Dealing with disagreement: The roles of topic familiarity and disagreement explanation in evaluation of conflicting expert claims and sources     

《Learning and Instruction》2020

Learners may increasingly encounter conflicting expert reports. However, little is known about how they deal with this challenge. We examined how learners' familiarity with a controversial historical topic affects their epistemic judgments of conflicting expert claims and sources, the interplay of their claim and source evaluation strategies, and their meta-epistemic understanding of the legitimacy of the disagreement (absolutist, multiplist, and evaluativist perspectives). In two studies, topic familiarity increased agreement with belief-consistent expert claims and the perceived trustworthiness of the expert who presented these claims. Topic familiarity also impacted the coordination of evaluation strategies and led to greater reliance on knowledge-based validation. However, topic familiarity did not affect meta-epistemic understanding of the legitimacy of the controversy. In the second study, reading an explanation about reasons for disagreements between historians resulted in higher evaluativism. Teaching about expert disagreement may be a productive approach for promoting appreciation of the diversity of knowledge.  相似文献   

Effectiveness of a school-based intervention to prevent child sexual abuse—Evaluation of the German IGEL program     

《Child abuse & neglect》2018

BackgroundChild sexual abuse (CSA) is a problem with severe consequences for victimized children. A variety of interventions have been developed and implemented over the last decades to prevent CSA. However, most of them have not been systematically evaluated to determine their effectiveness. The IGEL program is a school-based intervention to prevent CSA in third-grade primary school children in Germany.MethodsThis study was conducted using a quasi-experimental design, in which almost 300 children and their parents from eight intervention and four control schools were surveyed three times (pretest, posttest, 3 months later). In order to measure outcomes, a questionnaire was developed based on validated instruments to assess the knowledge, courses of action and self-protective skills of the children. Furthermore, increased anxiety and generalized touch aversion were examined as potentially harmful side effects of the program.ResultsThe results clearly demonstrate increased CSA-related knowledge and courses of action in children from the intervention group compared to the control children. These effects were medium-sized and sustained for at least three months after the last session. No meaningful negative side effects were detected in the evaluation for either the children or parents.ConclusionThe outcome evaluation indicates that the IGEL program is an effective intervention in terms of knowledge about CSA and known courses of action, and may therefore contribute to the prevention of CSA in primary schools. Despite this positive core finding of the intermediate outcomes, some adaptations of the program to children with different cultural backgrounds were made prior to further dissemination.  相似文献   

Towards a Framework for Evaluating the Research Performance of Chinese Double First-Class Universities     

XU Changqing 《Frontiers of Education in China》2020,15(3):369

The study focuses on the research performance of Double First-Class (DFC) universities in China. A theoretical framework based on economic theory and the Analytic Hierarchy Process (AHP) method for a novel evaluation model is proposed. The model is performed on a sample of 41 participant DFC universities in China. Using data collected from these universities, it was found that there is no consistency between performance ranking, input ranking, and output ranking, with the best ranked universities far from the most efficient. These findings provide empirical evidence of DFC universities’ research performance situation and suggest strategies that the government can use to propel their sustainable development.  相似文献   

On the value of data-based decision making in education: The evidence from six intervention studies     

《Studies in Educational Evaluation》2021

Although some studies have investigated the impact of data-based decision making (DBDM) on student achievement, the overall findings are not straightforward, because of the studies’ methodological flaws and their mixed results. This article first presents a breakdown of the DBDM concept as applied in the Dutch context. Next, it explains the theoretical foundations of DBDM in feedback and goal-setting theory and then discusses various factors influencing DBDM effectiveness. The results of six Dutch DBDM interventions with an explicit focus on student achievement effects of DBDM and with strong research designs are then presented. Significant positive effects on student performance as measured by means of standardized tests are reported for four interventions. The interpretation of student progress data from student monitoring systems does not seem to be problematic for teachers, if they are deliberately trained for it, but teachers do find it difficult to translate student progress data into tailor-made instruction.  相似文献   

The conundrum research-practice partnerships face with system variability     

《Studies in Educational Evaluation》2021

Variability is inherent in educational phenomena. Research-practice approaches face a conundrum of how to deal with variability. It can be positive, providing evidence for effective innovation in local sites, but interferes with a goal of consistent effectiveness. Our methods for capitalizing on variation have become sophisticated, and solutions to the unwanted facets of variability are emerging. A working model for how to think about variability and setting expectations about the tolerance levels is proposed.  相似文献   

基于核心素养的初中英语作业设计与评价研究     

高晓静 《天津教育》2021,(8):87-88

作为初中英语教学中的关键组成部分,作业的设计和评价至关重要,合理化的作业设计能够起到良好的指导作用,对于巩固学生们的学习成效有着正面的影响。本文结合当前初中英语作业设计现状,重点分析核心素养视角下初中英语作业设计和评价的路径。  相似文献   

远程教育服务的质量标准与评价     

王健 《继续教育研究》2021,(1):28-32

随着互联网时代的到来,各类在线课程、远程教育服务得到了广泛应用。2020年新型冠状病毒肺炎疫情在全球的突发,使得远程在线教学成为学习和教育培训的主流方式,受到社会各界的关注。建立远程教育服务的质量标准和开展质量评价,就显得尤为重要和必要。本文对远程教育服务质量的相关概念、质量标准内容、如何构建质量评价指标体系、开展质量评价的程序等四个方面进行了讨论,最后对于远程教育机构如何提高服务质量、提升人才培养水平,提出了几点建议。  相似文献   

高等教育评价中学生的价值诉求与价值兑现          下载免费PDF全文

刘苹苹  陈佳妮 《上海教育评估研究》2021,10(6):1-5

评价是对价值的判断,学生是教育过程中的主体之一,教育评价要对学生这个主体的价值事实和价值存在做出判断。文章在介绍价值和公共价值的基础上,分析了学生在教育过程中存在的价值诉求,对在教育评价中兑现学生价值诉求的方式方法提出了建议,并着重分析了学生在教育评价中参与的必要性和途径。  相似文献   

国防科研项目评审模型研究及其DSS设计     

罗小明  赵春 《科研管理》1997,18(2):49-52,,48,

本文建立了国防科研项目评审的指标体系，并对项目管理中的评审模型进行了研究。据此，设计开发了国防科研项目实施计划管理的ＤＳＳ，给出ＤＳＳ的详细结构及其特点。  相似文献   

基于RAGA的投影寻踪模型在创业投资中的应用     

潘立  席升阳  李晓东 《中国青年科技》2007,(5):52-55

本文将投影寻踪聚类模型(PPC)应用于创业投资综合评价中,利用基于实码的加速遗传算法(RAGA)来优化投影方向,将多维数据指标转换成低维子空间,通过寻求最优投影方向来计算投影函数值,从而根据投影值的大小进行创业投资综合评价。本文还结合实例进行了应用,其结果合理,避免了人为确定权重的干扰,为创业投资项目评价提供了新思路和新方法。  相似文献