共查询到20条相似文献，搜索用时 15 毫秒
1.
Matthew K. Burns Meredith R. Naughton June L. Preast Ze Wang Robert L. Gordon Vicki Robb 《Journal of educational and psychological consultation》2013,23(4):394-412
ABSTRACTProfessional learning communities (PLCs) promote collaboration among school personnel in an effort to stimulate student learning. Using data obtained from a larger statewide initiative in Missouri, the current study examined data from 181 schools (102 elementary schools, 32 middle schools, 41 high schools, and 6 other schools, average of 428.76 students) to determine (a) the factors that can be used to assess the effects of PLCs, (b) how well PLCs relate to student achievement, and (c) the extent to which teams differentially implement the factors. An exploratory factor analysis and confirmatory factor analyses resulted in two broader constructs that represented PLC attributes, collaborative leadership process and data-driven systems for learning, both of which correlated with student achievement and together provided unique variance in mathematics beyond school variables and achievement scores from before the PLC began. Directions for future research and implications for practice are discussed. 相似文献
2.
The purpose of the present study was to validate an existing school environment instrument, the School Level Environment Questionnaire
(SLEQ). The SLEQ consists of 56 items, with seven items in each of eight scales. One thousand, one hundred and six (1106)
teachers in 59 elementary schools in a southwestern USA public school district completed the instrument. An exploratory factor
analysis was undertaken for a random sample of half of the completed surveys. Using principal axis factoring with oblique
rotation, this analysis suggested that 13 items should be dropped and that the remaining 43 items could best be represented
by seven rather than eight factors. A confirmatory factor analysis was run with the other half of the original sample using
structural equation modeling. Examination of the fit indices indicated that the model came close to fitting the data, with
goodness-of-fit (GOF) coefficients just below recommended levels. A second model was then run with two of the seven factors,
with their associated items removed. That left five factors with 35 items. Model fit was improved. A third model was tried,
using the same five factors with 35 items but with correlated residuals between some of the items within a factor. This model
seemed to fit the data well, with GOF coefficients in recommended ranges. These results led to a refined, more parsimonious
version of the SLEQ that was then used in a larger study. Future research is needed to see if this model would fit other samples
in different elementary schools and in secondary schools both in the USA and in other countries.
This revised version was published online in July 2006 with corrections to the Cover Date. 相似文献
3.
Eric C. K. Cheng 《Educational Research for Policy and Practice》2011,10(3):211-223
This article aims to examine the predictive relationships of self-evaluation capacity and staff competency on the effect of
strategic planning in aided secondary schools in Hong Kong. A quantitative questionnaire survey was compiled to collect data
from principals of the participating schools. Confirmatory factor analysis and reliability tests were applied to confirm the
constructed validity and reliability of the survey instrument. Multiple regression analysis was applied to explore the relationships
among variables. The capacity of self-evaluation mechanisms and staff competency are identified as predictive factors for
effective strategic planning. An effective quality assurance (QA) mechanism could support the sustainable development of school
organization. School administrators could embed self-evaluation mechanisms into strategic planning and provide staff development
to improve the QA systems in their schools. 相似文献
4.
Herman Brutsaert 《Educational studies》2004,30(4):471-483
In this analysis, single‐sex and mixed schools are compared in terms of pupils' television viewing habits, the latter factor being considered as an indicator of a pupil's sense of educational responsibilities. It was hypothesized that the presumably lower levels of television watching among girls attending single‐sex schools could be explained by school climate factors pertaining to adolescent subculture values and/or to the pedagogic approaches of a predominantly female staff. Use was made of data from 68 academic‐type secondary schools in Flanders (Belgium). Of these schools, 25 were mixed and 43 were single‐sex (21 girls', and 22 boys' schools). Respondents were third‐year pupils: 3370 girls and 3057 boys, aged 14 and 15 years. A multilevel analysis (HLM) was performed controlling for parental socio‐economic status, curriculum enrolment, school residency and school mean SES. The results mainly indicate that the differential effect of single‐sex and coeducational schools on girls' TV watching habits may be partially accounted for by factors associated with pedagogic approaches by the predominantly female staff in girls' schools, but not at all by norms related to the adolescent subculture. 相似文献
5.
There are increasing numbers of children living with life-limiting illnesses in mainstream schools. The aim of this literature-based study was to evaluate the current provision of educational support for teachers who are teaching these children in schools. An international literature search produced 23 papers published between 2005 and July 2010 that concerned children with life-limiting illness in relation to education in mainstream schools. The analysis identified that the needs of children with life-limiting illnesses are not being well met, and there appears to be little evidence of educational support for teachers. The paper concludes that schools need to work with both the medical and social models of health/disability in order to meet the needs of children with life-limiting illness. There is some consensus that the way forward needs to include multidisciplinary working within an ecological approach that supports home, schools and the health services working together. Only one paper reported an evaluation of such an intervention. There is a need for more research, evaluation and dissemination about the experience of living with a life-limiting illness in mainstream schools and related interventions, and for this to inform professional education and the coordination of education, health and home systems. 相似文献
6.
This article reviews the literature on educational innovation and change, and emphasises factors which are held to facilitate rapid change. The remainder of the paper presents a detailed case history o1 educational innovation in 10 Indonesian medical schools, involvingN=260 academic departments. Within a 3-year period three-quarters of these departments have developed new curricula haled on sets of explicit instructional objectives, and most of these departments now indicate they are using these sets of objectives both for their teaching and for assessing students' competence. This case history describes how this task was approached, provides a synoptic picture of the results which have been obtained: then attempts to provide an overall account o1 those factors which assisted these changes to take place. It is contended that this case history of change within a system of established medical schools clarifies selected aspects of the theoretical literature on educational innovation and diffusion, on the planning of effective programmes of staff development, and provides planners with sonic practical guidelines for programme development and evaluation. 相似文献
7.
This qualitative case study explores how urban high schools implement a district‐initiated student‐voice program, referred to as Student Advisory Committees, intended to improve school climate. The study uses an implementation science framework to analyze interview data from principals and advisors in 22 urban high schools. An iterative, top–down thematic analytic procedure was used for analysis and interpretation of the data. The results suggest wide variation in how the program was implemented in terms of fidelity, dosage, quality, program reach, and adaptation, with contextual school factors—namely, principal and school characteristics—that help to explain this variation. In addition, the findings indicate that these contextual factors had a significant influence on how the school district implemented the student advisory committees. The authors discuss the implications for program implementation in the context of urban school districts and for school psychologists. 相似文献
8.
Tock Keng Lim 《教育心理学》1996,16(4):453-461
Based on a stratified sample of 15‐year‐old students in Singapore schools, exploratory factor analysis and confirmatory factor analysis were used to identify and cross‐validate the factorial structure underlying two group intelligence tests and two group Piagetian tests. The structure of the first‐ and second‐order factors underlying the tests was first identified using exploratory factor analysis on the exploratory sample. The confirmatory approach using LISREL was then used to cross‐validate the factor structure on the validation sample. One second‐ and four first‐order factors were found. To allow for easier interpretation of the factors, a Schmid‐Leiman transformation was carried out on the first‐ and second‐order factor matrices of the pooled sample. A hierarchical factor matrix consisting of a general factor and four group factors was found. 相似文献
9.
Yehia M. A‐H. Marreez Luuk N. A. Willems Michael R. Wells 《Anatomical sciences education》2010,3(5):249-253
From the early 19th century until the most recent two decades, open‐space and satellite museums featuring anatomy and pathology collections (collectively referred to as “medical museums”) had leading roles in medical education. However, many factors have caused these roles to diminish dramatically in recent years. Chief among these are the great advances in information technology and web‐based learning that are currently at play in every level of medical training. Some medical schools have abandoned their museums while others have gradually given away their museums' contents to devote former museum space to new classrooms, lecture halls, and laboratories. These trends have accelerated as medical school enrollment has increased and as increasing interest in biological and biomedical research activities have caused medical schools to convert museum space into research facilities. A few medical schools, however, have considered the contents of their museums as irreplaceable resources for modern medicine and medical education and the space these occupy as great environments for independent and self‐directed learning. Consequently, some medical schools have updated their medical museums and equipped them with new technologies. The Anatomical Museum of Leiden University Medical Center in The Netherlands and the Medical Museum of Kawasaki Medical School in Kurashiki, Okayama, Japan, are two examples of such upgraded museums. Student surveys at Leiden University have indicated that all students (100%) found audio‐guided museum tours to be useful for learning and majorities of them found guided tours to be clinically relevant (87%). However, 69% of students felt that museum visits should be optional rather than compulsory within the medical training curriculum. Anat Sci Educ 3:249–253, 2010. © 2010 American Association of Anatomists. 相似文献
10.
Tamar Shamir-Inbal 《学校用计算机》2017,34(3):168-191
Technological changes in the digital age require schools to integrate innovative technologies in learning and the curriculum. This study analyzes data collected from elementary schools toward the end of the second and the third years of the national program for the gradual integration of ICT in Israeli schools. The study examines how school principals and ICT coordinators assess the systemic changes that have occurred in their schools. The parameters explored were collaboration (intraschool vs. interschool collaboration), digital content (using vs. designing digital content), and e-communication (within the teaching staff vs. between staff and families). An online questionnaire was distributed to the entire district of the Ministry of Education. The analysis was carried out on a total of 358 schools. Regression analysis showed that intraschool collaboration, digital content use and design, pedagogical update of class websites, and e-communication within the teaching staff explained 47.7% of variance in the general quality of ICT integration. It seems that school ICT leaders assess the general quality of ICT integration according to internal factors—in terms of collaboration within their schools and online interactions with colleagues—rather than external factors—collaborative activities between schools or e-communication with students and parents. 相似文献
11.
Sonia Sawhney 《International Journal of Inclusive Education》2013,17(9):887-907
This paper reports insights into the nature and practices of inclusive schools in India using a case study methodology. Being a signatory of the Salamanca Statement, the Government of India has undertaken to implement an inclusive system of education in schools. An initial survey conducted to identify sample inclusive schools showed that inclusive education is being adopted by many schools on a superficial level. In fact, it was found that the term ‘inclusive school’ was more of an ornamental name used to create an impression of inclusion. Deliberations with the managements and teachers of these schools revealed that the concept was being adopted and implemented in Indian mainstream schools albeit in the absence of any clearly defined ideas on the subject. An in-depth exploration was undertaken into the inclusive practices followed in two case-study schools. Interviews were conducted with the school heads, class teachers, students and their parents. This was accompanied by observations of the practices followed by the so-called inclusive schools. Data thus collected were analysed using qualitative analysis. Results of the study demonstrate lack of resources, infrastructure, teaching practices, curricular and co-curricular activities which if incorporated would actually bring about inclusive practices beneficial to students of diverse needs. The paper concludes with policy proposals with respect to a clear definition of the concept of inclusive education and the various provisions that should be made available in the inclusive schools. 相似文献
12.
There is increasing acknowledgement that differences exist in the levels of achievement of boys and girls in English primary schools, as evidenced by performances in National Curriculum tests at Key Stages 1 and 2. This article briefly examines the nature of these differences, both nationally and specifically within the context of a pilot study of four schools in different socio-economic contexts. Some of the underlying factors behind these differential achievements are considered, particularly within the context of literacy issues and of boys' constructions of masculinity. An analysis of the approaches towards creating a context for achievement of both girls and boys in these four schools is then offered, with a focus on pedagogic, organizational and socio-cultural strategies. It is suggested that, while intervention strategies which have the potential to raise the achievement levels of boys (and girls) are being successfully developed in each pilot school, there is as yet only limited evidence to suggest how and why these interventions are most effective, and indeed, how these interventions might be successfully adapted and transferred to other school contexts. 相似文献
13.
The Course Experience Questionnaire (CEQ) is a 36-item instrument that is intended to measure six different aspects of students’ perceptions of the academic quality of their programmes. It has been widely used in Western countries, and it has also been used in non-Western countries, including China, Hong Kong, Japan and Pakistan. Nevertheless, in the latter countries, it has sometimes not been possible to identify the full range of constructs that were supposed to be measured by the original CEQ. We translated the CEQ into Bengali and administered this to 552 science students at 15 higher secondary schools in West Bengal, India. A confirmatory factor analysis found that their responses provided a poor fit to the original six-factor model of the CEQ. An exploratory factor analysis identified just four constructs, which reflected good teaching, generic skills, student support and appropriate workload. The items with salient loadings on the four factors were used to construct four scales. The students’ scores on three of the four scales showed satisfactory levels of internal consistency. A factor analysis of their scores on all four scales yielded one overarching factor that could be interpreted as a measure of perceived academic quality. A reduced version of the CEQ consisting of the 30 items that constitute these four scales can be recommended as a measure of students’ perceptions of the academic quality of programmes in West Bengal. 相似文献
14.
Ulf Fredriksson Gunilla Jedeskog Tjeerd Plomp 《Education and Information Technologies》2008,13(2):83-101
The European e-Learning Forum for Education (ELFE) is a project initiated by the ETUCE (European Trade Union Committee on Education). An important objective of the project has been to study good experiences with implementing the use of ICT in schools. This objective has been broken down in seven operational research questions. Three of these questions will be discussed in this article: (1) What difference does the use of ICT make in schools where ICT is intensively used for instructional/pedagogical purposes? (2) How are the students influenced by this different way of teaching as compared to the traditional classroom education, both individually and as a collective? 3) What factors influence the intensive pedagogical use of ICT? The ELFE study applied a case study approach. Three innovative schools in each of five European countries (Denmark, England, Germany, Norway and Portugal) were purposively selected. Data were collected via questionnaires, interviews, observations and school documents. The findings resulting from the ELFE schools case studies illustrate that the implementation of ICT for teaching and learning may influence the functioning of schools in a number of ways. One can also conclude that students like working with computers and that they have no ‘instrumental’ problems. A number of factors seem to influence the successful implementation of ICT at school level such as a good infrastructure, a clear vision, policy and strategy. A crucial factor is support from national, regional and local authorities, as well as from the school leadership and parents. 相似文献
15.
Maria João Martins Inês Laíns Inês Leal Inês Pessanha Bruno Brochado 《Assessment & Evaluation in Higher Education》2019,44(1):66-79
The UK National Student Survey (NSS) is a sound and widely used instrument for assessing students’ academic experiences. We aimed to translate the NSS for Portuguese students and to validate the instrument in a sample of medical undergraduates. The research team translated and adapted the NSS for Portuguese students (NSS-P). The survey was administered on an online platform to 1,256 final-year students at eight Portuguese medical schools. A total of 329 medical students (69.9% female) replied to the NSS-P, a response rate of 26.2%. Confirmatory factor analysis showed that the original six-factor structure had an adequate fit to the data. Adequate internal consistency was observed for all the subscales. Medium to large correlations were found among all the subscale scores and between the subscale scores and the students’ overall satisfaction. Multiple regression showed that the scores on the Teaching, Organization and Management and Personal Development subscales significantly predicted the students’ overall satisfaction. Approximately 64% of the students reported being satisfied with the quality of their courses. Significant differences among the medical schools in their NSS-P scores were found. The NSS-P is a valid and reliable measure for assessing medical students’ perceptions of academic quality. 相似文献
16.
美国医学教育中的职业化问题:从证据到责任 总被引：4，自引：0，他引：4
职业化是维护公众对医学职业信任的核心要素,也是医患关系的本质所在.但有证据表明,公众对医学职业的信任日渐消失,医生也在维护医学职业价值观念时面临着各种挑战.本文在医学教育背景下界定"职业化"的定义和框架,描述了职业化面临的各种挑战,也详细论述了医学院校和教学医院在维护医学职业化过程中的角色和作用.此外,还评述了现行和试行中的评价职业化的工具、方法.最后,作者还提出一些建议供医学院校和教学医院参考. 相似文献
17.
Polat F 《Journal of deaf studies and deaf education》2003,8(3):325-339
Deafness is more than a medical condition. Recent theories have emphasized the importance of environmental factors on the psychosocial development of deaf children. As part of a larger scale study, this article aims to investigate the impact of the following variables on deaf students' psychosocial adjustment in Turkey: student-related background and experiential characteristics, parent-related variables, school-related factors, and teacher-related variables. The sample of 1,097 deaf students enrolled in the elementary, secondary, and high schools was drawn from 34 schools in 24 cities on a national geographical spread. The multiple regression analysis revealed that degree of hearing loss, additional handicap, and age at onset of deafness were negatively related to psychosocial adjustment of deaf students. However, there was a positive relationship between psychosocial variables and some of the independent variables, such as use of hearing aids, speech intelligibility, academic achievement, parental hearing status, and communication methods used at school. The findings of the study do not support a "pathological" view of deafness, suggesting that it was not deafness per se but that some environmental factors were also influential on the psychosocial adjustment of deaf students. 相似文献
18.
国际化是当今高等教育最重要的焦点,为医学院校带来了强有力的挑战和机遇.本文从全球视角分析高等教育尤其是医学教育国际化的内涵及其驱动因素,相信在新的教育技术和教学手段的促进下,未来的医学教育将转向跨国整合型、多校合作的教育模式. 相似文献
19.
为了解某煤矿医院的医疗服务状况,探讨该矿医疗满意度的影响因素。应用分组判定法,单因素分析法和多元回归分析法,对该矿医疗满意度影响因素进行分析。结果表明:医疗费用负担方式、医生服务态度、护理服务态度等十种因素对医疗满意度有影响。加强医院管理,是提高医院医疗满意度的关键环节。 相似文献
20.
This paper discusses the pedagogical learning of some South African pre-service teachers during a practicum in ‘special’ schools. Besides promoting their understanding of diversity, these pre-service teachers noticed aspects of pedagogy that had been less visible to them during previous practicum sessions in ‘mainstream’ schools. An analysis of focus group interviews, Facebook posts, and journal entries suggests that their attention was drawn to the value of multiple representations of core concepts, lesson pacing and behavior management in responding to learning differences. Observing and teaching in special schools enabled some tacit aspects of their developing practice to become more explicit. 相似文献