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Teaching assessment at higher education level is required in order to improve the quality of teaching in universities. As both teaching staff and students are equally involved in the teaching/learning process, the views of both must be taken into account when determining the quality of teaching. Basically, a self‐evaluation process has two aspects. On the one hand, there is the source of information, the teacher in this particular case. He or she has the opportunity to reflect upon the actual teaching situation by evoking his or her own point of view in regard to his or her vision of reality even if it might be judged as a complementary view as opposed to other views. On the other hand, the objective of the process might be one either of providing a means of checking (process evaluation) or of improving (result evaluation). A detailed analysis of the two characteristics will enable us to appreciate properly their inter‐connectedness. This analysis, as well as the prior experience of the authors in the domain of teaching assessment within their university, enables them to present a model of self‐evaluation applicable to the context in which they are working. 相似文献
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In two experiments, rats received preexposure consisting of six intraperitoneal injections of lithium chloride (LiCl). This
treatment reduced the magnitude of the unconditioned response (UR; suppressed consumption of a novel flavor) evoked by an
additional injection (Experiment 1) or by oral consumption (Experiment 2) of LiCl. In both experiments, preexposure also attenuated
the acquisition of a conditioned aversion with an LiCl injection as the unconditioned stimulus (US) but had no effect on the
aversion produced when the US was oral consumption of LiCl (Experiment 2). These results are consistent with the view that
the reduced ability of the preexposed US to serve as a reinforcer depends on blocking by injection-related cues and is independent
of habituation of the UR recorded in the present study. Possible interpretations of this dissociation are discussed. 相似文献
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The present study investigated the decrement in nutrient-based conditioned flavor preference found in hungry rats exposed
to a flavor following simultaneous flavor–sucrose conditioning while thirsty. Although a significant decrease in preference
was found in the experimental group in each experiment, there was no evidence of either spontaneous recovery (Experiment 1) or reinstatement (Experiment 2). In addition, posttraining flavor exposure weakened the original flavor–sucrose association (Experiment 3). These results suggested that the flavor–US association might have been impaired after posttraining flavor exposure. Two
further experiments assessed whether the flavor acquired the properties of a net inhibitor, using the retardation and summation
tests for conditioned inhibition. Experiment 4 revealed that the flavor suffered retardation when retraining was conducted after the exposure phase. In Experiment 5, the target flavor decreased the preference shown for a different flavor previously paired simultaneously with sucrose when
both were presented forming an unreinforced compound in the summation tests. None of these effects was found in a control
group, which had received serial flavor → nutrient presentations during training. Together, these results suggest that a flavor
simultaneously paired with sucrose acquires the properties of a net inhibitor when it is subsequently presented outside the
compound to hungry animals. 相似文献
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History curriculum and teacher training: shaping a democratic future in post-apartheid South Africa?
Felisa L. Tibbitts 《比较教育学》2017,53(3):442-461
ABSTRACTIssues of transitional justice are central to countries moving away from identity-based conflict. Research tends to focus on the most well-known forms of transitional justice, like truth commissions. Far less attention has been given to education as a form of transitional justice, and even less to teacher professional development, even though education is central to signalling the new society and teachers are expected to become agents of change in their classrooms. This article focusses on history curriculum change in post-apartheid South Africa. We show how the post-apartheid South African government developed a human rights-based history curriculum but failed to support teachers to implement it. Aspects of these inadequacies included a failure to take into account the de-skilling of a large segment of the teaching population under apartheid and teachers’ personal legacies of that era. Through a review of the teacher professional development programme, Facing the Past, this article demonstrates the possibility to implement teacher training programmes attuned to the particular needs of a transitional justice environment. 相似文献
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Tibbitts Felisa 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》2002,48(3-4):159-171
The author presents three approaches to contemporary human rights education practice: the Values and Awareness Model, the Accountability Model and the Transformational Model. Each model is associated with particular target groups, contents and strategies. The author suggests that these models can lend themselves to theory development and research in what might be considered an emerging educational field. Human rights education can be further strengthened through the appropriate use oflearning theory, as well as through the setting of standards for trainer preparation and program content, and through evaluating the impact of programs in terms of reaching learner goals (knowledge, values and skills) and contributing to social change. 相似文献