Which tier? Effects of linear assessment and student characteristics on GCSE entry decisions          下载免费PDF全文

Sylvia Vitello  Cara Crawford 《British Educational Research Journal》2018,44(1):94-118

In England, students obtain General Certificate of Secondary Education (GCSE) qualifications, typically at age 16. Certain GCSEs are tiered; students take either higher‐level (higher tier) or lower‐level (foundation tier) exams, which may have different educational, career and psychological consequences. In particular, foundation tier entry, if inappropriate, risks capping students' achievement because of the restricted range of attainable grades and reduced learning that may occur. Tiering decisions may be affected by other aspects of the education system in which they take place, such as by the timing of assessment. The move to linear assessment in 2012 provided a unique opportunity to compare tiering decisions for the same GCSE specifications when taken in a linear system, where students are exclusively assessed at the end of the course, with tiering decisions in a modular system, where students are assessed at different time points. Multilevel logistic regression was used to examine students' likelihood of being entered for the foundation tiers of GCSEs in science, language and mathematics in two exam sessions: June 2013, which allowed modular assessment, and June 2014, which required linear assessment. The analyses also investigated whether these effects depended on student characteristics. Results showed that foundation tier entry was less likely in the linear than modular system for GCSEs in science and languages, but more likely for one mathematics GCSE. This pattern contrasts with concerns that linear assessment may encourage general risk‐aversion, and instead indicates that effects on tiering decisions are more complicated, varying by subject and student factors.  相似文献   

Do We Practise What We Preach?: putting policy into practice in teacher education     

Kathryn Crawford  Christine E. Deer 《Asia-Pacific Journal of Teacher Education》1993,21(2):111-121

There are substantial pressures for changes in teaching practice which are now clearly reflected in government policy. It is argued that these pressures have emerged from changes in the culture of technologically based societies and the resulting changes in the needs of all students in schools. The implications of recent theories of learning and new needs for learners are discussed with respect to teacher education. An attempt to change the way in which students are prepared in mathematics education is reported. Data collected as part of the study indicate the need for a system‐wide approach to change.  相似文献   

FROM A DOMESTIC TO AN INTERNATIONAL ORGANIZATION: THE OPEN UNIVERSITY,THE UNITED KINGDOM,AND EUROPE     

Alan Tait∗ 《Higher Education in Europe》1994,19(2):82-93

This article describes the change of the Open University of the United Kingdom during the 1990‐1993 period from being a domestic to an international organization, with the expansion of its provision throughout the whole of the European Union and a range of other European countries, including Austria, Bulgaria, Romania, Russia, Slovakia, Slovenia, and Switzerland. As a case study, it raises issues about the development of universities from the unique organizations which they have been in European society to international organizations which understand their roles in business terms, and suggests that distance teaching universities, because of their industrialized nature and volume of activity, may become leading examples of this trend.  相似文献   

Web Sites that Address Prematurity          下载免费PDF全文

Montgomery KS  Coen EM  Crawford JL 《The Journal of perinatal education》2004,13(1):45-48

Families of preterm infants need a tremendous amount of support. This resource column highlights several Web sites that may be useful to health care providers and childbirth educators, as well as to parents of premature infants and their families.  相似文献   

Shakespeare in the Curriculum: direction by content     

Barrie Wade  John Sheppard 《Educational studies》1993,19(3):267-274

The results of a survey of secondary English Shakespeare teaching in one local education authority are reported. Centralised control of curriculum content in English is discussed in relation to findings about how much Shakespeare teaching is done and which plays teachers selected. The suggestion is made that recent controversy about content direction has deflected attention from the more important issues of methods of teaching and in‐service education.  相似文献   

Disability Studies: A Student’s Guide     

Jane Crawford 《International Journal of Disability, Development & Education》2016,63(1):145-146

  相似文献   

Students’ use of electronic support tools in mathematics     

Lindy Crawford  Kristina N. Higgins  Jacqueline N. Huscroft-D’Angelo  Lindsay Hall 《Educational technology research and development : ETR & D》2016,64(6):1163-1182

  相似文献   

Getting it together: the Value of Story in language development     

Barrie Wade 《Cambridge Journal of Education》1983,13(1):16-19

  相似文献   

Integration of Web 2.0 Technologies in the Translational Research Environment     

Kristi L. Holmes∗  Ellen K. Dubinsky∗ 《Medical reference services quarterly》2013,32(4):309-335

Recent advancements in translational medicine have created an urgent need for solutions that support information dissemination and facilitate a fluid exchange of data from the research laboratory to the clinical environment and on to the broader community. Medical libraries can help meet this need by incorporating emerging Web-based technologies in support of educational, research, and patient care objectives. Web 2.0 resources facilitate creativity, collaboration, and sharing among users. Integration of Web 2.0 resources allows scientists, students, and medical professionals to efficiently organize and manage the information and resources that are critical in today's quickly changing biomedical research environment.  相似文献   

Community‐based rehabilitation (CBR): problems and possibilities     

Brian O'Toole∗ 《欧洲特需教育杂志》2013,28(3):177-190

Despite the increasing recognition of the magnitude of the problem of disability worldwide still, in many parts of the world, the services are meeting no more than 2 per cent of those in need. The limitations of the Institutionally-Based model of service are explored from both a developing and developed country perspective. The potential of the Community-Based Rehabilitation model is explored. The WHO evaluation of the model is questioned on methodological and philosophical grounds and the need for an independent evaluation of the CBR approach is discussed.  相似文献