Pan‐European Grading Scales: Lessons from National Systems and the ECTS     

Terence Karran 《Higher Education in Europe》2005,30(1):5-22

This article assesses the impact of the Bologna Process on the grading schemes of EU member countries. In light of some problems regarding the implementation of the European Credit Transfer system (ECTS), the author proposes further reforms and offers some elements of a unified grading system for European higher education. The author explores the variation among Europe's grading systems and the resulting lessons learned are shared here. Lastly, this article also argues that principles of justice and fairness, deemed central to academic freedom, are best upheld by the use of a unified grading system at national and European levels.  相似文献   

Ways of knowing in doctoral examination: How well is the doctoral regime?     

Terence Lovat  Allyson Holbrook  Sid Bourke 《Educational Research Review》2008,3(1):66-76

The article draws on findings from the PhD Examination Project at the SORTI Research Centre of The University of Newcastle, Australia. It focuses on an analysis of the roles of examiner and supervisor, in relation to the candidate, as seen through the lens of Habermas's ‘Ways of Knowing’ theory. On the basis of this, it has been postulated that the dominant text in the PhD examination process may work to constrain the generation of new knowledge rather than encourage it. The paper explores practical implications for research training and questions the current well being of the doctoral regime.  相似文献   

Examining Factors Affecting Science Achievement of Hong Kong in PISA 2006 Using Hierarchical Linear Modeling     

Terence Yuk Ping Lam 《International Journal of Science Education》2013,35(15):2463-2480

This study uses hierarchical linear modeling to examine the influence of a range of factors on the science performances of Hong Kong students in PISA 2006. Hong Kong has been consistently ranked highly in international science assessments, such as Programme for International Student Assessment and Trends in International Mathematics and Science Study; therefore, an exploration of the factors that affect science performances of Hong Kong students can give a lens to examine how science education can be improved in Hong Kong and other countries. The analyses reveal that student backgrounds as male, at higher grade levels, and born in mainland (when in the same grade) are associated with better science performance. Among the attitudinal factors, enjoyment of science and self-efficacy in science play important roles in scientific achievements. Most of the parental factors, on the other hand, are not having significant impacts on achievement after student attitudes are taken into account, with only parents’ value of science having a small effect. School student intake is found to be a strong predictor of school average achievement, as well as a major mediator of the effects of school enrollment size and school socio-economic status. The findings differ from recently reported results, which suggested that school enrollment size was associated with achievement. This study also points out the problems of the use of science instruction time as a school-level variable to explain science achievement in Hong Kong.  相似文献   

MULTIFAITH RELIGIOUS AND VALUES EDUCATION: APPARENT OR REAL?     

Terence J. Lovat 《Religious education (Chicago, Ill.)》2013,108(3-4):411-426

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The Rochester Convention     

Terence Copley 《Religious education (Chicago, Ill.)》2013,108(1):22-26

This article identifies different types of religious education, as different countries and cultures provide different rationales for the appearance or non-appearance of religion in the curriculum of their public schools. It examines the nature of indoctrination and four principal ways in which indoctrination operates. The possibility of secular indoctrination is identified, along with the extent to which one type of religious education might be conceived as an antidote against it. It concludes that education about religion(s), as one type of religious education, is entirely consistent with democratic education in the public square.  相似文献   

Values education as holistic development for all sectors: researching for effective pedagogy     

Terence Lovat  Neville Clement  Kerry Dally  Ronald Toomey 《牛津教育评论》2013,39(6):713-729

The paper argues that values education has moved from being associated most heavily with the religious agenda of faith schools to being central to updated research insights into effective pedagogy. As such, it represents a vital approach to education in any school setting. The paper draws on an array of values education research and practice in making the case but centres especially on findings from a number of recent publicly funded projects in Australia with which the authors have been associated. Of special importance is evidence from the Values Education Good Practice Schools Project and the Project to Test and Measure the Impact of Values Education on Student Effects and School Ambience that provide both anecdotal and empirical evidence that high quality values education contributes to holistic educational development, including academic advancement, of students across all school sectors.  相似文献   

Peace education in a divided society: Creating a culture of peace in northern ireland     

Terence Duffy 《Prospects》2000,30(1):15-29

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Towards Autonomous Learning: evaluating the integrated research component in teacher education     

Terence J. Lovat  Ronald C. Plotnikoff 《Asia-Pacific Journal of Teacher Education》1992,20(1):49-54

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THE EDUCATIVE IMPORTANCE OF ETHOS   总被引：6，自引：0，他引：6  

Terence  McLaughlin    《British Journal of Educational Studies》2005,53(3):306-325

ABSTRACT:  This article explores the educative importance of ethos from a broadly philosophical perspective. It is argued that, for a range of reasons, the notion of ethos in the context of education needs to be brought into clearer focus. An analysis is offered of the concept of ethos, with particular reference to the context of classrooms and schools. The educative importance of ethos is explored, with reference to a range of difficulties and challenges which it presents.  相似文献   

The Monty Hall Three Doors Problem     

Borek D. Puza  David G. W. Pitt  Terence J. O'Neill 《Teaching Statistics》2005,27(1):11-15

In this article, we study the Monty Hall three doors problem. A fully general solution and several new approaches are presented, including a Bayesian analysis.  相似文献