Using a Satisfaction Index to Compare Students’ Satisfaction During and After Higher Education Service Consumption     

Duarte  Paulo O.  Raposo  Mário B.  Alves  Helena B. 《Tertiary Education and Management》2012,18(1):17-40

Tertiary Education and Management - This study explores the factors that influence students’ satisfaction with higher education services and assess how they change after graduation, when...  相似文献   

Effects of modularity,certification session and re-sits on examination performance     

Carmen L. Vidal Rodeiro  Rita Nádas 《Assessment in Education: Principles, Policy & Practice》2012,19(4):411-430

General Certificates of Secondary Education, known as GCSEs, are organised into modules which can be assessed at the end of the course (linear route) or at different points throughout the course (modular route). This research investigates students’ performance in English and mathematics in each assessment route and the effects of certification session and re-sits on examination outcomes using data from one English awarding body.

In mathematics, modular students performed better than linear students once prior attainment was accounted for. In contrast, modular assessment in English did not always lead to better performance. In the modular routes of English, students certificating early in the course were at a disadvantage compared to those certificating at the end. However, modular mathematics students obtained significantly better results in early sessions than at the end of the course. The benefits of re-sitting seemed clear, as most students performed better on their second attempt at a module than on their first. However, this did not often lead to an improvement on the module grade.  相似文献   

The interplay between input and initial biases: asymmetries in vowel perception during the first year of life     

Pons F  Albareda-Castellot B  Sebastián-Gallés N 《Child development》2012,83(3):965-976

Vowels with extreme articulatory-acoustic properties act as natural referents. Infant perceptual asymmetries point to an underlying bias favoring these referent vowels. However, as language experience is gathered, distributional frequency of speech sounds could modify this initial bias. The perception of the /i/-/e/ contrast was explored in 144 Catalan- and Spanish-learning infants (2 languages with a different distribution of vowel frequency of occurrence) at 4, 6, and 12 months. The results confirmed an acoustic bias at 4 and 6 months in all infants. However, at 12 months, discrimination was not affected by the acoustic bias but by the frequency of occurrence of the vowel.  相似文献   

The relation between exposure to sophisticated and complex language and early-adolescent English-only and language minority learners' vocabulary     

Gámez PB  Lesaux NK 《Child development》2012,83(4):1316-1331

This study investigated the relation between teachers’ (N = 22) use of sophisticated and complex language in urban middle‐school classrooms and their students’ (mean age at pretest = 11.51 years; N = 782; 568 language minority and 247 English only) vocabulary knowledge. Using videotaped classroom observations, teachers’ speech was transcribed and coded for their total amount of talk, vocabulary usage, and syntactic complexity. Students’ vocabulary skills were assessed at the beginning and end of the school year. Results showed variation in students’ vocabulary skills and teachers’ language use. Hierarchical linear modeling techniques revealed that after controlling for classroom and school composition and students’ beginning‐of‐the‐year scores, students’ end‐of‐the‐year vocabulary skills were positively related to teachers’ use of sophisticated vocabulary and complex syntax, but not teachers’ total amount of talk.  相似文献   

Supply-side interventions and student learning in Guatemala     

William F. Vásquez 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》2012,58(1):9-33

This paper presents estimates of production functions of reading and mathematics test scores to assess the effects of supply-side interventions, such as the provision of a community-based school management programme, bilingual education and multigrade teaching, on student learning in Guatemala. The efficiency and consistency of the estimates is improved by using seemingly unrelated regressions to account for potential correlation between test scores. Results indicate that the community-based management programme, bilingual schools and traditional schools produce comparable learning of first-graders. However, in the case of third-graders the community-based school management programme and bilingual schools produce less learning than traditional schools. The learning of both first- and third-graders is found to be diminished in the multigrade teaching approach.  相似文献   

The legal status of home education in post-communist countries of Central Europe     

Yvona?KosteleckáEmail author 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》2012,58(4):445-463

As new laws on education were gradually adopted in post-communist states after 1989, the countries also dealt with the problem of how to include home education in their own legislation. This article investigates the development of legislation on home education in five states of post-communist Central Europe: the Czech Republic, Slovakia, Slovenia, Poland and Hungary. This analysis of the legal environment for home education confirms on the one hand that these countries’ approach is similar in many aspects. Generally, laws tend to regulate home education rather strictly, all home-educated children must be enrolled at some school, and these schools are mandated by the state to serve as supervisory bodies for home-educated children. This legal arrangement puts the parents of home-schooled children in a very subordinate position in relation to the school. Despite these restrictions, however, the states have gradually opened up the option for home education to quite a broad pool of potentially interested people. On the other hand, the findings show that there are also significant differences between individual countries. These differences provide a good illustration of the fact that, despite historical, economic and cultural similarities, political institutions and state bureaucracies in individual states act autonomously, which leads to different policy outcomes.  相似文献   

Othering Processes and STS Curricula: From Nineteenth Century Scientific Discourse on Interracial Competition and Racial Extinction to Othering in Biomedical Technosciences     

Juan Manuel Sánchez Arteaga  Charbel N. El-Hani 《Science & Education》2012,21(5):607-629

This paper analyzes the debates on “interracial competition” and “racial extinction” in the biological discourse on human evolution during the second half of the nineteenth century. Our intention is to discuss the ideological function of these biological concepts as tools for the naturalization and scientific legitimation of racial hierarchies during that period. We argue that the examination of these scientific discussions about race from a historical perspective can play the role of a critical platform for students and teachers to think about the role of science in current othering processes, such as those related to biomedical technosciences. If they learn how biological ideas played an ideological function concerning interracial relationships in the past, they can be compelled to ask which ideological functions the biological knowledge they are teaching and learning might play now. If this is properly balanced, they can eventually both value scientific knowledge for its contributions and have a critical appraisal of some of its implications. We propose, here, a number of initial design principles for the construction of teaching sequences about scientific racism and science-technology-society relationships, yet to be empirically tested by iterative cycles of implementation in basic education and teacher education classrooms.  相似文献   

Reflecting on the moral bases of critical pedagogy in PETE: toward a Foucaultian perspective on ethics and the care of the self     

Alvaro Sicilia-Camacho  Juan Miguel Fernández-Balboa 《Sport, Education and Society》2013,18(4):443-463

In teacher education and in physical education teacher education (PETE), the possibilities and pitfalls of critical pedagogy (CP) for transforming society have been frequently debated. From these debates, it has become quite clear that the lines separating ‘technocrats’ from ‘radicals’ are so strongly drawn that limit the advance of PETE. In the spirit of collegiality, we offer an alternative approach to CP based on Foucault's genealogical work on the History of Sexuality. It promotes a pedagogical perspective toward the development of ethics and the care of the self. We argue that this approach, far from discrediting what non-critical pedagogues do, can not only advance the practice of CP, but also open up new ways of conceptualizing PETE that are worth considering both by critical pedagogues and by the members of other pedagogical camps. We discuss the implications of this approach in the personal, social–professional and political spheres.  相似文献   

Evaluación formativa y compartida en Educación Superior: Propuestas,técnicas,instrumentos y experiencias     

Juan-Miguel Fernández-Balboa 《Sport, Education and Society》2013,18(1):141-143

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Biomechanical analysis of the penalty-corner drag-flick of elite male and female hockey players     

Cristina López De Subijana  Daniel Juárez  Javier Mallo  Enrique Navarro 《Sports biomechanics / International Society of Biomechanics in Sports》2013,12(2):72-78

The aim of this study was to analyse the kinematic sequencing in the penalty-corner drag-flicks of elite male and female field hockey players of international calibre. Thirteen participants (one skilled male drag-flicker and six male and six female elite players) participated in the study. An optoelectronic motion analysis system was used to capture the drag-flicks with six cameras, sampling at 250 Hz. Select ground reaction force parameters were obtained from a force platform which registered the last support of the front foot. Twenty trials were captured from each subject. Both player groups showed significantly (p < 0.05) smaller ball velocity at release, peak angular velocity of the pelvis, and negative and positive peak angular velocities of the stick than the skilled subject. Normalised ground reaction forces of the gender groups were also smaller than that of the skilled drag-flicker. By comparing these players we established that the cues of the skill level are a wide stance, a whipping action (rapid back lift) of the stick followed by an explosive sequential movement of the pelvis, upper trunk and stick.  相似文献