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The reduction of the administrative burden on businesses is an important governmental policy objective. Electronic government is presented as a promising reduction strategy in many countries. Underlying assumptions and mechanisms are hardly ever made explicit and scientific evidence of successful implementations is scarce. This paper presents an assessment of business-to-government systems in use in the Netherlands. Results show that organizational characteristics are the most influencing factors of perceived burden reduction and implementation effectiveness. Whereas perceived organizational benefits positively relate to the overall confirmation of the former system adoption decision. Surprisingly the quantitative, usage related characteristics do not present any statistical relevance. These findings help us understand existing differences in appreciation between business and governmental representatives on the successfulness of e-government projects in reducing the administrative burden on businesses. Furthermore, research results can help to enhance the effectiveness of e-government policy and measurement instruments. 相似文献
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Doris H. Kincade Windi D. Turner Oscar J. Solis Elizabeth H. Dull 《The International Journal of Art & Design Education》2019,38(1):47-59
Providing quality feedback that is both positive and effective while maintaining the required student grade confidentiality is a conundrum for faculty. This issue is particularly complex for faculty teaching studio courses (e.g. fashion design) with performance or creativity components where feedback has traditionally been given publicly as desktop reviews in the open studio. The difficulty of giving feedback in the studio‐style classroom is compounded when teaching millennial college students who tend to reject any criticism, public or otherwise, of their work. Previous research on assessment, rubrics and feedback as well as personal experience with studio classes provide background to this evidenced‐based study comparing three feedback and delivery methods: abbreviated rubric, extensive rubric and one‐to‐one meetings (e.g. dialogical assessment) guided by a project list. Grade consistency and ranking of grades were evaluated. Studio projects from a fashion design course were graded across two semesters using the multiple methods. Comparisons were made based on: (a) student reaction, (b) quality of rework and (c) time to grade. The outcomes showed that the one‐to‐one meetings as a feedback and delivery method of assessment had several benefits over two other methods, including added student engagement and improvement of rework. 相似文献
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Oscar Valiente Adrián Zancajo Judith Jacovkis 《International Journal of Lifelong Education》2020,39(1):90-103
ABSTRACT The importance of skill formation for young people and the challenges of youth unemployment and underemployment are at the forefront of global development agendas. However, there is still an open debate about the most adequate policy frameworks to tackle these societal challenges and, particularly, about the role that the state and the market should play in the coordination of skills supply and demand. Taking Chile as a case study, the paper analyses how the market model of skill formation is re-contextualised by practitioners and other stakeholders at the local level. Through a realist evaluation approach, the paper tests to what extent the underlying theoretical assumptions of the market model hold up when confronted with the reality of the contexts in which young people, education providers and employers make decisions. The case of Chile is particularly interesting for the comparative literature because of its extreme neoliberal orientation and the centrality of the market in the allocation of resources and opportunities among different social groups. The findings show the limitations of the market for coordinating the supply and demand of skills and its negative consequences on the educational and work prospects of young people, especially the most disadvantaged.. 相似文献
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Ethnic Identity Development and Acculturation Preferences Among Minority and Majority Youth: Norms and Contact 下载免费PDF全文
Roberto González Brian Lickel Manisha Gupta Linda R. Tropp Bernadette P. Luengo Kanacri Eduardo Mora Pablo De Tezanos‐Pinto Christian Berger Daniel Valdenegro Oscar Cayul Daniel Miranda Patricio Saavedra Michelle Bernardino 《Child development》2017,88(3):743-760
This article tests a longitudinal model of the antecedents and consequences of changes in identification with indigenous (Mapuche) among indigenous and nonindigenous youth in Chilean school contexts over a 6‐month period (633 nonindigenous and 270 Mapuche students, Mages = 12.47 and 12.80 years, respectively). Results revealed that in‐group norms supporting contact and quality of intergroup contact at Time 1 predicted student's changes in Mapuche identification at Time 2, which in turn predicted changes in support for adoption of Chilean culture and maintenance of Mapuche culture at Time 2; some of the relationships between these variables were found to be moderated by age and ethnicity. Conceptual and policy implications are addressed in the Discussion . 相似文献
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Margot Taal 《High Ability Studies》1991,1(1):42-46
Questionnaires concerning the self‐concept and evaluations of maths and French, as well as an intelligence test, were administered to secondary school students more than six months before they had to decide whether or not to take maths courses during the following school year. At the same time their school grades for maths and French were recorded. Students’ decisions were related to self‐concept, evaluations of maths and French, and aptitude measures, by means of discriminant analyses. Results indicated that sex, in combination with students’ (positive) evaluations of mathematics, their achievements in mathematics and their intellectual abilities, as well as a focus on French and self‐concept of French abilities, could adequately predict their choice of mathematics courses. No interaction effects were found between sex and the other predictor variables. These results suggest that stimulating more girls to choose mathematics during their secondary school years should focus upon achievement, self‐concept and evaluations of mathematics in comparison with other options. 相似文献
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Oscar Jerez Leslier Valenzuela Veronica Pizarro Beatriz Hasbun Gabriela Valenzuela Cesar Orsini 《Teachers and Teaching》2016,22(4):519-534
In recent decades, higher education institutions worldwide have been moving from knowledge-based to competence-based curricula. One of the greatest challenges in this transition is the difficulty in changing the knowledge-oriented practices of teachers. This study evaluates the consistency between syllabus design and the requirements imposed by a competence-based learning environment. To make this comparison, the study sets four criteria (C1: explicit relationship between syllabus and graduate profile; C2: precision of the learning outcomes and assessment criteria; C3: contents that mobilise the learning outcomes; and C4: learning and assessment activities) derived from the literature and a thematic analysis of competence-based learning in higher education. Afterwards, a sample of 150 syllabi from different disciplines of five Chilean public universities were analysed, all of which stated the use of learning outcomes and competences in their learning models. Using a three-point Likert scale derived from the aforementioned criteria and their indicators, a comparison was made between the actual practices reflected in the syllabus design and the previously established criteria. Results show a gap between the declaration of a competency-based curriculum and actual syllabus outlines. Moreover, there are important differences among disciplines. Although all disciplines present high levels of accomplishment for Criteria 1 and 3, only the discipline of health sciences presents an acceptable level for Criteria 2 and 4. It is recommended that further research be undertaken towards identifying effective competency-based syllabus design. 相似文献
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Despite clear European and Dutch policies about media education, there is currently no media education curriculum in Dutch schools. A survey among preadolescents (n = 257) in six primary schools in the Netherlands included questions regarding media access, fears, risks, parental mediation of television and the internet, and the need for media education. Findings indicate an overall high saturation of media, but media choice depends on sociodemographic factors. Preadolescents are given rules for using the internet more often than for TV. Boys feel more confident about media use, and few participants report negative experiences or perceive risks while using the internet. Pupils feel a high need for media education, and those who are already thinking critically about media demand lessons more often. Therefore, both technical knowledge about media and critical awareness of the influence of media must be taught. 相似文献
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ABSTRACTThis paper reports on a study of how liminality relates to the facilitation of reflective practice in professional education. Liminality refers to sites and positions that exhibit 'in-betweenness', or bordering positions, that might draw together different institutional conditions. The present project aims to examine the role of liminality in professional educational practice with a specific focus upon how liminality may support student reflection. Using a qualitative and comparative research approach, we analysed interview and observational data from police education and a medical programme. Observations and interviews explore practices of collective interactional (and hence observable) reflection at sites that are characterised by ‘betweenness’ of work and education. Findings indicate that situations that afford reflection are characterised by a sense of undeterminedness in terms of either the subject, space or activity. Thus, we conclude that there is some evidence that liminality affords reflection, but also that liminality and underminedness are fragile states that are not easily organised in a professional education curriculum. 相似文献