Expectations of higher education students: a comparison between the perception of student and teachers     

Borghi  Sulyana  Mainardes  Emerson  Silva  Érika 《Tertiary Education and Management》2016,22(2):171-188

Higher education institutions are ever more interested in the development of tools that enable them to evaluate and manage the expectations of their students with the purpose of attracting and keeping them satisfied. This research compares what the faculty believes the students expect from a higher education institution with the expectations of students entering higher education. A quantitative study was performed with students from a higher education institution through the application of a questionnaire covering 32 different expectations. The perceptions of the faculty were also collected through the same questionnaire, suitably adapted. The results of the investigation demonstrated differences in thinking between students and professors, with 19 variables representing student expectations that showed statistically significant mean differences. In 13 variables the students had greater expectations than the faculty believed, while for six variables the faculty indicated higher expectations than the students declared. Identifying the existence of this gap in knowledge will allow the higher education institution to adjust its services to the expectations of students, leading them to greater satisfaction.  相似文献   

Proximate effects of a child sexual abuse prevention program in elementary school children     

Hébert M  Lavoie F  Piché C  Poitras M 《Child abuse & neglect》2001,25(4):505-522

OBJECTIVE: The effects of the sexual child abuse prevention program ESPACE were evaluated by means of a Solomon-type design with first and third grade children. ESPACE is an adaptation of the American Child Assault Prevention Program (CAP). Possible side effects of the program were also examined. METHOD: A total of 133 children (64 first-graders and 69 third-graders) participated in the study. Children completed a knowledge questionnaire and a video vignette measure designed to evaluate preventive skills towards abusive and potentially abusive situations. A follow-up measure (2 months) was administered to verify whether knowledge and skills were maintained. RESULTS: Results indicated that children participating in the prevention program showed greater preventive knowledge and skills relative to children not participating. Follow-up data showed that knowledge gains were maintained while the preventive skill gains may attenuate. However, while global skill scores decreased between post-test and follow-up, children still showed greater preventive skills at follow-up than before the program. In terms of unanticipated side effects, results revealed that almost half of the parents noted positive reactions following children's participation in the ESPACE program. Furthermore, the majority of parents did not identify negative reactions in their children following their participation in the workshop. CONCLUSION: The findings suggest that the Quebec adaptation of the CAP program was effective in training children in abuse prevention concepts and skills.  相似文献   

Evaluation of the University Teaching/Learning Process for the Improvement of Quality in Higher Education     

FERNANDO DOMÉNECH BETORET  ADELA DESCALS TOMÁS 《Assessment & Evaluation in Higher Education》2003,28(2):165-178

This paper presents a proposal for the evaluation of the university teaching/ learning process, using indicators which are appropriate for activities developed in this process and aimed at its improvement and optimization. This analysis is carried out using the Instructional Model of the Educational Situation (MISE) developed by Rivas (1993, 1997). The data obtained from the application of questionnaires (MISE-teacher and MISE-student) in a specific instructional university process enables a contrast to be made between teacher and students' perception of the process being followed, as well as to capture the various students' perceptions and motivations throughout the course. The teacher can also obtain information on the strong and weak points of the process being developed and therefore propose improvements for future teaching/learning processes. In this way, the MISE becomes a useful tool for the formative evaluation of university teachers.  相似文献   

Effects of Emphasizing Hypothetico‐Predictive Reasoning within the Science Learning Cycle on High School Student's Process Skills and Conceptual Understandings in Biology     

Derrick R. Lavoie 《科学教学研究杂志》1999,36(10):1127-1147

This study examined the effects of adding a prediction/discussion phase at the beginning of a three‐phase learning cycle involving exploration, term introduction, and concept application. The added phase required high‐school biology students to individually write out predictions with explanatory hypotheses concerning concepts in genetics, homeostasis, ecosystems, and natural selection. This was followed by interactive debate of predictions and reasons. Data sources included questionnaires, field observations, teacher/researcher daily log reports, and a battery of tests to assess cognitive changes. Hypothetico‐predictive reasoning and logical argumentation served as cognitive‐development processes which prompted students to construct and deconstructed their procedural and declarative knowledge. The prediction/discussion‐based learning cycle instruction, when compared with traditional learning cycle instruction, produced significant gains relative to the use of process skills, logical‐thinking skills, science concepts, and scientific attitudes. Guidelines were generated for developing, teaching, and evaluating prediction/discussion based learning cycles. © 1999 John Wiley & Sons, Inc. J Res Sci Teach 36: 1127–1147, 1999  相似文献   

Vision,reality and change in special education: A personal view     

Éamonn Ó Murchú 《Irish Educational Studies》2013,32(1):154-165

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Computer-aided Engineering Education and Technical Management     

ZBYNÉK PITRA 《European Journal of Engineering Education》1992,17(2):117-122

The computer-aided engineering (CAE) system gives an engineer a set of powerful new tools for proper realization of his/her design tasks. Therefore, it is also necessary to accept this methodological development adequately within the engineering curriculum of technical universities in the successful education of the new generation of engineers. CAE methodology influences all areas of an engineer's work and should be accompanied by principal changes in the traditionally used methods of engineering education. But the student's use of computer tools within many engineering disciplines hides the danger of gaining practical skills by means of the computer instead of traditional educational goals concerning the proper understanding of the solution principles of technical problems. Sometimes the students are not able to recognize the significance of, for example, software development problems or engineer workstation organization problems, in view of the main goal of engineering design—to develop a new technical system. To avoid this danger it is necessary to present methods of technical management as an integral part of CAE education. Such orientation has an important role within an engineer's education in the twentieth century.  相似文献   

Childhood sexual victimization,pedophilic interest,and sexual recidivism     

Kevin L. Nunes  Chantal A. HermannJ. Renee Malcom  Kayla Lavoie 《Child abuse & neglect》2013

Objective

The goal of the current study was to examine the extent to which child sexual abuse (CSA) and particular characteristics of CSA are associated with pedophilic interest and sexual recidivism.

Methods

Subjects were 462 adult male sexual offenders who had been incarcerated in Canadian federal prisons.

Results

Compared to sexual offenders who had not been sexually abused, those who had been sexually abused before age 16 sexually offended against significantly younger victims and had significantly more indicators of pedophilic interest. This was the case whether we examined self-reported or officially documented CSA. Offenders who had been sexually abused exclusively by a male had significantly more indicators of pedophilic interest than those who had been sexually abused exclusively by a female. These findings are consistent with past research and theory suggesting that CSA may play a role in pedophilia and sexual offending against children. CSA exclusively by a female abuser predicted higher rates of sexual recidivism than abuse by a male or both a male and female abuser. Among offenders with victims 15 years old or younger, a closer relationship between offender and abuser predicted higher rates of sexual recidivism. The relationship between CSA and sexual recidivism was significantly moderated by actuarial risk. More specifically, CSA predicted higher rates of sexual recidivism among higher risk offenders, but CSA did not predict sexual recidivism among lower risk offenders. This novel finding raises the possibility that CSA may play a role in sexual recidivism for some offenders.

Conclusion

If future research replicates this CSA by risk interaction and identifies the constructs and processes involved, CSA may be worth considering in risk assessment and treatment.  相似文献   

A growing trend toward knowledge work in Canada     

Marie Lavoie  Richard RoyPierre Therrien 《Research Policy》2003,32(5):827-844

This paper answers three questions related to the growing trend toward knowledge occupations in Canada: (i) What was the magnitude of the trend between 1971 and 1996? (ii) Was the trend a widespread phenomenon or was it restricted to specific industries? (iii) What are the proximate causes of the trends? Using five censuses—1971, 1981, 1986, 1991, 1996—and the input/output (I/O) data, the paper provides evidence that the Canadian economy is becoming increasingly knowledge-based, although the upgrading trends differ across knowledge occupations. Moreover, we find that this phenomenon is spread across all industrial sectors. Finally, using a decomposition analysis borrowed from Wolff and Baumol, three factors—the substitution effect, the productivity-lag effect and the demand effect—have been examined in order to shed some light on these trends. We find that these effects vary according to the nature of the knowledge involved in these different groups of occupations, thus reflecting not only the importance of the technological change ‘skill bias’ but also the increasing complexity of controlling and managing the new economic activities.  相似文献   

Early Childhood Schooling and Socialization at french Nursery school     

Éric Plaisance  Sylvie Rayna 《Prospects》2004,34(4):435-445

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Victimization during childhood and revictimization in dating relationships in adolescent girls     

Gagné MH  Lavoie F  Hébert M 《Child abuse & neglect》2005,29(10):1155-1172

OBJECTIVE: Various experiences with violence during childhood and adolescence (parental violence, exposure to marital violence, sexual abuse within and outside the family, sexual harassment at school, community violence, involvement with violent or victimized peers, and previous dating violence) are examined as potential risk factors for psychological, physical, and sexual revictimization in adolescent girls' dating relationships. METHOD: A group of 917 teenage girls (mean age = 16.3) were recruited in 5 high schools located in low to middle socioeconomic areas. Participants were in the 10th and 11th grades, and each completed a self-administered questionnaire. Analyses were performed on the 622 participants who reported having at least one dating partner in the last 12 months. RESULTS: Prevalence rates for past victimization experiences varied from 13% to 43%. Regarding last-year dating victimization, prevalence rates varied from 25% to 37%, depending on the type of violence sustained. Results suggest that extrafamilial experiences with violence are stronger risk factors for recent dating victimization than intrafamilial experiences, especially being sexually harassed by male peers at school and being involved with violent or victimized peers during the year preceding the survey. However, it is important to differentiate between girls who are repeatedly victims of violence in a single, long-term relationship (repeat dating victimization), and girls who are revictimized by different partners (dating revictimization), the former sustaining more frequent physical and psychological violence than the latter. CONCLUSIONS: Findings underline the importance of early prevention of adolescent dating violence. Prevention programs should especially address extrafamilial experiences with violence as important risk factors for victimization in dating relationships, and teach girls strategies to break up abusive relationships.  相似文献