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1.
Ernesto Panadero Gavin Brown Matthew Courtney 《Assessment in Education: Principles, Policy & Practice》2014,21(4):365-383
The study aimed to explore teachers’ beliefs about student self-assessment (SSA) and the reasons for their use of it in their classrooms. A representative sample of 944 Spanish teachers (38.8% primary school sector, 54.0% secondary school sector and 7.2% university or adult education sector) were surveyed about SSA. Data were analysed using confirmatory factor analysis and structural equation modelling to determine statistically and theoretically significant predictors of teachers’ self-reported use of SSA. Results showed that 90% of the teachers indicated having used SSA in their courses and 90% reported having positive experiences. A well-fitting structural model found five statistically significant predictors for the use of SSA: (1) positive experience with self-assessment, (2) belief in student participation in assessment, (3) willingness to include self-assessment as percentage of final grade, (4) self-assessment advantages and (5) having attended assessment courses. Statistically significant mean score differences for these factors were found according to level of employment and level of educational qualifications. In conclusion, teachers’ values, attitudes and prior experiences with this type of assessment contributed a significant proportion of self-reported SSA usage. 相似文献
2.
Ignace Glorieux Ryfka Heyman Marc Jegers Maaike Taelman 《International Journal of Lifelong Education》2013,32(6):781-794
In Belgium, the Exam Board (EB) and the Secondary School for Adults (SSA) are two different ways to attain a secondary diploma after leaving secondary school without a diploma. The SSA is part of the regular educational system and organises courses with an adult approach. The EB is a flexible system in which students prepare themselves to do exams. Using survey data, we examined the effectiveness of both systems in diminishing the large inequalities in the Belgian educational system. Our analyses make clear that the EB and SSA attract different groups of unqualified school-leavers; as such they complement each other. Compared with those who never take a second chance, and thus stay unqualified, participants of the SSA and the EB seem to have a higher socio-economic background and less problematic school careers. As such, neither the SSA, nor the EB seems to be very effective in mitigating social inequality. 相似文献
3.
BackgroundSibling sexual abuse (SSA) is a continuum of childhood sexual behaviors that do not fit age-appropriate curiosity. SSA may be the most prevalent, longest lasting form of intrafamilial sexual abuse – and the least reported, studied and treated.ObjectiveThis exploratory qualitative study examined the experience of intervention with SSA survivors from the perspective of mental health professionals, and explored their major therapeutic challenges.Participants and settingThe sample consisted of 20 Jewish Israeli mental health professionals working in private clinics or public social welfare services who had experience with SSA.MethodsSemi-structured interviews focusing on the characteristics of SSA events, perceptions about the effects of abuse, intervention priorities and therapeutic challenges compared to other types of child abuse.ResultsProfessionals working with SSA survivors are preoccupied with the need to provide them with physical and emotional protection, as well as to help them process the abuse narrative. They also find themselves dealing with survivors who do not experience themselves as victims despite external evidence of abuse, or with the need to reconcile their perception of the sexual relationship as mutual, as opposed to the formal requirement to differentiate between “offender” and “victim”. In either case, the reality of these survivors can be just as painful as in other SSA cases.ConclusionsThe complexity of SSA calls for unique intervention skills, including working with survivor narratives that do not fit the victim/offender dichotomy on one hand and that do not minimize the potentially harsh consequences of SSA on the other. 相似文献
4.
Graduation rate is often used as indicator of efficiency and accountability of higher education institutions. However, its official and academic use entails pitfalls, particularly in Sub-Saharan Africa (SSA). Based on evidence from Eduardo Mondlane University in Mozambique, this paper contributes to the academic and policy debate on graduation rates in SSA, by using logistic regression analysis to measure and explain this indicator. The paper’s findings are twofold: (i) graduation rates at UEM (and eventually in SSA) may be different from what their misleading measurement and usage may portray; (ii) graduation rates are particularly affected by the academic aspects of students and the institution. The paper claims that rigor is needed to produce data (e.g. graduation rates) on African universities to strategically inform decision-making. 相似文献
5.
Tamer El-Maaddawy 《European Journal of Engineering Education》2017,42(6):1439-1454
Incorporation of student self-assessment (SSA) in engineering education offers opportunities to support and encourage learner-led-learning. This paper presents an innovative assessment paradigm that integrates formative, summative, and SSA to enhance student learning. The assessment innovation was implemented in a senior-level civil engineering design course. Direct evidence of the impact of employing this innovation on student learning and achievement was derived by monitoring student academic performance in direct assessment tasks throughout the semester. Students’ feedback demonstrated the effectiveness of this innovation to improve their understanding of course topics build their autonomy, independent judgement, and self-regulated learning skills. 相似文献
6.
Finite element reliability analysis of slope stability 总被引：1，自引：0，他引：1
The method of nonlinear finite element reliability analysis （FERA） of slope stability using the technique of slip surface stress analysis （SSA） is studied. The limit state function that can consider the direction of slip surface is given, and the formulations of FERA based on incremental tangent stiffness method and modified Aitken accelerating algorithm are developed. The limited step length iteration method （LSLIM） is adopted to calculate the reliability index. The nonlinear FERA code using the SSA technique is developed and the main flow chart is illustrated. Numerical examples are used to demonstrate the efficiency and robustness of this method. It is found that the accelerating convergence algorithm proposed in this study proves to be very efficient for it can reduce the iteration number greatly, and LSLIM is also efficient for it can assure the convergence of the iteration of the reliability index. 相似文献
7.
This is the first of two articles on the political economy of attaining Universal Primary Education (UPE) (in sub-Saharan Africa. It explores three key sets of factors which are powerfully influencing the degree to which the UPE goal is likely to be attained in SSA. These are the rapid emergence of new social class relations which are closely related to key educational developments in many countries, (in particular the rapid growth of higher education and private schooling provision) and the overall demand for primary education and especially the intensifying competition for jobs in the formal sector. This provides the essential contextual background for the second paper which draws on political settlement analysis to explore the politics of UPE in SSA and, in particular, the level of elite political commitment for the attainment of UPE. 相似文献
8.
The study explores how the structural conditions are perceived as barriers and enablers for the adaptation and integration of international students from the Global South into the host universities in the Global North. In this paper, Global South is represented by countries from Sub-Saharan Africa, henceforth (SSA), and Global North is represented by Europe or more precisely-Estonia (EE) and Denmark (DK). Using a phenomenological research design, the study revealed several cultural barriers for integrating internationally mobile students from SSA, including differences in teaching and learning philosophies, the dominant culture's fear of the “others” or cultural insecurity. In terms of the enablers, the study identified the buddy program, language and cultural training, and orientations for international students as some of the key enablers for integrating international students into the host universities in EE and DK. 相似文献
9.
针对单次自相关方法只能测量一个脉宽的缺点,提出一种改进的单次相关方法测量超短激光脉冲全空域中不同空间位置的时空特性.通过实验测量了钛宝石激光器输出飞秒激光脉冲的时空特性,结果表明飞秒激光脉冲全空域中不同位置的复杂空间特性得以精密测量;不同空间位置的时间脉宽不同,它们服从高斯分布;当飞秒激光脉冲经过二硫化碳非线性介质传输后,随着输入平均功率的增加,同一空间位置的时间脉宽呈现慢慢变窄的趋势.实验结果验证了所提方法可以有效地测量超短激光脉冲全空域中不同空间位置的时空特性. 相似文献
10.
本文运用偏离份额分析法构建数学模型,同时使用SSA和DSSA对江西省产业结构和竞争力进行分析.DSSM弥补传统的SSM在考察期内各时间分段对总体变化的贡献及时间维度的发展变化趋势方面存在缺陷.通过两种模型对江西省近10年产业结构作出精确的分析,并对三大产业分别提出建议. 相似文献
11.
《Learning and individual differences》1999,11(2):137-151
The structure of spatial ability in a population of academically talented youth was explored. Methods of Facet Theory and Multidimensional Similarity Structure Analysis (SSA) were used to analyze the correlational structure of performance on 14 types of figural spatial tests in 2 samples of subjects. As in previous research, a cylindrical wedge model was found to describe the underlying structure well. The facet of dimensionality was represented in a polar way with the three-dimensional tasks in the core of a radex-like configuration and the two-dimensional tests in the periphery. The facet of mental rotation was identified to play a modular role as two different subregions in the SSA solutions, one representing two-dimensional rotation and one representing three-dimensional rotation. Memory load was represented in a similar fashion in one of the projections. Speededness emerged as a separate dimension in one of the plots. Indications for the existence of one more facet were found. The results agreed quite well with findings of previous research in this area. 相似文献
12.
We prepared conducting polyaniline （PAn） co-doped with sulfosalicylic acid （SSA） and dodecylbenzoyl sultonic acid （DBSA） in micro-emulsive polymerization, and studied its charge transport behaviors based on the measurement of its electrical conductivity in the temperature range between 203 K and 298 K. The conductivity was found to increase with temperature, similar to the case in semiconductors. Analyzing the experimental data with three models, namely the charge-energy-limitedtunneling model, Kivelson model and the three-dimensional variable range hopping （3D-VRH） model demonstrated that these models all describe well the charge transport behaviors of PAn co-doped with SSA and DBSA within the mentioned temperature range. From calculation with the 3D-VRH model, the hopping distance of the conducting PAn is obviously larger than its localization length. The PAn doped with SSA and DBSA enjoys desirable crystallinity due to the co-doping of two functional sulfonic acids. The macroscopic conductivity may correspond to three-dimensional transport in the network of the bundles, and the metallic islands may be attributed to quasi-one-dimensional bundles. 相似文献
13.
孙川 《北京师范大学学报(社会科学版)》2009,(3)
在区域软件产业发展过程中,增长因素、结构因素和竞争因素对产业的结构特征和竞争力的形成有着不同的作用及影响。偏离-份额分析的结果显示,我国软件产业的发展水平可以区分为三个等级六个层次,产业竞争力与产业结构效益及各个子部门专业化程度有着密切关系,产业的发展规模和竞争优势受偏离分量的影响更大。偏离分量的大小是衡量各地区软件产业的增长潜力和竞争力强弱的重要指标,也是制定软件产业发展战略的基础和重要依据。 相似文献
14.
Tony Mays 《Open Learning》2013,28(3):211-225
This article is based on a report of the same name emanating from research undertaken by a team of South African Institute for Distance Education (SAIDE) researchers for the Association for the Development of Education in Africa (ADEA) under the auspices of the Commonwealth of Learning (COL) during 2003. The article explores the importance of costing distance education and open learning (DEOL) in sub‐Saharan Africa (SSA); describes the research process and research findings; and provides conclusions and recommendations. 相似文献
15.
Atara Sivan Arie Cohen Dennis W. K. Chan Yee Wan Kwan 《Learning Environments Research》2017,20(2):189-198
The Questionnaire on Teacher Interaction (QTI) is a teacher–student relationship measure whose underlying two-dimensional structure is represented in a circumplex model with eight sectors. Using Smallest Space Analysis (SSA), this study examined the circumplex structure of the Chinese version of the QTI among a convenience sample of 731 primary-school students in Hong Kong. The study revealed that the SSA solution fits the circumplex structure of the Model for Interpersonal Teacher Behavior and uncovered a two-dimensional solution yielding five sectors in a clockwise direction: Strict, Leadership-Helpful/Friendly-Understanding, Student Responsibility/Freedom, Uncertain, and Admonishing-Dissatisfied. While the Leadership-Helpful/Friendly-Understanding sector was the largest, the Student Responsibility/Freedom sector was the smallest, with few items constituting it. For the two dimensions, the vertical dimension was named Structure Clarity, with adherence to external structure (Strict sector) at one extreme and lack of structure (Uncertain sector and Student Responsibility/Freedom sector) at the other extreme. The horizontal axis was labelled Attitude Valence, with benevolent valence (Leadership sector, Helpful/Friendly sector and Understanding sector) at one end and malevolent valence (Admonishing sector and Dissatisfied sector) at the other end of the axis. The positioning of the five sectors in the present study is in line with the factor structure that was often found in previous research on the circumplex model. By presenting a somewhat different interpretation of the two dimensions and some additional items, we hope that future research will verify our suggestions across different sociocultural settings. 相似文献
16.
孙立霞 《青海师范大学学报(哲学社会科学版)》2012,(1):11-14
以2004～2009年为考察期,利用偏离—份额分析法(SSA)分析青海省8个区域在产业结构与区位竞争力方面对区域经济增长的影响,并对区域经济产业结构的调整提出建议,以促进青海省区域经济协调发展。 相似文献
17.
根据华山地区400年的降水序列,利用奇异谱分析了未来30年华山地区降水趋势的变化．结果表明,在2010—2039年间,华山地区降水趋势略有增加． 相似文献
18.
Erik H. Cohen 《Assessment & Evaluation in Higher Education》2005,30(2):123-136
The present study attempts to discover organizing principles in college students’ evaluations of their formal and informal educational programs. The study was conducted during the 1998–99 academic year. The data consisted of 14,344 assessment sheets completed by students at the Jordan Valley Regional College in Israel. Each assessment sheet contained 12 variables. Factor analysis revealed two main factors: the course (seven variables) and the teacher (five variables). A Smallest Space Analysis (SSA) revealed an additional distinction. Some of the evaluation items relate directly to the course or teacher and some relate to the interaction between the course or teacher and the students. Distinguishing between these categories could be helpful in identifying or correcting bias in student evaluations. 相似文献
19.
20.
Lalor K 《Child abuse & neglect》2004,28(4):439-460
OBJECTIVE: This article reviews the English-language literature on child sexual abuse in sub-Saharan Africa (SSA). The focus is on the sexual abuse of children in the home/community, as opposed to the commercial sexual exploitation of children. METHODS: English language, peer-reviewed papers cited in the Social Sciences Citation Index (SSCI) are examined. Reports from international and local NGOs and UN agencies are also examined. RESULTS: Few published studies on the sexual abuse of children have been conducted in the region, with the exception of South Africa. Samples are predominantly clinical or University based. A number of studies report that approximately 5% of the sample reported penetrative sexual abuse during their childhood. No national survey of the general population has been conducted. The most frequent explanations for the sexual abuse of children in SSA include rapid social change, AIDS/HIV avoidance strategies and the patriarchal nature of society. Child sexual abuse is most frequently perpetrated by family members, relatives, neighbors or others known to the child. CONCLUSIONS: There is nothing to support the widely held view that child sexual abuse is very rare in SSA-prevalence levels are comparable with studies reported from other regions. The high prevalence levels of AIDS/HIV in the region expose sexually abused children to high risks of infection. It is estimated that, approximately.6-1.8% of all children in high HIV-incidence countries in Southern Africa will experience penetrative sexual abuse by an AIDS/HIV infected perpetrator before 18 years of age. 相似文献