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251.
This study describes the development and validation of a science and engineering (S/E) career interest survey (CIS). This 56 question survey was developed to measure the overall S/E career interests of 7th through 9th grade students. In the CIS, a S/E career is characterized as one which requires the completion of at least a four-year college program with a major in science, science education, or engineering. The CIS is divided into four major parts. In Part I (30 questions), students are expected to select from occupational activities, while in Part II (20 questions) they are to select from various occupations. Part III (5 questions) and Part IV together make up the CIS internal verification scale. The CIS test-retest reliability coefficients for one week and eight months were calculated as 0.96 (n = 57, grades 7–9) and 0.78 (n = 1937, grade 8), respectively. The KR-21 estimate for the CIS was calculated as 0.92. Criterion-related validity coefficients were calculated in two ways: (a) CIS scores were correlated with the Kuder GIS science subscale (r = 0.75, n = 45, grades 7–9), and (b) CIS scores were correlated with a CIS internal verification scale (r = 0.59, n = 127, grades 7–9). Evidence to support the construct validity of the CIS was collected by two methods: (a) for 7–9 grade students (n = 45), the CIS score was found to correlate 0.75 with the scientific subscale and ?0.42 with the artistic sub-scale, of the Kuder GIS. (b) the second method compared the scores of known groups. Test results for students in grades 7-9 (n = 127; n = 1937) showed a statistically significant difference between the scores of boys and girls on S/E career interest. The readability of the CIS was seventh grade level.  相似文献   
252.
Background: Despite decades of research, bullying in all its forms is still a significant problem within schools in Australia, as it is internationally. Anti-bullying policies and guidelines are thought to be one strategy as part of a whole school approach to reduce bullying. However, although Australian schools are required to have these policies, their effectiveness is not clear. As policies and guidelines about bullying and cyberbullying are developed within education departments, this paper explores the perspectives of those who are involved in their construction. Purpose: This study examined the perspectives of professionals involved in policy construction, across three different Australian states. The aim was to determine how their relative jurisdictions define bullying and cyberbullying, the processes for developing policy, the bullying prevention and intervention recommendations given to schools and the content considered essential in current policies. Sample: Eleven key stakeholders from three Australian states with similar education systems were invited to participate. The sample selection criteria included professionals with experience and training in education, cyber-safety and the responsibility to contribute to or make decisions which inform policy in this area for schools in their state. Design and methods: Participants were interviewed about the definitions of bullying they used in their state policy frameworks; the extent to which cyberbullying was included; and the content they considered essential for schools to include in anti-bullying policies. Data were collected through in-depth, semi-structured interviews and analysed thematically. Findings: Seven themes were identified in the data: (1) Definition of bullying and cyberbullying; (2) Existence of a policy template; (3) Policy location; (4) Adding cyberbullying; (5) Distinguishing between bullying and cyberbullying; (6) Effective policy; and (7) Policy as a prevention or intervention tool. The results were similar both across state boundaries and also across different disciplines. Conclusion: Analysis of the data suggested that, across the themes, there was some lack of information about bullying and cyberbullying. This limitation could affect the subsequent development, dissemination and sustainability of school anti-bullying policies, which have implications for the translation of research to inform better student outcomes.  相似文献   
253.
Despite compelling evidence of its potential effectiveness, uptake of self and peer assessment in higher education has been slower than expected. As with other assessment practices, self and peer assessment is ultimately enabled, or inhibited, by the actions of individual academics. This paper explores what academics see as the benefits and challenges of implementing self and peer assessment, through the analysis of interviews with 13 Australian academics. Thematic analysis of our qualitative data identified seven themes of benefits and five challenges. Our academics showed strong belief in the power of self and peer assessment as formative assessment, contrary to past literature which has focussed on the accuracy of students’ marking. This paper therefore brings insights as to not only what academics value about self and peer assessment but also identifies potential inhibitors in practice. Recommendations are made about improving the design and implementation of self and peer assessment in higher education.  相似文献   
254.
Editorial     
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255.
256.
The term ‘peer assessment’ may apply to a range of student activities. This imprecision may impact on the uptake of peer assessment pedagogies. To better describe peer assessment approaches, typologies of peer assessment diversity were previously derived from the education literature. However, these typologies have not yet been tested with ‘real-life’ peer assessment examples, nor do they consider broader contextual matters. We present an augmented peer assessment framework, refined through analysing faculty accounts of their peer assessment practices. Our framework subsumes previous attempts to classify peer assessment, and extends them to include technology use, resources and policy, which were new features of our data not present in previous frameworks. In the current higher education climate, these considerations may be crucial for the scalability and success of peer assessment. The framework proposed in this paper provides both precision and concision for researchers and educators in studying and implementing peer assessment.  相似文献   
257.

Objective

Comparison of global end-diastolic volume index (GEDVI) obtained by femoral and jugular transpulmonary thermodilution (TPTD) indicator injections using the EV1000/VolumnView® device (Edwards Lifesciences, Irvine, USA).

Methods

In an 87-year-old woman with hypovolemic shock and equipped with both jugular and femoral vein access and monitored with the EV1000/VolumeView® device, we recorded 10 datasets, each comprising duplicate TPTD via femoral access and duplicate TPTD (20 ml cold saline) via jugular access.

Results

Mean femoral GEDVI ((674.6±52.3) ml/m2) was significantly higher than jugular GEDVI ((552.3±69.7) ml/m2), with P=0.003. Bland-Altman analysis demonstrated a bias of (+122±61) ml/m2, limits of agreement of ?16 and +260 ml/m2, and a percentage error of 22%. Use of the correction-formula recently suggested for the PiCCO® device significantly reduced bias and percentage error. Similarly, mean values of parameters derived from GEDVI such as pulmonary vascular permeability index (PVPI; 1.244±0.101 vs. 1.522±0.139; P<0.001) and global ejection fraction (GEF; (24.7±1.6)% vs. (28.1±1.8)%; P<0.001) were significantly different in the case of femoral compared to jugular indicator injection. Furthermore, the mean cardiac index derived from femoral indicator injection ((4.50±0.36) L/(min·m2)) was significantly higher (P=0.02) than that derived from jugular indicator injection ((4.12±0.44) L/(min·m2)), resulting in a bias of (+0.38±0.37) L/(min·m2) and a percentage error of 19.4%.

Conclusions

Femoral access for indicator injection results in markedly altered values provided by the EV1000/VolumeView®, particularly for GEDVI, PVPI, and GEF.
  相似文献   
258.
Discipline-based education research (DBER) is an emergent, interdisciplinary field of scholarship aimed at understanding and improving discipline-specific teaching and learning. The number of DBER faculty members in science, technology, engineering, and mathematics (STEM) departments has grown rapidly in recent years. Because the interdisciplinary nature of DBER involves social science, senior STEM faculty members may find it challenging to evaluate the quality or impact of DBER scholarship. This essay aims to address this issue by providing guidance on evaluating the scholarly accomplishments of DBER faculty members in a way that is useful to departmental colleagues and administrators during the tenure and promotion evaluation process.  相似文献   
259.
Evaluative judgement is the capability to make decisions about the quality of work of oneself and others. In this paper, we propose that developing students’ evaluative judgement should be a goal of higher education, to enable students to improve their work and to meet their future learning needs: a necessary capability of graduates. We explore evaluative judgement within a discourse of pedagogy rather than primarily within an assessment discourse, as a way of encompassing and integrating a range of pedagogical practices. We trace the origins and development of the term ‘evaluative judgement’ to form a concise definition then recommend refinements to existing higher education practices of self-assessment, peer assessment, feedback, rubrics, and use of exemplars to contribute to the development of evaluative judgement. Considering pedagogical practices in light of evaluative judgement may lead to fruitful methods of engendering the skills learners require both within and beyond higher education settings.  相似文献   
260.
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