共查询到20条相似文献，搜索用时 500 毫秒
1.
Torres Leonor L. Palhares José A. Afonso Almerindo J. 《Educational Assessment, Evaluation and Accountability》2019,31(2):155-175
Educational Assessment, Evaluation and Accountability - The mechanisms of academic distinction of the best students, such as the Honours Boards of Excellence and Value, emerge in Portuguese state... 相似文献
2.
Marco Pitzalis 《British Journal of Sociology of Education》2017,38(7):956-974
Rather than assessing its causal effect on educational attainment, the authors of this article aim to use the concept of cultural capital to define a huge, complex and interconnected collection of educational and school strategies adopted by students and families and to examine the way that these strategies are related to school inequalities. Data analysed come from the 2009 Italian survey for the Program for International Student Assessment run by the OECD. A Latent Class Regression Analysis has been applied to categorize four groups of individuals who share specific cultural habits, educational dispositions and choices, and social status; in short, the four groups differentiate individuals with a different endowment of the intangible asset, cultural capital. Moreover, using the socio-economic status as a covariate we link the latent class membership probability with individuals’ social standing and, consequently school choices. 相似文献
3.
Skedsmo Guri Huber Stephan Gerhard 《Educational Assessment, Evaluation and Accountability》2021,33(4):587-589
Educational Assessment, Evaluation and Accountability - 相似文献
4.
Strietholt Rolf Rosén Monica Gladushyna Olesya 《Educational Assessment, Evaluation and Accountability》2021,33(1):1-7
Educational Assessment, Evaluation and Accountability - 相似文献
5.
初中学生教育分流意向的形成--关于北京市初中学生和父母问卷调查的实证分析 总被引：1，自引：0，他引：1
利用北京市初中学生和父母问卷调查资料,重点分析了初中学生毕业后教育分流意向的形成过程。实证分析中得出的主要结论是:初中学生教育分流意向是虚拟现实的;重点高中和普通高中间的差异使初中学生的教育分流意向偏向于重点高中;初中学生的教育分流意向主要受父母对子女的学历期待和学习成绩的影响。 相似文献
6.
依托重大型号项目的研究生培养模式探析 总被引：1，自引：0，他引：1
依托重大型号项目进行研究生培养是提高培养质量的重要途径,基于项目过程的复杂性和研究生培养过程的重要性,应将过程管理理论引入到研究生培养模式中来,从培养目标、培养过程、培养评价这三个方面来探究基于重大型号项目的研究生培养模式,从而更好地培养实践型和创新型人才. 相似文献
7.
For many deaf and hard-of-hearing students, access to the general education curriculum is provided, in part, by using the services of an educational interpreter. Even with a highly qualified interpreter, full access to the content and social life in a hearing classroom can be challenging, and there are many aspects of the educational placement that can affect success. The skills and knowledge of the educational interpreter are one critical aspect. This study reports results from a study of approximately 2,100 educational interpreters from across the United States. All the interpreters were evaluated using the Educational Interpreters Performance Assessment (EIPA), an evaluation instrument used to assess and certify classroom interpreters (see Schick, Williams, & Bolster, 1999). The results show that approximately 60% of the interpreters evaluated had inadequate skills to provide full access. In addition, educational interpreters who had completed an Interpreter Training Program had EIPA scores only .5 of an EIPA level above those who had not, on average. Demographic data and its relationship with EIPA ratings are explored. In general, the study suggests that many deaf and hard-of-hearing students receive interpreting services that will seriously hinder reasonable access to the classroom curriculum and social interaction. 相似文献
8.
Data on student achievement are increasingly being used to support effective policy and practice, and to move education systems
towards more evidence-informed approaches to large-scale improvement. In this paper, we outline strategies used in Ontario,
Canada to create, enhance and apply a range of data to support educational improvement. These strategies were intended to
integrate the collection of data and its use at the three levels of school, district, and province. The strategy also included
improving educator capacity to use data and the development of better analytic tools to understand data in context.
Submitted to Educational Assessment, Evaluation and Accountability 相似文献
9.
Skedsmo Guri Huber Stephan Gerhard 《Educational Assessment, Evaluation and Accountability》2019,31(1):1-4
Educational Assessment, Evaluation and Accountability - 相似文献
10.
The purpose of this study was to investigate alternative methods for evaluating deaf students' readiness to meet the English language and literacy demands of postsecondary educational programs. In the first part of the study, scores obtained by a large sample of deaf students on the ACT Assessment (ACT Composite score and scores on the ACT English and Reading tests) were compared to their scores on various measures of English language and literacy skills. In the second part of the study, the performance of a smaller sample of deaf students on the ESL Reading and ESL Grammar/Usage components of COMPASS/ESL was compared to their performance on a set of concurrent measures of English skills. The results of this investigation demonstrate that neither the ACT Assessment nor COMPASS/ESL are appropriate for the full range of deaf students seeking admission to postsecondary educational programs. However, the ACT Assessment is appropriate for deaf students seeking admission to transferable (BS and AAS) degree programs, and the ESL Reading and Grammar/Usage tests appear to be appropriate for deaf students seeking admission to nontransferable (AOS) degree programs. Taken together, the combination of the ACT Assessment and COMPASS/ESL appear able to provide a valid, reliable, and coherent approach to admissions screening assessment for the full range of deaf students seeking admission to postsecondary programs. 相似文献
11.
本研究尝试将ISO9000质量管理体系的基本理念和原则应用于学术型硕士研究生的培养中。针对目前存在的问题,建立科学、严谨、有效的学术型硕士研究生高校内部教育质量保证体系,以适应研究生教育发展对教育质量保证的需要,推动学术型硕士研究生教育健康发展。通过体系的建设使教学的理念由"重视结果"转过"过程控制",为研究生教育管理和质量追求提供可借鉴的样本。 相似文献
12.
高校学生非正式群体及其教育管理 总被引：5，自引：0，他引：5
张洪萍 《四川教育学院学报》2003,19(1):17-19
学校学生工作必然面对学生非正式群体问题，在社会转型时期，这一问题尤显突出。章就非正式群体存在原因、特殊属性诸因素进行分析，提出了教育管理的对策。 相似文献
13.
Nienke M. Ruijs Ineke Van der Veen Thea T.D. Peetsma 《Educational research; a review for teachers and all concerned with progress in education》2013,55(4):351-390
Background:?In the debate on inclusive education, students without special educational needs (SEN) are an important topic. However, there is a lot unknown about differences between these typical students in inclusive and non-inclusive classes. For example, the neutral results that are often found in earlier research could be caused by positive effects for some students, and negative effects for others. Purpose:?This study investigated whether there is a relation between inclusive education and the academic achievement and socio-emotional functioning of typical students, and, more importantly, whether inclusive education affects the achievement and socio-emotional functioning of more and less intelligent typical students differently. Furthermore, we investigated whether differences occur by type of SEN of the included students. Here, we made a distinction between students with behavioural, cognitive and other problems. Sample:?A representative sample of 27,745 students without SEN in Dutch primary education from a large cohort study in the Netherlands was used. Design and methods:?Language and arithmetic tests were used to assess academic achievement. For socio-emotional functioning, both teacher and student questionnaires were used. A non-verbal IQ test was used to assess student intelligence. Based on the number of students with diagnosed SEN, the students without SEN were divided into several groups: typical students with no, a few and more than a few students with (certain types of) SEN in their class. Multi-level regression analyses were used to compare these groups. Results:?For academic achievement, no differences were found between students without SEN in inclusive and non-inclusive classes. In this, we found no differences between intelligent and less intelligent typical students. For socio-emotional functioning, some differences were found, but the practical importance of these differences is unclear, since the effect sizes were small. The functioning of typical students does not meaningfully differ by type of SEN of the included students. Conclusions:?The findings of this study are interesting in the light of the ongoing inclusion debate. Arguments against inclusive education often concern an assumed adverse effect on typical students. As in this study, hardly any differences were found between typical students in inclusive and non-inclusive primary school classes, this research strengthens the scientific evidence in support of inclusive education. 相似文献
14.
Toni Stokes Jones 《TechTrends》2002,46(2):11-14
Summary Mentoring appears to help African-American students taking educational media and technology classes to have more confidence
in their abilities to integrate technology. It has also provided them with an opportunity to express their concern about their
lack of technology skills and anxiety about teaching. Furthermore, they were able to speak to someone who cares about them
and who has also had similar concerns and anxieties. The fact that we were all African American facilitated communication
and trust between each of my students and me. However, since there is typically a scarcity of African-American faculties to
mentor them it is problematic to have same-race mentoring relationships for most African-American students at predominately
White academic institutions. Research suggests however, that African-American students feel that having an African-American
mentor is less important to them than having a mentor in their career field. With appropriate attitudes and the belief that
cultural diversity is an asset and not a deficit, faculty of other races can effectively mentor African-American students.
With this in mind coupled with the fact that research indicates that mentoring supports retention particularly for African-American
students, all faculties should consider mentoring African-American and other minority students. Mentoring enables faculty
to MEET their minority students where they are and move them forward. Remember to Model use of technology in the classroom,
Engage students in dialogue in and out of class, Embrace their anxiety and point our their successes, and Team students with
partners.
Her research interest focuses on factors that support or inhibit preservice and professional teachers from integrating technology. 相似文献
15.
学业不良学生的习得性无能与教育对策 总被引：2，自引：0，他引：2
包兴敏 《沈阳教育学院学报》2000,2(2):50-52
习得性无能是学业不良学生的一种普遍倾向,学业不良的学生由于经常的学业失败导致他们对学业失去了兴趣,失去了信心,形成了消极的自我概念,产生了沮丧,失意,焦虚等消极的情感反应,引起了逃避学习,厌恶学习的消极行为,使学习成绩进一步失败,由此使他们对学习产生了习得性无能,本文在论述了习得性地的产生,习得性无能对学生的负面影响的基础上,提出了相应的教育对策。 相似文献
16.
心理素质是衡量21世纪合格人才的重要尺度。作为培养高素质人才的重要基地,高校必须重视大学生的心理素质教育。文章试以大学生令人担忧的心理素质状况为切入点,深刻揭示影响大学生心理素质的外部因素和内部动因,并进一步探讨了建立和健全大学生心理素质教育机制的现实可能性。 相似文献
17.
The potential utility of a college admissions test as a measure of the cognitive learning outcomes of general education is investigated. A residual form of the ACT Assessment was administered to a stratified random sample of 112 seniors at Tennessee Technological University. Detailed comparisons of gain scores are made with those of a previous study which focused upon educational growth with two years of college. Although the results show substantial gains in performance on the ACT Assessment for the seniors, the absence of demonstrable relationships with institutional experience or exposure variables together with the presence of ceiling effects warrant the recommendation that admissions tests are not appropriate as indicators of cognitive learning outcomes.Presented at the Twentieth Annual Forum of the Association for Institutional Research, Atlanta, April 1980. 相似文献
18.
吴兴霞 《佳木斯教育学院学报》2011,(2):17-17
为了应对当代大学生榜样教育效果弱化的现状,榜样教育应该遵循层次性、真实性、培育性和时代性的原则,从而有利于大学生榜样教育达到最佳的效果。 相似文献
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20.
从来自新形势的对德育内容和形式的呼唤阐述年级主题活动的重要性与必要性和意义；从开展的主题活动内容、影响，看活动给多方带来的规模效益。集中说明内容的丰富和全面，影响的瞩目；教师关注合作研的精神；学生热情的参与体验和积极的创造精神；家长、社会参与后获得的成就感和对将来的期望。全方位地展示活动带来的魅力。最后从魅力来自特有要求，简述主题活动的规则的遵守与超越也是魅力之一。 相似文献