between these human capital variables and social outcomes, and more specifically interpersonal trust and participation in volunteering activities. Results revealed that these social outcomes were affected not only by the formal qualification obtained, determined by the education variable, but also throughout the life‐cycle. Indeed, education and training when undertaken during adult life have a significant impact, especially on volunteering. The fact that the skill proficiency also plays a significant role is extremely relevant, as skills are more likely to change over the life‐cycle, either in a positive or negative way. Whilst the formal education received is constant after exiting the educational system, skills reflect competences more accurately: first, because those with the same level of education may have different skill levels because of differences in the quality of education or ability; second, because skills can vary over time. For example, they may increase with work experience or informal education, or decrease as a result of depreciation and ageing. These findings suggest that social outcomes are prone to be affected by many factors other than formal education, suggesting that policy makers can implement recommendations even after formal education has been completed.  相似文献   

How can only 18 black teachers working in Liverpool represent a diverse teaching workforce? A critical narrative     

William Boyle  Marie Charles 《International Journal of Inclusive Education》2016,20(8):871-888

This paper follows on from the authors’ previous research into minimal Black teacher representation in Liverpool schools [Boyle, B., and M. Charles. 2010. “Tightening the Shackles: The Continued Invisibility of Liverpool's British African Caribbean Teachers.” Journal of Black Studies 42 (3): 427–435]. It is based on a re-examination of their findings of Liverpool's Black teachers’ historic institutionalised invisibility [Swann Report. 1985. Education for All. Report of the Committee of the Enquiry into the Education of Children from Ethnic Minority Groups. London: Her Majesty's Stationery Office.] and an interrogation of the situation as revealed by the 2015 data. The article uses as its evidence base, questionnaire responses and data from a sample of interviews with the current 18 Black teachers. Despite the voices of Black teachers being marginalised and even less likely to be heard, it is vital that the pedagogies of Black teachers contribute to a ‘dismantling of binaries and hierarchies that privilege Eurocentric paradigms of teaching’ [Escayg, K. 2010. “Diverse Classrooms, Diverse Teachers: Representing Cultural Diversity in the Teaching Profession and Implications for Pre-Service Admissions.” Canadian Journal for new Scholars in Education 3 (2): 1–8, 4].  相似文献   

Adjustment scales for preschool intervention: Extending validity and relevance across multiple perspectives     

Rebecca Bulotsky‐Shearer  John Fantuzzo 《Psychology in the schools》2004,41(7):725-736

A series of studies extended psychometric research on the Adjustment Scales for Preschool Intervention (ASPI). The ASPI is a multidimensional measure of preschool emotional and behavioral adjustment for use within formal early childhood educational programs. These studies used a multiple method, multisource approach to provide additional evidence for the reliability and validity of the ASPI. Findings documented inter‐rater reliability of the ASPI across key informants within early childhood educational programs—teachers and teacher assistants. Findings supported concurrent validity of the ASPI with direct observations of preschool classroom adjustment problems and the developmentally salient constructs of temperament and emotion regulation. Implications for policy, practice, and future research are discussed. © 2004 Wiley Periodicals, Inc. Psychol Schs 41: 725–736, 2004.  相似文献   

Development of system thinking skills in the context of earth system education   总被引：1，自引：0，他引：1  

Orit Ben‐Zvi Assaraf  Nir Orion 《科学教学研究杂志》2005,42(5):518-560

The current study deals with the development of system thinking skills at the junior high school level. The sample population included about 50 eighth‐grade students from two different classes of an urban Israeli junior high school who studied an earth systems‐based curriculum that focused on the hydro cycle. The study addressed the following research questions: (a) Could the students deal with complex systems?; (b) What has influenced the students' ability to deal with system perception?; and (c) What are the relationship among the cognitive components of system thinking? The research combined qualitative and quantitative methods and involved various research tools, which were implemented in order to collect the data concerning the students' knowledge and understanding before, during, and following the learning process. The findings indicated that the development of system thinking in the context of the earth systems consists of several sequential stages arranged in a hierarchical structure. The cognitive skills that are developed in each stage serve as the basis for the development of the next higher‐order thinking skills. The research showed that in spite of the minimal initial system thinking abilities of the students most of them made some meaningful progress in their system thinking skills, and a third of them reached the highest level of system thinking in the context of the hydro cycle. Two main factors were found to be the source of the differential progress of the students: (a) the students' individual cognitive abilities, and (b) their level of involvement in the knowledge integration activities during their inquiry‐based learning both indoors and outdoors. © 2005 Wiley Periodicals, Inc.  相似文献   

What makes marking reliable? Experiments with UK examinations   总被引：2，自引：0，他引：2  

Jo‐Anne Baird  John F. Bell 《Assessment in Education: Principles, Policy & Practice》2004,11(3):331-348

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‘The sky is the limit’: higher education,gender and empowerment in the Bedouin community in the Negev in Israel     

A. Pessate‐Schubert 《Compare》2004,34(3):329-340

This article addresses the meaning that female Bedouin from the Negev in Israel give to higher education. I shall focus the discussion on the processes in which personal and social contexts merge into one another. Although there has been an increase in the number of investigations of the ways in which Bedouin women in the Negev in Israel participate in the public sphere, a survey of the literature reveals that no investigations have been conducted on the meaning educated women attribute to higher education during the course of their lives. Through an analysis of ten in‐depth interviews carried out between 1998 and 2001, this article examines issues such as gender, empowerment and social mobility amongst young Bedouin women in Israel.  相似文献   

Education in Latin America: a selected bibliography (1986‐1995)     

Ruth Aedo‐Richmond 《Compare》1996,26(2):233-247

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Using combinations of video,audio and print to teach French at a distance: A case study of the formative evaluation cycle     

Beryl Crooks  Marie -Noëlle Lamy 《European Journal of Psychology of Education - EJPE》1995,10(2):131-144

The materials, procedures and findings of an evaluation of initial approaches to the use of audio visual media in a course teaching the French language to distance learners are reported as a case study of a formative evaluation. The study illustrates the design-research-revision stages of the formative evaluation cycle. Innovative features of the course were the pivotal role played by audiovisual (videocassette and audiocassette) media in providing resource material for teaching and learning, the use of short sequences for intensive study and the high degree of integration between the audiovisual media and the print. Key teaching design features of the draft audiovisual and print packages were identified and evaluated in terms of students’ reactions to them. Central issues of teaching design are discussed in relation to revisions made to the course materials in the light of the evaluation.  相似文献   

ACHIEVEMENT MOTIVATION OF INTELLECTUALLY GIFTED STUDENTS WHEN CONFRONTED WITH CHALLENGING AND UNCHALLENGING TASKS     

Colleen Neitzke  Una M. Röhr‐Sendlmeier 《High Ability Studies》1992,3(2):197-205

Two groups of gifted adolescents solved two similar intelligence tests with differing levels of task difficulty in reverse order. Under both conditions the performance level on the less complex test was much lower, a result not observed in a control group of average intelligence. Behavioural observations revealed that the low performance of the gifted students was combined with lack of effort. This performance pattern is discussed with respect to recent postulates of achievement motivation theory, which empasize the impact not only of the achievement motive, but also of the informational value of a given task for evaluating own level of ability. It is argued that the perceived informational value of the easier test was not high enough to create an incentive for the gifted students to perform at the highest possible level  相似文献