共查询到20条相似文献，搜索用时 31 毫秒
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Michael Henderson Tracii Ryan Michael Phillips 《Assessment & Evaluation in Higher Education》2019,44(8):1237-1252
AbstractAssessment feedback is one of the most important components of the learning process. However, student and educator dissatisfaction with feedback practices continues to remain a significant problem in higher education. To better understand the barriers to effective feedback, the present study explores feedback challenges identified by 3807 students and 281 educators from two Australian universities. Open-response data were analysed using an inductively derived coding framework and thematic analysis. The findings reveal three major themes relating to the challenges of feedback from the perspective of students and educators: feedback practices, contextual constraints and individual capacity. In addition to confirming the persistence of many previously reported challenges in the literature, this paper also offers insights into challenges that are particular to feedback, especially relating to the production of useful comments and the perceived hurdles of both student and educator attitudes and capabilities. The findings also highlight the constrained nature of educators’ work, particularly in relation to time. While further research is needed, we propose that feedback needs to be understood as an interaction between practices, context and individuals. 相似文献
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Christine L. Hancock Amanda L. Miller 《International Journal of Inclusive Education》2018,22(9):937-953
This paper explores ways in which cultural historical activity theory (CHAT) provides a useful framework for examination of reflection and action during inclusive education fieldwork. Deeper understanding of combined reflection and action – praxis – is needed for researchers and teacher educators to support teacher candidates’ implementation of inclusive practices. We present a framework that includes core components of CHAT and potential insights these elements can bring to describing, analysing, or facilitating praxis during fieldwork. In particular, we discuss affordances of identifying activity systems, examining tool appropriation, and discovering tensions in teacher fieldwork. Examples based on evidence from two studies applying a CHAT lens to inclusive education fieldwork are embedded throughout the paper to illustrate the utility of this approach. 相似文献
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In this article, we examine urban teachers’ perceptions of school reform models (SRMs) and culturally relevant pedagogy (CRP).
In particular, we examined how urban educators altered mandated reform models in the best interests of their culturally and
linguistically diverse students. We discuss data from a phenomenological study, which included in-depth interviews and a focus
group with seven urban African-American educators. We explore three facets of the intersection of culturally relevant pedagogy
and mandated school reforms: (1) Teachers’ use of CRP to empower urban students; (2) Teachers’ beliefs that SRMs hurt African
American students more than help them; (3) Teachers’ adaptations of SRMs with culturally relevant practices. Finally, this
article explores the implications for practice and policy when culturally relevant teachers struggle to utilize CRP in the
implementation of SRMs. 相似文献
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高等教育施行过程作为教育主体即教育者的施行过程,是一个科学而谨严的系统工程。在这个以大学生的教育和人格塑造为核心的教育施行过程中,必须正确认识和把握教育施行过程的权力和权威,这对教育施行过程的效果和质量,是至关重要的策划、施行、反馈、调整和优化的过程。 相似文献
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This paper reports on a study that was conducted to examine formative assessment as a form of assessment that promotes critical pedagogy in teaching and learning. Using Freire’s notion of critical pedagogy as an analytic framework, the argument is that formative assessment should transcend grading, selection and accountability for learning and elevate each student’s learning threshold. Critical pedagogy is concerned with reconstructing the traditional student/teacher relationship and developing spaces and practices that nurture dialogue and possibilities. The study adopted a case-study research design. Discussions with educators and an examination of students’ workbooks provided insights about how the educators understood formative assessment and how it can be used to promote socially just education. The findings indicate that even though the teachers viewed themselves as competent in using this assessment, this was not evident in their practices as well as the views they expressed about it. They appreciated the importance of the assessment for promoting socially just education but still had some misconceptions regarding its implementation, for example, the teaching of Business Studies. The teachers’ professional understanding of formative assessment as a concept and a practice highlighted the need for teacher development. If teachers are encouraged to examine their practices, this will permit them to embrace formative assessment, and to stimulate students’ interest, and performance in Business Studies. 相似文献
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Francis Ansah 《Quality in Higher Education》2015,21(2):132-150
This study is based on a pragmatist analysis of selected international accounts on quality assurance in higher education. A pragmatist perspective was used to conceptualise a logical internal quality assurance model to embed and support the alignment of graduate competencies in curriculum and assessment of Ghanaian polytechnics. Through focus group and in-depth interviews, the framework was evaluated by internal stakeholders including lecturers, students and administrators of the polytechnics. It was found that from a pragmatist perspective, quality assurance concepts and practices in higher education reported in the international literature could be used to design a context-specific quality assurance framework for higher education systems in Africa but there will be challenges with implementation of such a framework. The challenges found include quality culture and financial resources. Nonetheless, it was noted that effective planning and stakeholder commitment can surmount the challenges to ensure effective implementation of the framework to enhance quality. 相似文献
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Open education, including the use of open educational resources (OER) and the adoption of open education practice, has the potential to challenge educators to change their practice in fundamental ways. This paper forms part of a larger study focusing on higher education educators’ learning from and through their engagement with OER. The first part of the study was a quantitative survey investigating educators’ learning behaviour when they learned to use OER in their practice. The second part of the study explored qualitatively how educators engaged with OER and how they conceptualised their learning. Data were gathered through interviews with 30 higher education educators. This paper reports the analysis of these interviews. The analysis draws on the theory of self-regulated learning and cultural–historical activity theory to explore the challenges adult education practitioners encounter when changing their practice. The study tests the application of a framework that traces the discursive manifestations of contradictions, exploring how this framework can be used to examine different aspects of self-regulated learning as educators learn how to use OER. We have identified three distinct tensions in higher education educators’ practice: tensions between the emerging needs of the individual (as he or she adopts new forms of practice) and organisational policies; between the transfer of responsibilities from educators to students as new practice is embedded and institutional accountability; and between cost efficiency and learning objectives. The framework for the discursive manifestations of contradictions was a useful tool used to surface these apparent tensions. 相似文献
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Margaret Bearman Phillip Dawson David Boud Sue Bennett Matt Hall Elizabeth Molloy 《Teaching in Higher Education》2016,21(5):545-556
There are many excellent publications outlining features of assessment and feedback design in higher education. However, university educators often find these ideas challenging to realise in practice, as much of the literature focuses on institutional change rather than supporting academics. This paper describes the conceptual development of a practical framework designed to stimulate educators’ thinking when creating or modifying assessments. We explain the concepts that underpin this practical support, including the notions of ‘assessment decisions’ and ‘assessment design phases’, as informed by relevant literature and empirical data. We also present the outcome of this work. The Assessment Design Decisions Framework. This provides key considerations in six categories: purposes, contexts, tasks, interactions, feedback processes and learning outcomes. By tracing the development of the Framework, we highlight complex ways of thinking about assessment that are relevant to those who design and deliver assessment to tertiary students. 相似文献
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This article asserts whiteness as an ideology that reaches beyond race/racism to shape and reproduce other interlocking oppressive systems. In higher education, this notion of whiteness permeates commonly celebrated “high impact practices” (HIPs) to undermine the success of trans* students in US postsecondary education. Through an intersectional approach, we illustrate how HIPs lead to jeopardizing trans* students’ success in higher education and advance a different approach that we have coined “trickle up high impact practices” (TUHIPs). TUHIPs prioritize the needs of those students who are most vulnerable and incorporate an acknowledgement of the oppressive contexts within which students with multiple minoritized identities must navigate higher education. We discuss the implications of this approach and offer five recommendations to move higher education institutions toward policies, practices, and systems that support the college success of trans* students. 相似文献
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Heejeong Sophia Han Eugenia Vomvoridi-Ivanović Jennifer Jacobs Zorka Karanxha Andrea Lypka Cindy Topdemir 《Studying Teacher Education》2014,10(3):290-312
In this article we discuss findings from a collaborative self-study of how seven teacher educators define, enact, and navigate their roles as culturally responsive educators across various programs within a higher education institution. All participants conducted an individual interview with another team member and engaged in prolonged team meetings in order to understand and conceptualize culturally responsive pedagogy (CRP). Findings include the participants' difficulty with defining CRP in higher education; the importance of modeling and building relationships with students when enacting CRP; tensions related to students and institutions; and professional and personal opportunities to continuously evolve. The findings begin to fill in a void for an articulated framework of CRP beyond P-12 classrooms and illustrate the type of support and professional development higher education institutions need to provide for teacher educators to actualize this work. 相似文献
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Jaana Juvonen Leah M. Lessard Ritika Rastogi Hannah L. Schacter Danielle Sayre Smith 《教育心理学家》2019,54(4):250-270
The goal of this article is to provide a critical analysis of barriers to social inclusion and integration in schools and propose inclusive educational practices that help connect and unite diverse students. Diversity is defined broadly to refer to a range of differences (i.e., overall heterogeneity) across students. We review theoretical frameworks that help explain group dynamics and contextual conditions that contribute to exclusion (i.e., peer victimization, rejection, friendlessness) of students based on ethnicity, sexual orientation, body weight, and so on. We argue that to be able to facilitate inclusion (acceptance by peers, cross-group friendships), educators and school administrators need to be aware of group and interpersonal dynamics. They must also comprehend how some common school practices highlight differences and segregate students in ways that further promote divisions and reinforce negative stereotypes. We propose proactive school-based practices as “built-in” preventions to increase social inclusion. Also, relevant intervention approaches are reviewed. To conclude, we discuss teacher education and professional development and make recommendations for future research. 相似文献
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Promoting teachers’ implementation of culturally and contextually relevant class‐wide behavior plans 
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下载免费PDF全文 Lindsay M. Fallon Sadie C. Cathcart Emily R. DeFouw Breda V. O'Keeffe George Sugai 《Psychology in the schools》2018,55(3):278-294
Disproportionality in disciplinary actions for certain racial groups has been well documented for several decades. In an effort to support all students, specifically those who are culturally and linguistically diverse, many have called for adopting a multitiered system of support framework that is considerate of student culture and school context. This framework applies to supporting students’ learning and behavior across settings, particularly in the classroom. To bridge existing gaps between theory and practice, this empirical study sought to evaluate whether teachers who self‐assessed their own use of culturally and contextually relevant practices would implement a class‐wide behavior plan with high levels of implementation fidelity. Results indicated that teachers who engaged in self‐assessment and training did implement the plan with high levels of implementation fidelity, particularly when given performance feedback. Additionally, students tended to display slightly higher rates of academic engagement upon consistent implementation of the plan. 相似文献
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Elaine Doyle 《Irish Educational Studies》2013,32(2):183-205
This paper outlines the development and implementation of an online educational intervention designed to enhance moral reasoning in higher level tax students. Before decisions are made about how to behave ethically, cognitive moral reasoning takes place. The importance of education in developing morally sensitive individuals who use principled moral reasoning has been widely acknowledged. The literature contends that moral reasoning might be enhanced through certain forms of intervention studies. An online educational intervention designed to enhance moral reasoning in tax was developed and empirically tested for effectiveness through the use of a pre- and post-test and focus group feedback gathered from students. Students' contributions to ethical discussions were analysed to determine their perceptions of salient issues concerning ethics in tax. This paper will inform future educators and researchers designing effective ethics interventions. 相似文献
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This article examines the Common Core State Standards as they apply to writing and students with learning disabilities (LD). We first consider why the implementation of these standards is advantageous to writing instruction for students with LD as well as the challenges in implementing them. Next, we make the following four recommendations in terms of their implementation: (1) increase general and special education teachers’ knowledge about writing development; (2) create a writing environment in which students with LD can thrive; (3) employ evidence‐based writing practices in general education classes (where most students with LD are taught); and (4) use evidence‐based writing practices effective with students with LD. We conclude by considering research that still needs to be undertaken to help educators maximize the probability that students with and without LD meet the writing benchmarks proposed in these Standards. 相似文献
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E.M. Vrieling T.J. Bastiaens S. Stijnen 《International Journal of Educational Research》2010,49(4-5):141-150
Many recent studies have stressed the importance of students’ self-regulated learning (SRL) skills for successful learning. Consequently, primary teacher educators have been encouraged by policy makers to increase their students’ SRL opportunities in educational pre-service programs. However, primary teacher educators often find it difficult to implement these innovations in their teaching. In the present study, a literature search concerning SRL was conducted. Based on this search, seven process-oriented design principles were formulated, resulting in an SRL model for primary teacher education. This SRL model provides more insight into relevant SRL aspects and can support SRL implementation in pre-service teacher education. 相似文献
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Undergraduate students’ perception of feedback and level of engagement with the feedback they receive have gained increasing attention in the educational literature recently to identify areas which require educators’ attention. However, research in this area has generally been based on limited self-selecting samples, and has not considered how students’ relationship with feedback may alter depending on their year of study. To address this, a survey measuring students’ views and practices regarding feedback was completed at a higher education institution by 447 first-, second- and third-year psychology students, representing 77% of the cohort. Findings revealed that third years responded more negatively in both areas than their first- and second-year counterparts, whose ratings on these aspects themselves were far from optimal. These findings highlight the need for early interventions to improve students’ perception of and engagement with feedback in the earlier years, and to prevent the recorded deterioration later on in the degree course. 相似文献
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Isabel Hilliger Margarita Ortiz-Rojas Paola Pesántez-Cabrera Eliana Scheihing Yi-Shan Tsai Pedro J. Muñoz-Merino Tom Broos Alexander Whitelock-Wainwright Dragan Gašević Mar Pérez-Sanagustín 《British journal of educational technology : journal of the Council for Educational Technology》2020,51(4):915-937
In Latin American universities, Learning Analytics (LA) has been perceived as a promising opportunity to leverage data to meet the needs of a diverse student cohort. Although universities have been collecting educational data for years, the adoption of LA in this region is still limited due to the lack of expertise and policies for processing and using educational data. In order to get a better picture of how existing data-related practices and policies might affect the incorporation of LA in Latin American institutions, we conducted a mixed methods study in four Latin American universities (two Chilean and two Ecuadorian). In this paper, the qualitative data were based on 37 interviews with managers and 16 focus groups with 51 teaching staff and 45 students; the quantitative data were collected through two surveys answered by 1884 students and 368 teachers, respectively. The findings reveal opportunities to incorporate LA services into existing data practices in the four case studies. However, the lack of reliable information systems and policies to regulate the use of data imposes challenges that need to be overcome for future LA adoption. 相似文献