Standards and assessment: coherence from the teacher’s perspective     

Sarah M. Bonner  Camila Torres Rivera  Peggy P. Chen 《Educational Assessment, Evaluation and Accountability》2018,30(1):71-92

We sought to understand how teachers’ perspectives on standards-based instructional practices, classroom assessment, and external testing do or do not show coherence and alignment. Based on survey methods (n?=?155) and interviews with a sample of secondary school teachers (n?=?9) in a large urban district in the USA, we explored general trends and individual teachers’ viewpoints. Our results suggest that the teachers’ instructional use of standards, classroom assessment preferences, and beliefs about the test-driven system are moderately correlated. Interview data provide insight into reasons teachers hold beliefs that do or do not fit well into a coherent assessment system.  相似文献   

Out of the toolbox: toddlers differentiate wobbly and wooden handrails     

Berger SE  Adolph KE  Lobo SA 《Child development》2005,76(6):1294-1307

This study examined whether 16-month-old walking infants take the material composition of a handrail into account when assessing its effectiveness as a tool to augment balance. Infants were encouraged to cross from one platform to another via bridges of various widths (10, 20, 40 cm) with either a "wobbly" (foam or latex) or a wooden handrail available for assistance. Infants attempted to walk over wider bridges more often than narrow ones, and attempts were more frequent when the sturdy wooden handrail was available. Infants tailored their exploratory behaviors, bridge-crossing strategies, and handrail-use strategies to the material properties of the rail.  相似文献   

‘I Saw Angry People and Broken Statues’: Historical Empathy in Secondary History Education     

Tessa De Leur  Carla Van Boxtel  Arie Wilschut 《British Journal of Educational Studies》2017,65(3):331-352

Tasks which invite students to identify with historical actors and describe their perspectives are a common phenomenon in history education. The aim of this study is to explore the differences in students’ answers when completing a writing task in first person (‘imagine you are in the past’) or in third person (‘imagine someone in the past’), or a task in which such imagination is not explicitly asked. Furthermore we investigated the effects of the type of task on topic knowledge and situational interest. Students in Dutch secondary education (N = 254) participated by completing a task on the Dutch Iconoclasm. Our analysis of student answers focused on aspects of historical empathy: historical contextualization, affective elements and perspective taking.

Results were that all students gained some knowledge from the task, regardless of the type of task they completed. Students’ situational interest also did not differ between the three tasks. However, students’ written work showed that the first- and third-person writing tasks stimulated students to imagine concrete details of the past and emotions of historical actors. Students who were not explicitly asked to imagine themselves or someone in the past included more perspectives into their writings. Students who completed the task in first person tended to show more presentism and moral judgements of the past than students who completed a task in third person.  相似文献   

Adult higher education in the Netherlands: National policy and local practice     

Geert W. M. Stevens  Elisabeth G. M. Nuyten-Edelbroek  Jos L. Van Emmerik 《Higher Education》1979,8(3):279-297

Policy papers published by the Ministry of Education and Science in the Netherlands show that the government is strongly interested in the concept of recurrent education. One possible way of implementing this idea is through university level evening programs. In the Social Science Faculty of the Erasmus University in Rotterdam the evening program in sociology (which was established through the institution's own initiative) has recently taken on an institutionalized character. This article reports the results of research on the first year's experience of the day and evening students who began their studies in 1974. Attention is devoted to evening student recruitment, motives to take up university study and sociology in particular, minimum conditions within the institution's infrastructure, the curriculum and output. University evening education in general is also discussed and some policy conclusions are formulated regarding the realization of university evening education in the Netherlands.Translation: Drs. Ray Jurkovich.  相似文献   

The Queensland Year 2 Diagnostic Net: a critical commentary     

Christina Van Kraayenoord  Allan Luke  John Elkins  Ray Land 《Journal of Research in Reading》1999,22(1):95-105

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Fostering writing in upper primary grades: a study into the distinct and combined impact of explicit instruction and peer assistance     

Fien De Smedt  Hilde Van Keer 《Reading and writing》2018,31(2):325-354

As writing is a complex and resource demanding task, high-quality writing instruction is indispensable from primary grades on to support beginning writers in developing effective writing skills. Writing research should therefore provide teachers and schools with evidence-based guidelines for teaching writing in daily practice. In this respect, the present study first investigates the distinct and combined effectiveness of two instructional writing practices (i.e., explicit instruction and writing with peer assistance). Second, the present study aims to examine differential effects for students with different background characteristics (i.e., gender and general achievement level). Eleven teachers and their 206 fifth and sixth-grade students participated in the study and were randomly assigned to either one of the four experimental conditions (i.e., EI + IND: explicit instruction + individual writing, EI + PA: explicit instruction + writing with peer assistance, IND: matched individual practice comparison condition, and PA: matched peer-assisted practice comparison condition) or the business as usual condition. Multilevel analyses showed that EI + IND, EI + PA, and PA students outperformed the business as usual students. As to the distinct impact of explicit instruction, EI + IND students outperformed IND students at posttest, revealing the effectiveness of explicit instruction. As to the effect of peer-assisted writing, there were no significant differences between the individual writing conditions (EI + IND and IND) and the peer-assisted conditions (EI + PA and PA respectively).  相似文献   

Future is always contingent     

Sarah Kehde  Johannes Tschapka 《Educational Philosophy and Theory》2020,52(8)

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Fostering teacher educators’ professional development in research and in supervising student teachers’ research     

Gerda Geerdink  Fer Boei  Martijn Willemse  Quinta Kools  Haske Van Vlokhoven 《Teachers and Teaching》2016,22(8):965-982

Most teacher educators who work at institutes for higher vocational education have faced a new role since the European Community aimed to upgrade the general quality of education. Research tasks have been added as a new important core business for institutes that used to be mainly focused on education. Teacher educators therefore have to become familiar with research knowledge and skills, and with the skills to supervise student teachers in conducting research. Professional development activities have been set up to prepare them for it. In this explorative study, we investigated the extent to which four different professional development activities within three Dutch institutes for teacher education contributed to the knowledge and skills needed for these new tasks. We gathered data by interviewing 12 teacher educators. In addition to some striking differences, we found corresponding positive experiences in all four activities. Exchanging experiences and discussing issues with colleagues was perceived to be the most outstanding part of each activity. This research has yielded necessary insights into constructing professional development activities. It is clear that any professional development activity about research should be consistent with teacher educators’ daily practices and concerns.  相似文献   

Students' conceptions of science across the years of schooling     

Sarah J. Stein  Assoc Professor Campbell J. McRobbie 《Research in Science Education》1997,27(4):611-628

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What Institutional Websites Reveal About Diversity-Related Partnerships Between Academic and Student Affairs     

Lucy A. LePeau  Sarah S. Hurtado  Ryan J. Davis 《Innovative Higher Education》2018,43(2):125-142

Little is understood about how campus educators within Academic Affairs and Student Affairs use institutional websites to articulate what their institutional commitments to diversity, inclusion, and social justice are and how they are enacted. Through an exploratory content analysis using LePeau’s (2015) framework on pathways to partnership (i.e., complementary, coordinated, and pervasive) to address diversity, inclusion, and social justice aims, we examined 23 institutional websites to determine what types of Academic Affairs and Student Affairs partnerships institutions employed. Findings revealed predominantly complementary partnerships, which means maintaining the distinct cultures of Academic Affairs and Student Affairs in diversity, inclusion, and social justice efforts.  相似文献