Teacher education programmes delivered at a distance: An examination of distance student perceptions     

Allan Young  Chance W. Lewis 《Teaching and Teacher Education》2008

Recent technological developments have greatly influenced the ways American universities deliver educational course offerings to students at a distance. The perception of pre-service teachers in distance education programmes is germane to the planning and delivery of distance education courses in teacher education departments in the future. The results of this American study revealed a differing perception between male and female students in the area of course structure, student/teacher interaction, overall course satisfaction and peer interaction. As a result of this study, recommendations are provided for teacher preparation programmes to improve distance education course offerings for prospective teachers in the USA and implications for educators involved in teacher preparation internationally.  相似文献   

EARLY PREDICTION OF COLLEGE GPA USING PRE-COLLEGE SCHOOL GRADES     

William A.  Lewis 《Journal of Educational Measurement》1966,3(1):35-36

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Immigrant students in Denmark: why are they disadvantaged in civic learning?     

Jinxin Zhu  Ming Ming Chiu 《教育心理学》2020,40(2):207-226

Abstract

Although native family students often learn more than immigrant family students in school (e.g. civics), scholars have not systematically demonstrated the mechanisms through which native family students outperform immigrant family students. The Opportunity-Propensity framework guides this study. We examine the link between students’ immigrant status and civic knowledge, with antecedent factors (socioeconomic status [SES] and language spoken at home), opportunity factors (civic learning at school, civic participation at school, and political discussion), and propensity factors (perceived open classroom climate and student-teacher relationship). Two-level path analysis of the responses to the International Civic and Citizenship Education Study (ICCS) 2016 by 6254 eighth graders in Denmark showed that the civic knowledge of native family students exceeded that of immigrant family students, mediated by their own and schoolmates’ higher family SES. Meanwhile, immigrant family students had more political discussions, which are linked to better civic knowledge.  相似文献   

EVALUATING TEACHING AND ASSESSING TEACHERS IN UNIVERSITIES     

Lewis Elton 《Assessment & Evaluation in Higher Education》1984,9(2):97-115

The evaluation of teaching and the assessment of teachers are similar activities with very different aims. Both are feasible, once we abandon the idea that they have to be based on explicit criteria of good teaching. This point is argued both on the basis of experience with established practice in higher education and through a comparison with similar practices in other professions. The latter leads to the construction of a model which uses students, peers, self and superiors in a way that allows an active role to the person assessed. Finally, attention is drawn to the need for an educational development unit to provide training, help and counselling as an adjunct to assessment.  相似文献   

Book reviews     

George Gerbner  Gabriel D. Ofiesh  Jerry M. Lewis  Frederick G. Knirk  F. Earle Barcus  Robert Steele 《Educational technology research and development : ETR & D》1966,14(3):407-416

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Pupil mobility in schools and implications for raising achievement     

Feyisa Demie  Kirstin Lewis  Anne Taplin 《Educational studies》2005,31(2):131-147

This paper examines the causes of pupil mobility and good practice in schools to address mobility issues. Pupil mobility is defined as ‘a child joining or leaving school at a point other than the normal age at which children start or finish their education at that school’. The first part draws upon evidence of a survey, which explores the views of headteachers on the nature and causes of pupil mobility in schools and the priority they give to addressing pupil mobility issues in their schools. It examines the cause of mobility in schools in the context of mobile groups. This is followed by the challenges for managing mobility and strategies to address pupil mobility in schools. The second part of the paper outlines successful strategies that minimize the effects of mobility in schools. Evidence is drawn from case‐study research and focuses on the school systems, pastoral care and access to learning which combine to support the induction, assessment and monitoring of newly arrived pupils in school and effective use of data for self‐evaluation. Examples of flexible curriculum organization, innovative approaches to additional support and effective administrative procedures are drawn upon. Evidence reflects the views of a range of school staff, parents/carers and pupils in the case‐study school, as well as the judgements of senior researchers. Policy implications for government and for all concerned with school performance are highlighted, as well as many practical suggestions for raising achievement of mobile pupils  相似文献   

German and UK higher education and graduate employment: the interface between systemic tradition and graduate views     

Brenda Johnston  Lewis Elton 《比较教育学》2005,41(3):351-373

This article presents a comparative analysis of the German and UK higher education systems and their relationship to graduate employment. It scrutinizes the complex interconnections between (1) higher education systems and traditions; (2) the role of higher education in the state, society and the economy; and (3) the views of graduates as expressed in interviews. We explore how far and in what ways opinions, expectations and experiences are shaped by (1) national traditions and culture and (2) current economic, social, political and educational developments. We find that today’s student expectations and perceptions are shaped and transformed by economic, political and social factors, including potent higher education beliefs dating back to earlier centuries, as illustrated by the reflections of graduates five years after graduation. The analysis explores the commonalities within each country grouping which lead to striking differences between the countries that transcend the mostly country‐independent disciplinary differences. The analysis has possible implications for the Bologna protocol and issues of European comparability.  相似文献   

Applying questioning or reading strategy to review technology enhanced coedited notes of elementary school students     

Chiung-Hui Chiu  Hsiao-Wei Cheng  Chiu-Yi Wu 《The Journal of educational research》2016,109(2):111-121

The authors examined whether applying questioning review better enhances elementary level students' learning from technology-enhanced coediting-based note taking than does traditional reading review. A nonequivalent comparison group quasi-experimental design was implemented and replicated on four independent units. Two sixth grade elementary classes (66 students) participated in this study and were arranged into coediting notes with questioning review and coediting notes with reading review conditions respectively. The comparisons of student notes and achievement tests do not reveal that the questioning review group achieves better performance than does the reading review group. Considerations associated with technology enhanced coediting notes and questions are discussed based on the results.  相似文献   

Humanizing paediatric care     

Ian C. Lewis M.D.  F.R.C.P.  F.R.A.C.P.  D.P.H.  D.C.H. 《Child abuse & neglect》1983,7(4):413-419

This paper deals with the development of a paediatric team approach to the care of children in the 70 bed paediatric unit in the Royal Hobart Hospital in Tasmania, Australia, and describes the measures used to help children and their parents adapt to life in hospital with a limited budget. The staff includes paediatricians and pediatric surgeon, resident staff, nurses, teachers, social worker, physiotherapist and pharmacist. There are no visiting hours but the wards are open to parents and relatives at any time. Parents are encouraged to stay in hospital and their accommodation is either in flats at the end of wards or in single or double bed wards using foldup beds. Each young child has a personal details form completed and placed on the end of the cot allowing a nurse to discover likes, dislikes, methods of feeding and sleeping, etc. Parents are asked to complete questionnaires at the time of the child's discharge, asking for their assessment of the standards of care their child received. Playleaders are rostered for evenings and weekends and they work with, and direct Red Cross volunteer ladies. Two full-time teachers cooperate with the child's school in maintaining the child's educational progress. Volunteer visitors entertain children whose relatives are unable to visit or stay in hospital. The methods used to raise the standards of paediatric nursing are also described. Community groups, particularly kindergarten and primary school children, are encouraged to visit the paediatric unit and each group is usually given a brief health education talk by a member of staff.  相似文献   

Collaboration Scripts for Enhancing Metacognitive Self-regulation and Mathematics Literacy     

Cheng-Huan Chen  Chiung-Hui Chiu 《International Journal of Science and Mathematics Education》2016,14(2):263-280

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