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Marianne Achiam Leonora Simony Bent Erik Kramer Lindow 《International Journal of Science Education》2016,38(6):1012-1035
Although the scientific disciplines conduct practical work in different ways, all consider practical work as the essential way of connecting objects and phenomena with ideas and the abstract. Accordingly, practical work is regarded as central to science education as well. We investigate a practical, object-based palaeontology programme at a natural history museum to identify how palaeontological objects prompt scientific activity among upper secondary school students. We first construct a theoretical framework based on an analysis of the programme’s palaeontological content. From this, we build our reference model, which considers the specimens used in the programme, possible palaeontological interpretations of these specimens, and the conditions inherent in the programme. We use the reference model to analyse the activities of programme participants, and illustrate how these activities are palaeontologically authentic. Finally, we discuss our findings, examining the mechanism by which the specimens prompt scientific activities. We also discuss our discipline-based approach, and how it allows us to positively identify participants’ activities as authentic. We conclude by discussing the implications of our findings. 相似文献
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After a brief discussion of the role of Total Quality Management (TQM) in higher education, this article analyzes factors impacting its adoption in the Management Department at Central Missouri State University (Central). In examining the program at Central a brief history of the program is presented along with the results of a qualitative analysis of interviews of the faculty engaged in the program. This information provides useful insights to the development of TQM processes in education. Several key factors are identified including outcomes, the educational process, and student assessment. 相似文献
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ABSTRACT Consumers have described retargeted ads as “creepy,” possibly because these ads cue consumers that marketers are collecting personal data. Participants (N = 280) were either exposed to an ad that was targeted to past online behaviors or a general product ad. Behavioral targeting had a positive direct effect on purchase intent, but it also set off a negative indirect effect. Those exposed to behavioral targeting experienced increased perceived marketing surveillance, which led to increased threat, increased psychological reactance, negative attitudes toward the ad, and negative purchase intention. The indirect cost of perceived marketing surveillance on purchase intent was 4.5 percent. 相似文献
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Leonora Ritter 《Assessment & Evaluation in Higher Education》2000,25(4):307-320
The paper describes and evaluates the application of a 'controlled assessment procedure' as a holistic approach to avoiding the problems perceived in administering and evaluating traditional exams. It is analysed in terms of its key characteristics, which are that: the question is known well in advance and is broad and open ended; students are encouraged to respond in any self-selected written format; the rationale and assessment criteria are transparent and explicit; the procedure is conducted in the usual classroom supervised by the familiar lecturer, but under controlled and supervised conditions with neither books nor notes allowed. It is evaluated from both a summative and a formative perspective. 相似文献
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ABSTRACTThis article examines a particular type of public–private partnership (PPP) that is rarely studied in comparative educational policy studies: one in which a government funds privately run international schools. The aim of this PPP is to enrich and thereby improve the regular curriculum or to the quality of education in public schools. As the exponential growth of International Baccalaureate (IB) illustrates, such forms of PPP have increased significantly over the past few years. The authors show that transnational accreditation holds a special appeal for the middle class that is committed to cosmopolitanism, international mobility, and global citizenship. However, international standards schools such as IB are not alone with advancing a transnational accreditation of their educational programmes. Symbolically, Programme in International Student Assessment also provides a transnational accreditation, albeit not on individual education programmes but rather on entire educational systems. The article examines the reasons for the popularity of this type of PPP, analyses the interaction between the private and public education sectors, and investigates how governments explain, and what they expect from, the close cooperation with private education providers. 相似文献
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Leonora Dugonjić 《Paedagogica Historica: International Journal of the History of Education》2014,50(1-2):138-150
Today, the International School of Geneva is known as the world’s oldest and largest private international school, having opened in 1924 under the name “International School”. Many schools have attempted to foster an international environment in a general sense; this school is the first to claim an inter-national identity with reference to a specific political ideology. In this article, I argue that neither student statistics, nor official discourse, nor the individual experience of consecrated School founders can account for this claim. After careful analysis of different forms of capital invested in the School, its founding no longer appears to be a simple response to a "need" or a "demand" but a complex process of social distinction. 相似文献
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Loretta C. Rudd Matthew C. Lambert Macy Satterwhite Cinda H. Smith 《Early Childhood Education Journal》2009,37(1):63-69
In an effort to determine the most efficacious manner to deliver professional development training to early childhood educators,
this study investigated the effect of a 2-h workshop followed by side-by-side classroom coaching. Twelve early childhood educators
with 4-year degrees teaching in a university child development center participated in the study. The twice weekly classroom
observations were analyzed for the use of math mediated language. Results indicate a 56% increase of math mediated language
following the professional development; however, the greatest increase (39% increase over professional development condition)
occurred during the side-by-side coaching phase of the treatment. These results corroborate previous findings that implementation
of teaching strategies presented in professional development trainings can be enhanced by coaching teachers on the use of
the strategies. 相似文献