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Denise Leite Cláudia S. Sarrico Cecília Loréa Leite Marlis Polidori 《Assessment & Evaluation in Higher Education》2006,31(6):625-638
There are many studies about the experiences of higher education students, but few analyse their representations of the governance and the management of their institutions. Our study will describe, analyse and compare students' representations of institutional evaluation at three institutions in Portugal and Brazil. Our results, based on an open questionnaire which sought to collect students' views on institutional evaluation, show that students' views are neither homogeneous nor do they simply reproduce the dominant external perspectives on the subject. A significant amount of students thought that evaluation is a legitimate exercise, resulting from a political decision, which is useful to improve the quality of universities and the relationship between students and academic staff. Some students also recognize that evaluation will lead to institutional comparisons, functioning as a mechanism of control, regulation, monitoring, and possibly of standardization. It is also noted to be ‘an impossibility’, since it can never comprehend the existing diversity of institutional performance. 相似文献
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Teacher stance in creative learning: A study of progression 总被引：1，自引：0，他引：1
Anna Craft Teresa Cremin Pamela Burnard Kerry Chappell 《Thinking Skills and Creativity》2007,2(2):136-147
This paper reports focused findings from a qualitative scoping study undertaken in four sites in England focusing on progression in creative learning (PICL) (February 2005–January 2006), funded by Creative Partnerships, a national development programme. The study sought to explore how progression in creative learning can be described in two curriculum areas. The paper introduces the analytic framework which emerged from the study, and summarises some of the key findings, with a particular focus on teacher stance, taking this slice of analysis further than is done in the original research report and discussing in particular teachers’ attitudes toward creative learning and toward teaching for creative learning. 相似文献
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Cecília Galvão 《International Journal of Science Education》2013,35(13):1621-1633
This article discusses the results of a mainly qualitative study into possible impacts of recent controversial socio‐scientific issues on a group of Portuguese secondary school students regarding their conceptions about scientists. The 86 participants: (1) answered a questionnaire with open‐ended questions; and (2) wrote a science fiction story involving a group of scientists working on a particular situation of her/his choice. Next, semi‐structured interviews were carried out to clarify and discuss the ideas embodied in the stories and mentioned in the questionnaire. All data underwent a process of content analysis. The socio‐scientific controversies recently discussed, and the way science and scientists are depicted in the media, seem to have produced some impact on students' conceptions about scientists. Based on the results obtained, some remarks and educational implications are discussed. 相似文献
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James Appleton Frances Lawrenz Elaine Craft Wynn Cudmore Jim Hall Jack Waintraub 《Journal of Science Education and Technology》2007,16(6):491-499
Developing curricular materials for technical and vocational education is particularly challenging because of the comprehensive
requirements for technical education and the rapidity with which technical positions are evolving. Well-educated employees
are expected to have general communication, reasoning, problem-solving, and behavioral skills in addition to occupation-specific
technical knowledge. Furthermore, technical and vocational education materials must meet the needs of various contexts each
with its own unique array of factors which must be accommodated. To assist in the process of materials development, this paper
presents a comprehensive and contextualized model as a guide for curricular developers. This model was formed through the
synthesis of two theoretical and four applied models, with the outline of the applied models occurring as part of a national
evaluation of the National Science Foundation’s Advanced Technological Education Program. Examples illuminating the elements
of the template are provided. 相似文献
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