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Ross St. George Ian D. Livingstone Neil Reid Cedric Croft 《Assessment & Evaluation in Higher Education》1990,15(2):87-104
A structured flight training syllabus to first solo, with accompanying student notes and instructional records was trialled in one aero club. Student progress was contrasted with flight training in two other clubs. Both quantitative and qualitative monitoring data were collected. This paper outlines the project, reports the data and general outcomes, and notes the difficulties encountered in implementing and monitoring this innovation in a loosely organised and changing context. 相似文献
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George G. Bear Chunyan Yang Megan Pell Clare Gaskins 《Learning Environments Research》2014,17(3):339-354
Based on theory and research on learning environments, the Delaware School Climate Survey–Teacher/Staff (DSCS–T/S) was developed to provide schools with a brief, psychometrically sound measure of teachers’ perceptions of school climate. Multigroup confirmatory factor analyses, conducted on a sample of 5,781 teachers, support staff, administrators and other staff in 132 schools, showed that a bifactor model consisting of seven specific factors best represented the data. Those factors were Teacher–Student Relations, Student–Student Relations, Teacher–Home Communication, Respect for Diversity, School Safety, Fairness of Rules, and Clarity of Expectations. Measurement invariance was found across grade levels (i.e., elementary, middle, and high schools) and subgroups of respondents (i.e., teachers, instructional support staff and noninstructional staff). As evidence of concurrent validity across grade levels, nearly all scores, aggregated at the school level and correlated significantly and negatively with suspensions/expulsion rates and positively with academic achievement. The DSCS–T/S is likely to be useful to schools interested in assessing school climate and the effects of various programs, such bullying prevention programs, that target the seven dimensions of school climate measured. 相似文献
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Abelardo Pardo George Siemens 《British journal of educational technology : journal of the Council for Educational Technology》2014,45(3):438-450
The massive adoption of technology in learning processes comes with an equally large capacity to track learners. Learning analytics aims at using the collected information to understand and improve the quality of a learning experience. The privacy and ethical issues that emerge in this context are tightly interconnected with other aspects such as trust, accountability and transparency. In this paper, a set of principles is identified to narrow the scope of the discussion and point to pragmatic approaches to help design and research learning experiences where important ethical and privacy issues are considered. 相似文献
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Elizabeth B. Miller George Farkas Deborah Lowe Vandell Greg J. Duncan 《Child development》2014,85(4):1385-1400
Data from the Head Start Impact Study (N = 3,185, age = 3–4 years) were used to determine whether 1 year of Head Start differentially benefited children from homes with high, middle, and low levels of parental preacademic stimulation on three academic outcome domains—early math, early literacy, and receptive vocabulary. Results from residualized growth models showed positive impacts of random assignment to Head Start on all three outcomes, and positive associations between parental preacademic stimulation and academic performance. Two moderated effects were also found. Head start boosted early math skills the most for children receiving low parental preacademic stimulation. Effects of Head Start on early literacy skills were largest for children receiving moderate levels of parental preacademic stimulation. Implications for Head Start are discussed. 相似文献