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1.
This study is a systematic review of literature that investigates the advantages of implementing authentic assessment for improving two major categories that are relevant to academic and professional success of higher education students: learning experience and employability skills. Authentic assessment involves students in challenging tasks that closely resemble those of the workplace settings. 26 papers from 2010 to 2019 that were relevant to the topic of this paper were selected for the review process. Findings of this review indicate that authentic assessment can play a role in improving the learning experience of higher education students through enhancing their engagement in learning and improving their satisfaction as well as positively influencing their efforts to achieve educational goals. We also discuss the benefits of authentic assessment for equipping students with essential skills for their future professional life, such as communication skills, collaboration skills, critical-thinking and problem-solving skills, self-awareness, and self-confidence. 相似文献
2.
任慧娟 《蒙自师范高等专科学校学报》2010,(6):94-96
在外语教学和学习中,动机的研究一直是一个焦点,具体来讲学生对写作的态度是否会影响学生的写作水平也成为了研究者的另一个关注点。作为英语写作教学中的重要因素,教师反馈将会对学生的动机产生影响,但在之前的研究中多集中在两者其中之一对学生成就的影响。本文作者将对国内对教师反馈研究作一个简短的文献综述,并基于相关理论对如何给出有效的教师反馈提出建议。 相似文献
3.
Four-week summer academy programs served homeless children and adults in two contiguous innovative learning programs. The programs may be the first of their kind in the homeless literature in which both adults and children were exposed to career, academic, and leadership opportunities in the supportive learning environment of a university campus, and where academy children??s academic and self-perception results were compared with matched controls. Children experienced literacy instruction, a mathematics board game, robotics, leadership training, tennis instruction on court facilities, and computer, biology, and chemistry at respective laboratory sites. Adults participated in writing workshop, computer, health and self-care, urban economic, counseling, career, and yoga sessions. Academy children did not experience gains in norm-referenced vocabulary, spelling, or behavioural tests, but did demonstrate highly significant gains in writing ability based on state rubric criteria when compared with controls. In addition, they significantly increased in vocabulary understanding based on eight books read and in tennis skills. Adults significantly increased in keyboarding fluency based on their computer training. 相似文献
4.
Patricia Clarke Daniel Schull Glen Coleman Rachael Pitt Catherine Manathunga 《Assessment & Evaluation in Higher Education》2013,38(3):273-287
Veterinary technology is an emerging profession within the veterinary and allied animal health fields in Australia and affords graduates the opportunity to contribute to the small but growing body of literature within this discipline. This study describes the introduction of a contextualised assessment task to develop students’ research capability, competence and confidence in professional writing, and to engage them with the academic publishing process. Students worked in self-selected dyads to author a scientific case report, of publishable standard, based on authentic cases from their clinical practicum. Intrinsic to the task, students attended a series of workshops that explored topics such as critiquing the literature, professional writing styles and oral presentation skills. Assessment was multi-staged with progressive feedback, including peer review, and culminated with students presenting their abstracts at a mock conference. Students reported the task to be an enjoyable and valuable learning experience which improved their competence and confidence in scientific writing; supported by a comparison of previously submitted work. Linking scientific writing skills to clinical practice experiences enhanced learning outcomes and may foster the professionalisation of students within this emerging discipline. 相似文献
5.
Lee Schaefer 《Teachers and Teaching》2013,19(3):260-274
While there is discrepancy about the actual percentage of early career teachers that leave teaching in their first five years, one consistent discovery in a number of countries is that attrition is high for early career teachers. I became curious about early career teacher attrition as I watched colleagues leave the profession that they thought was a lifelong calling. In order to inquire into this phenomenon, I moved through a three-stage research process. First, I engaged in writing a series of stories about my experiences as a beginning teacher. Using autobiographical narrative inquiry, I then inquired into the stories in order to retell them looking for resonances across the stories. Secondly, I conducted a review of the literature, analyzing the studies to identify how the problem of early career teacher attrition was conceptualized. I identified two dominant problem frames: a problem frame situated within the individual and a problem frame situated in the context. Lastly, I offered a different conceptualization of the phenomenon of early career teacher attrition that draws on my autobiographical narrative inquiry and the literature review. I frame the problem of teacher attrition, not as a personal or a contextual problem frame, but as a problem of teacher identity making and identity shifting. 相似文献
6.
《Journal of Further & Higher Education》2012,36(3):207-227
New conditions in higher education mean that the traditional advice on study skills now has to be extended. In addition to teaching traditional study skills, students need guidance on how to work together and learn from each other, and on using new technology. In this paper this analysis is applied to four topics central to the study skills literature: reading, note-taking, academic writing, and revising for examinations. 相似文献
7.
在中国当代文学史上,王蒙的文学成就比较突出,而且因其创作时间持续之长、作品之丰、创作手法之新,在当代文坛上产生了很大的影响。因此,从五十年代到现在,有关王蒙的研究长盛不衰,卷帙浩繁。同时,作为一位笔耕不辍的作家,王蒙小说写作一直没有间断,之前的王蒙小说研究综述已经不能代表研究对象的全貌。因而,对王蒙的小说研究资料进行梳理和总结,在当下显得尤为重要。本文在查阅了多方面研究材料的基础上,着眼于研究者对王蒙小说的论述,试图做一个相对全面的梳理和评论。 相似文献
8.
BackgroundTeaching 21st-century skills is widely recognized as an important task of higher education. However, an overview of which skills students need to obtain a sustainable career is missing. Using the Framework for 21st Century Learning (P21, 2019a) and the model of sustainable careers (de Vos et al., 2020), we aimed to take stock of current knowledge on which 21st-century skills are considered important for social sciences students’ sustainable career development and how these skills contribute to their career sustainability.MethodsFor this systematic review, we searched EconLit, ERIC, International Bibliography of the Social Sciences (IBSS), PsycINFO, Scopus, Sociological Abstracts, and Web of Science on May 28, 2021. We selected peer-reviewed empirical articles that were published between 2003 and 2019 and addressed graduates' and employers' perspectives on the skills needed for social sciences graduates’ career sustainability. Twelve articles met all our selection criteria and were included for a thematic analysis after quality appraisal.ResultsThe included articles operationalized the career sustainability of social sciences graduates mostly in terms of finding a job and maintaining employment, to a lesser extent as high job performance, job satisfaction, and work engagement. Communication and problem solving skills were most frequently reported by both social sciences graduates and employers as crucial for a sustainable career. In addition, critical thinking, initiative and self-direction, and social and cross-cultural skills were also reported as important skills. None of the studies investigated mechanisms that would explain how these skills would exactly contribute to social science graduates’ career sustainability.DiscussionThe results of this review showed that studies to date have addressed only a limited number of career sustainability indicators. Moreover, explanatory mechanisms have largely been ignored. This is an important gap in the literature that future studies would need to address by building on the existing sustainable career development models. 相似文献
9.
Instructional Design and Technology (IDT) professionals practice their skills in a broad range of career environments and job roles. The resulting collection of competency lists and wide range of practice environments, coupled with the frequent changes that have always characterized the field, produce complexity that is difficult to communicate to IDT students. However, students need to understand these complex aspects of the field so that they can make informed decisions about their career goals and educational direction. This review of the current literature looks at the current issues impacting practice and preparation. It concludes that the path professional academic preparation programs choose will depend on their orientation to instructional design and performance improvement, and whether they see themselves as preparing students for specific career environments or are pursuing a generalist program. 相似文献
10.
Cristina Sin 《Educational studies》2015,41(4):351-368
This study argues that student-centred methods in the teaching of physics can be beneficial for students’ enculturation into the discipline and into a physicist’s profession. Interviews conducted with academics and students from six master degrees in physics in three different European countries suggest that student-driven classroom activities, collaborative learning and problem-solving, or integration in research groups/projects enable students to engage in practices similar to those which are part of professional scientists’ routine. Through interactive, participative methods reminiscent of cognitive apprenticeship, students develop a range of abilities necessary in a physicist’s career: capacity of explanation, argumentation and defence of claims; analytical reasoning; capacity to critically review literature; ability to discern research paths worth pursuing; writing skills; and interpersonal skills. These give them a first taste of what it is like to be a physicist and ease their transition into a professional physics career. 相似文献
11.
In this article, we introduce a model of a pedagogical working life horizon. It encompasses questions posed by individual students concerning their future and incorporates the idea of a working life orientation to the pedagogical possibilities within education. Working life orientation consists of three elements: individual relationship, knowledge and skills and employability. In the model, we aim to outline how an orientation to working life might be included in higher education, providing a broad perspective on the various pedagogical possibilities. There are two key pedagogical elements supporting the implementation of the pedagogical working life horizons model: reflection and an inquiring attitude. Our inquiry is a synthesis of socio-constructionist theories of career guidance, a review of international writing on career guidance and working life skills in higher education, adult learning theories and of our practical experiences as educators and scholars in the fields of guidance and adult education. 相似文献
12.
Jeffrey W.?Gilger A Special Topics Panel of The Dyslexia Foundation 《Annals of dyslexia》2017,67(2):109-113
A panel of practioners and researchers convened to consider how to advance a broader understanding of the neurocognitive profile of people with dyslexia. While a great deal of research has been conducted on the reading process, the panel recognized that the “dyslexia brain” may be unique in other ways as well. In particular, the panel focused on complex nonverbal/spatial skills and correlated attributes such as career choice. The conclusion of the panel was that there is more to be learned about how people with dyslexia reason spatially and how these qualities manifest in academic, personal, and career behaviors. 相似文献
13.
14.
Brian Hemmings 《高等教育研究与发展》2012,31(2):171-184
There is a paucity of studies investigating how early career academics (ECAs) form attitudes towards aspects of their work and gain skills in research, teaching and service. This is especially the case with respect to research. A review of the pertinent literature revealed the prominence of a notion of research self-efficacy (or confidence) and how it was aligned with the other issues distilled from the literature. Employing a qualitative approach, the author of the study sought to develop a better understanding of how ECAs generate research confidence. Interview data were analysed using a process drawing together analytic induction and constant comparison methods. Six themes emerged from this analysis, namely, graduate student research experience, priorities, isolation, researcher identity, mentorship and a vote of confidence. These themes are discussed in detail and the implications of the results for university managers and lecturers are then considered. 相似文献
15.
薛磊 《合肥师范学院学报》2011,29(2):106-108
在书评创作很是繁荣的当下,如何写出有质量的书评值得每位书评家的思考。书评写作力求其客观、公正性,以现代文学史上的两份重要文学刊物《大公报.文艺副刊》、《文学杂志》为例,沈从文及朱光潜十分重视和强调书评写作的公正性,是当下书评写作的有益借鉴。 相似文献
16.
Dora W. Chen 《Early Childhood Education Journal》2003,30(4):203-208
This article explores the relationship between conflict and violence through a review of the literature about young children's conflict with their peers. Information about the nature of young children's conflicts and how teachers respond is presented and discussed in relation to 3 questions. First, do conflicts between children lead to violence? Second, what constitutes competent conflict resolution behavior? Third, how do children develop competent conflict resolution skills? This review of the literature indicates that conflicts between children do not naturally lead to violence. Rather, it is when children are unable to resolve their own conflicts, and when they are not supported in their efforts at resolutions, that violence is likely to result. While conflicts with peers provide a natural opportunity for children to develop competent conflict resolution skills, teachers must provide assistance as needed. Suggestions for further reading on this topic are provided. 相似文献
17.
Ana Pedrazzini Alfredo Bautista Nora Scheuer Carles Monereo 《Infancia y Aprendizaje》2014,37(4):851-901
AbstractWe analysed the editorial process of the four articles authored by junior researchers published in the special issue The peer review process as an opportunity for learning. Our aims were to study the unfolding of the main critiques and suggestions made by reviewers in the different review rounds, as well as to explore how both authors and reviewers experienced and valued the review process. Data sources include all review reports and letters where the authors explained the changes made, and questionnaires completed by all the authors and some reviewers. The most commonly identified critiques in the reports were related to content selection and elaboration (coherence and relevance), the own author’s voice (critical positioning and caution) and attention to the reader (precision and consistency in terms and concepts, methodological clarity, writing style, legibility and formal adequacy). All four authors stated that being part of this process was rewarding and educational, highlighting the development of academic writing skills. Some reviewers emphasized the importance of reading other reviewers’ reports. We conclude by emphasizing the importance of providing junior researchers with resources that support them in communicating their research to the academic community. 相似文献
18.
Embedding academic literacy into the curriculum and regular subject teaching has received little attention in Norwegian higher education (HE). The present article, drawing on the findings of two studies carried out in 2013/14, seeks to amend this. The first study, an action research study, exposes how lecturers in one of the faculties at Oslo and Akershus University College perceive their role in teaching and guiding students’ discipline-specific literacy, in particular academic writing. Collaborating with the faculty in a joint action research project, we seek to empower the lecturers, and develop pedagogical methods that are suitable for academic literacy teaching and guidance, and thereby make a change in the institution. The second study analyzes the academic literacy skills and knowledge of new students. We follow students in their final semester in upper secondary school, and identify how they are prepared for academic literacy in HE. Together, the studies reveal that despite the students’ preparation for higher studies, they are not fully qualified for meeting the demands of academic literacy. When entering HE, the students are still in need of guidance to establish textual meta-perspectives and to develop relevant disciplinary literacy practices. However, the lecturers are neither fully qualified for nor willing to include this topic in their content teaching. 相似文献
19.
This paper discusses writing as a social practice and speculates on how wikis might be used to promote higher quality academic writing and support collaborative learning. This study of undergraduate teacher trainees’ online learning activities focuses on how shared spaces – wikis – might be used to communicate ideas and generate course‐specific content. The study also explored how students, through such activities, were able to improve their academic writing skills and engage more critically in learning. Data captured from student discussion boards and a post‐module email questionnaire (n = 35) were used to map student perceptions of the usefulness of wikis in support of their academic studies. The data indicate that most students raised their skill level in writing directly to the publicly viewable wiki space, in sharp contrast to the more informal content they posted on the discussion boards. The scope of collaborative writing was limited due to students’ reluctance to edit each others’ work, but students appreciated the shared environment as a means of discussing their work and the content of the course. Students reported that their academic writing skills had improved through their formal participation in the wiki. 相似文献
20.
Tak S. Ha 《Studies in Continuing Education》2013,35(2):129-143
The professional development needs of early career academics (ECAs) are increasingly subject to scrutiny. The literature notes writing groups can be successful in increasing research outputs and improving research track records – a core concern for ECAs. However, the pressure on ECAs to publish takes the pleasure out of writing for many. We argue writing groups, created by and for ECAs, can provide an environment for ECAs to (re)produce pleasure in writing and participation in the processes of academic review and debate. In addition, our experience of a writing group was that it provided a platform of social and emotional support contributing to our personal well-being and professional development. 相似文献