排序方式： 共有14条查询结果，搜索用时 15 毫秒
1.
2.
This paper describes the work of a Consortium for Collaborative Research on the Social Relationships of Children and Youth with Diverse Abilities. The Consortium was a 5 year research institute funded by the US Department of Education, carrying out research in the Los Angeles, San Francisco, and Sacramento areas of California; the Seattle and rural-suburban regions of Washington State; New York State including New York City, Syracuse and rural regions; and Maryland. The work was undertaken in rural, urban, and suburban school districts, with a demographically diverse population, and also directly with families. This paper shares the results of research findings on children's social lives in inclusive settings, while weaving a theme throughout the presentation of how this research was done. The focus was upon the role research should play and was directed toward closing the gap between research and practice. 相似文献
3.
What Are They Thinking? Automated Analysis of Student Writing about Acid–Base Chemistry in Introductory Biology 总被引：1，自引：0，他引：1
KC Haudek LB Prevost RA Moscarella J Merrill M Urban-Lurain 《CBE life sciences education》2012,11(3):283-293
Students' writing can provide better insight into their thinking than can multiple-choice questions. However, resource constraints often prevent faculty from using writing assessments in large undergraduate science courses. We investigated the use of computer software to analyze student writing and to uncover student ideas about chemistry in an introductory biology course. Students were asked to predict acid-base behavior of biological functional groups and to explain their answers. Student explanations were rated by two independent raters. Responses were also analyzed using SPSS Text Analysis for Surveys and a custom library of science-related terms and lexical categories relevant to the assessment item. These analyses revealed conceptual connections made by students, student difficulties explaining these topics, and the heterogeneity of student ideas. We validated the lexical analysis by correlating student interviews with the lexical analysis. We used discriminant analysis to create classification functions that identified seven key lexical categories that predict expert scoring (interrater reliability with experts = 0.899). This study suggests that computerized lexical analysis may be useful for automatically categorizing large numbers of student open-ended responses. Lexical analysis provides instructors unique insights into student thinking and a whole-class perspective that are difficult to obtain from multiple-choice questions or reading individual responses. 相似文献
4.
Universities are challenged to maintain a work environment where academic staff fulfil traditional academic duties while responding to a diverse student population, a competitive research environment, and an escalation of administrative tasks within an accountability‐based climate. This paper analyses the development and implementation of a workloads policy at a New Zealand university through a joint university management and staff union initiative. The workloads policy was built on the principles of equity, transparency, reasonableness, safety and acceptability to staff. The integrity and effectiveness of adoption is evaluated through analyses of work requirements, workloads models and the findings from case studies of implementation by six diverse units from across the university. Based on our evaluation, we highlight aspects of the policy and procedures that have promise and suggest modifications where particular processes and outcomes fell short of stated goals for institutional change. 相似文献
5.
Richard B. Fletcher Luanna H. Meyer Helen Anderson Patricia Johnston Malcolm Rees 《Higher Education》2012,64(1):119-133
Assessment in higher education serves multiple purposes such as providing information about student learning, student progress,
teaching quality, and program and institutional accountability. Yet, little is known about faculty and students’ attitudes
regarding different aspects of assessment that have wide-ranging implications for policy and practice in tertiary institutions.
To investigate these views, parallel surveys of conceptions of assessment were administered to faculty and undergraduate students
across four tertiary institutions including universities, an indigenous tertiary institution, and an institute of technology.
A mean and covariance structures approach was used to test for measurement invariance and latent means differences between
faculty and students regarding their conceptions of assessment. Results revealed differences in the latent means across the
two groups. Faculty were likely to view assessment as a trustworthy process aiding teaching and learning, whereas students
viewed assessment as focussed primarily on accountability and perceived assessment as irrelevant or even ignored in the teaching
and learning process. These findings highlight the importance of ensuring that assessment policy and practices are fit for
purposes, and are being carried out with integrity in ways that are transparent to and understood by both staff and students.
While these results show how staff and students view assessment practices, one should keep in mind that while the sample was
large and did incorporate different types of tertiary institutions, the inclusion of a broader range of disciplines would
make the conclusions more generalizable. 相似文献
6.
Ronnie Prevost 《Religious education (Chicago, Ill.)》2013,108(3):313-319
This article gives an overview of “practical theology” as an emerging paradigm, and discusses problems and possibilities in using the paradigm for religious education of “Generation X” in a postmodern context. The article posits that a postmodern sensibility does not imply the cognitive capacity for a truly postmodern style of meaning‐making. Drawing on Robert Kegan and the author's teaching experience with young adults, the article raises the caution that Generation X may not be prepared developmentally for postmodern educational approaches. Possibilities for using practical theological elements such as story, playfulness, and making connections are raised in relation to this age‐group. 相似文献
7.
National undercount adjustment factors from the 1970 and 1980 U.S. censuses are used to prepare population projections for Ohio, which are in turn compared with unadjusted projections. "The findings suggest that decisions concerning adjustment factors have varying effects on short-term, long-term, and strategic forecasting. These effects are particularly salient for selected age-groups and the impact on state government budget decisions typically associated with these age-groups. We recommend that the effects of alternative adjustment possibilities be examined by state demographic centers and budget offices." 相似文献
8.
Anne S. Hynds Rawiri Hindle Catherine Savage Luanna H. Meyer Wally Penetito Christine Sleeter 《The Teacher Educator》2013,48(3):230-249
There is a dearth of empirical evidence that examines the impact of teacher professional development for culturally responsive pedagogies, particularly on Indigenous student achievement and teacher practices. Te Kotahitanga was a large-scale professional development initiative for culturally responsive practices for secondary teachers in New Zealand. To study its impact, we used a mixed-methods research approach to gather and analyze data on student achievement outcomes, classroom practices, and perceptions of teachers and students. While results suggested positive changes associated with the program, findings also highlighted ongoing challenges associated with transforming practice for Indigenous Māori students. Specific challenges of analysis are highlighted, along with recommendations for further research and development work in secondary schools. 相似文献
9.
Frank H. Walkey John McClure Luanna H. Meyer Kirsty F. Weir 《Contemporary educational psychology》2013
Underachievement and failure to complete school have long-term negative consequences for students. Aspirations regarding completion of secondary school that predict achievement outcomes are related to factors amenable to intervention. This study investigates relationships between academic achievement and self-reported educational aspirations, motivation, affiliation with peers and teachers, and attributions. Survey participants were 5369 Year 10 and Year 11 students at 19 nationally representative secondary schools in New Zealand, and available achievement records were sourced for 2439 Year 11 students. Survey data were factor analyzed followed by further examination of relationships across demographic factors, self-reported aspirations, motivational factors (Doing My Best and Doing Just Enough), attributions, and interpersonal affiliations (Teacher and Peer). For Year 11 students, relationships between different factors and subsequent achievement were also analyzed. Students who indicated no aspiration to complete a school qualification were indistinguishable from those with low or moderate aspirations, and the analyses supported only two divergent groups comprising students with either low or high aspirations to complete qualifications. Aspirations were significantly related to different patterns of motivation, affiliation, and attributions predictive of academic achievement. Students of different ethnicity and gender also fell unequally across the two groups. These results suggest that promoting low or even moderate expectations and aspirations for student achievement may actually reinforce lower academic achievement. Instead, teachers and schools should communicate high expectations to prevent school failure and effective interventions to enhance student outcomes. 相似文献
10.
Mike Taylor Anne Yates Luanna H. Meyer Penny Kinsella 《Teaching and Teacher Education》2011,27(1):85-94
Counteracting perceptions of teaching as a profession with a flat career trajectory may require professional leadership opportunities for experienced teachers that differ substantively from those typically available. This evaluation study investigated the results of a professional development initiative for subject specialist teachers seconded to a leadership role in their curriculum areas. Interview and survey data supported teacher growth in subject expertise and leadership capacity attributed to the opportunities provided by the new teacher-leadership role. The findings of this study indicate expanded leadership roles may further develop experienced professionals while simultaneously supporting teacher knowledge during a period of embedding educational reform. 相似文献