Research reports: The laboratory-investigative approach to science instruction     

Karran P. Raghubir 《科学教学研究杂志》1979,16(1):13-17

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Pan‐European Grading Scales: Lessons from National Systems and the ECTS     

Terence Karran 《Higher Education in Europe》2005,30(1):5-22

This article assesses the impact of the Bologna Process on the grading schemes of EU member countries. In light of some problems regarding the implementation of the European Credit Transfer system (ECTS), the author proposes further reforms and offers some elements of a unified grading system for European higher education. The author explores the variation among Europe's grading systems and the resulting lessons learned are shared here. Lastly, this article also argues that principles of justice and fairness, deemed central to academic freedom, are best upheld by the use of a unified grading system at national and European levels.  相似文献   

Research reports: The effects of prior knowledge of learning outcomes on student achievement and retention in science instruction     

Karran P. Raghubir 《科学教学研究杂志》1979,16(4):301-304

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Achieving Bologna convergence: is ECTS failing to make the grade?     

Terence Karran 《Higher Education in Europe》2004,29(3):411-421

Transparent and consistent credit transfer procedures are essential if EU Universities are to successfully build the European Higher Education Area and thrive in the emerging global knowledge economy. Currently, the European Credit Transfer System is the most widely used mechanism to enable credit transfer between universities in different EU nations. Using data from 20 universities in four EU member states, this paper examines the problems in calculating and using ECTS grades. The results demonstrate that the alignment of ECTS grades varies within nation states and show that, despite the fact that ECTS grading is a norm‐referenced system, while national systems are usually criterion‐referenced, the ECTS conversion tables provided by universities indicate straight line transference from institutional to ECTS grades. Given the anticipated increase in student mobility following the EU enlargement to 25 nations, this paper proposes a re‐alignment of ECTS towards a criterion‐referenced system. Such a new system would acknowledge and build on the diversity of EU higher education systems, unlike the current mechanistic system. The latter masks this diversity and is flawed in calculation and ad hoc in operation.  相似文献   

ACADEMIC FREEDOM IN EUROPE: REVIEWING UNESCO'S RECOMMENDATION   总被引：1，自引：0，他引：1  

by Terence  Karran 《British Journal of Educational Studies》2009,57(2):191-215

ABSTRACT:  This paper examines the compliance of universities in the European Union with the UNESCO Recommendation concerning the Status of Higher–Education Teaching Personnel, which deals primarily with protection for academic freedom. The paper briefly surveys the European genesis of the modern research university and academic freedom, before evaluating compliance with the UNESCO recommendation on institutional autonomy, academic freedom, university governance and tenure. Following from this, the paper examines the reasons for the generally low level of compliance with the UNESCO Recommendation within the EU states, and considers how such compliance could be improved .  相似文献