A Comparison of Beginning and Expert Supervisors’ Supervision Cognitions     

Gulsah Kemer 《Counselor Education & Supervision》2020,59(1):74-92

Beginning and expert supervisors’ cognitions and cognitive structures were compared via concept mapping, a mixed methods design. Both beginning and expert supervisors reported a variety of cognitions representing developmental characteristics in 3 areas: assessment of supervisees, conceptualization and management of supervision, and supervisory relationship.  相似文献   

从信息检索系统评估到知识服务平台评估     

李月琳  韩宏亮 《图书情报工作》2019,63(1):52-59

[目的/意义]随着知识服务平台的发展，如何通过评估改善知识服务平台的功能和设计以更好地服务于用户成为重要的问题。本文旨在探讨知识服务平台的评估要素和评估标准，为知识服务平台的评估实践提供理论指导。[方法/过程]从信息检索系统评估出发，回顾和梳理信息检索系统评估、数字图书馆评估的相关研究和理论模型、数字图书馆的评估要素和标准。[结果/结论]基于总结和归纳以往信息服务类系统的评估要素，结合知识服务平台的特征，阐述知识服务平台评估的要素和评估标准。  相似文献   

Dealing with disagreement: The roles of topic familiarity and disagreement explanation in evaluation of conflicting expert claims and sources     

《Learning and Instruction》2020

Learners may increasingly encounter conflicting expert reports. However, little is known about how they deal with this challenge. We examined how learners' familiarity with a controversial historical topic affects their epistemic judgments of conflicting expert claims and sources, the interplay of their claim and source evaluation strategies, and their meta-epistemic understanding of the legitimacy of the disagreement (absolutist, multiplist, and evaluativist perspectives). In two studies, topic familiarity increased agreement with belief-consistent expert claims and the perceived trustworthiness of the expert who presented these claims. Topic familiarity also impacted the coordination of evaluation strategies and led to greater reliance on knowledge-based validation. However, topic familiarity did not affect meta-epistemic understanding of the legitimacy of the controversy. In the second study, reading an explanation about reasons for disagreements between historians resulted in higher evaluativism. Teaching about expert disagreement may be a productive approach for promoting appreciation of the diversity of knowledge.  相似文献   

Digital Module 05: Diagnostic Measurement—The G‐DINA Framework https://ncme.elevate.commpartners.com     

Wenchao Ma  Jimmy de la Torre 《Educational Measurement》2019,38(2):114-115

In this ITEMS module, we introduce the generalized deterministic inputs, noisy “and” gate (G‐DINA) model, which is a general framework for specifying, estimating, and evaluating a wide variety of cognitive diagnosis models. The module contains a nontechnical introduction to diagnostic measurement, an introductory overview of the G‐DINA model, as well as common special cases, and a review of model‐data fit evaluation practices within this framework. We use the flexible GDINA R package, which is available for free within the R environment and provides a user‐friendly graphical interface in addition to the code‐driven layer. The digital module also contains videos of worked examples, solutions to data activity questions, curated resources, a glossary, and quizzes with diagnostic feedback.  相似文献   

Effectiveness of a school-based intervention to prevent child sexual abuse—Evaluation of the German IGEL program     

《Child abuse & neglect》2018

BackgroundChild sexual abuse (CSA) is a problem with severe consequences for victimized children. A variety of interventions have been developed and implemented over the last decades to prevent CSA. However, most of them have not been systematically evaluated to determine their effectiveness. The IGEL program is a school-based intervention to prevent CSA in third-grade primary school children in Germany.MethodsThis study was conducted using a quasi-experimental design, in which almost 300 children and their parents from eight intervention and four control schools were surveyed three times (pretest, posttest, 3 months later). In order to measure outcomes, a questionnaire was developed based on validated instruments to assess the knowledge, courses of action and self-protective skills of the children. Furthermore, increased anxiety and generalized touch aversion were examined as potentially harmful side effects of the program.ResultsThe results clearly demonstrate increased CSA-related knowledge and courses of action in children from the intervention group compared to the control children. These effects were medium-sized and sustained for at least three months after the last session. No meaningful negative side effects were detected in the evaluation for either the children or parents.ConclusionThe outcome evaluation indicates that the IGEL program is an effective intervention in terms of knowledge about CSA and known courses of action, and may therefore contribute to the prevention of CSA in primary schools. Despite this positive core finding of the intermediate outcomes, some adaptations of the program to children with different cultural backgrounds were made prior to further dissemination.  相似文献   

Towards a Framework for Evaluating the Research Performance of Chinese Double First-Class Universities     

XU Changqing 《Frontiers of Education in China》2020,15(3):369

The study focuses on the research performance of Double First-Class (DFC) universities in China. A theoretical framework based on economic theory and the Analytic Hierarchy Process (AHP) method for a novel evaluation model is proposed. The model is performed on a sample of 41 participant DFC universities in China. Using data collected from these universities, it was found that there is no consistency between performance ranking, input ranking, and output ranking, with the best ranked universities far from the most efficient. These findings provide empirical evidence of DFC universities’ research performance situation and suggest strategies that the government can use to propel their sustainable development.  相似文献   

Learning by making: A framework to revisit practices in a constructionist learning environment     

María Florencia Morado  Ayelén Eva Melo  Angela Jarman 《British journal of educational technology : journal of the Council for Educational Technology》2021,52(3):1093-1115

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On the value of data-based decision making in education: The evidence from six intervention studies     

《Studies in Educational Evaluation》2021

Although some studies have investigated the impact of data-based decision making (DBDM) on student achievement, the overall findings are not straightforward, because of the studies’ methodological flaws and their mixed results. This article first presents a breakdown of the DBDM concept as applied in the Dutch context. Next, it explains the theoretical foundations of DBDM in feedback and goal-setting theory and then discusses various factors influencing DBDM effectiveness. The results of six Dutch DBDM interventions with an explicit focus on student achievement effects of DBDM and with strong research designs are then presented. Significant positive effects on student performance as measured by means of standardized tests are reported for four interventions. The interpretation of student progress data from student monitoring systems does not seem to be problematic for teachers, if they are deliberately trained for it, but teachers do find it difficult to translate student progress data into tailor-made instruction.  相似文献   

“Commenting on your work is a waste of time only!”: An appraisal-based study of evaluative language in supervisory feedback     

《Studies in Educational Evaluation》2021

Research on supervisory feedback on master’s theses, especially attitudinal stances conveyed in such feedback, is thin on the ground. Students’ construal of their supervisors’ attitudes, however, can have a profound impact on their engagement with supervisory feedback. Drawing on the appraisal framework, which characterizes attitudinal meanings in terms of affect (i.e., emotional responses), judgement (i.e., normative evaluation of human behaviors) and appreciation (i.e., aesthetically-/socially-based evaluation of objects and products), this study examined Nepalese supervisors’ attitudinal stances communicated in written comments on master’s thesis drafts (n = 76) submitted by English-as-a-foreign-language students and oral feedback on proposal and thesis defences (n = 89). Quantitative analyses revealed that while instances of appreciation dominated in the supervisors’ use of evaluative language, judgements were also frequent, with affective responses trailing far behind. In both the oral feedback and written comments, significant disciplinary variations were observed for certain types of judgment and appreciation. These findings are discussed in terms of disciplinary culture and the potential impact of the attitudinal stances on students’ learning. Implications are derived for the productive framing of supervisory feedback to facilitate students’ feedback uptake.  相似文献   

The conundrum research-practice partnerships face with system variability     

《Studies in Educational Evaluation》2021

Variability is inherent in educational phenomena. Research-practice approaches face a conundrum of how to deal with variability. It can be positive, providing evidence for effective innovation in local sites, but interferes with a goal of consistent effectiveness. Our methods for capitalizing on variation have become sophisticated, and solutions to the unwanted facets of variability are emerging. A working model for how to think about variability and setting expectations about the tolerance levels is proposed.  相似文献