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Damian Murchan 《Educational Assessment, Evaluation and Accountability》2018,30(2):97-131
Assessments and examinations play a critical role in certifying student achievement in secondary education. Prompted by concerns about the negative effects of examinations on curriculum, teaching and learning, elements of School-Based Assessment (SBA) have been introduced into certification systems, sometimes modelled on practice in other jurisdictions. This case study investigates factors influencing efforts to introduce SBA in lower secondary education in the Republic of Ireland and reactions from the main stakeholders. Policymakers’ perspectives were informed by national consultations, results of international assessments, trends towards skills-based curricula and practices in relation to SBA as part of high-stakes assessment internationally. Despite broad enthusiasm for the reforms from most stakeholders, teachers remained opposed. A series of compromise proposals shifted the reforms far from their intended nature, leaving in place a dual system of assessment that incorporates continued centralised examining by the state along with some non-certified SBA by teachers. The efficacy of this solution in relation to the original aims of the reform remains to be seen. The analysis explores relevant substantive and methodological issues. The complex interplay between international, national and very local influences on policy implementation is highlighted, suggesting the need for due diligence in anticipating and managing stakeholder responses to reform initiatives. Readers’ attention is also drawn to the intricacy of undertaking qualitative case study inquiry and the need for awareness in relation to possible alternative interpretations of data. 相似文献
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Hilary Denune Renee Hawkins Lauren Donovan Dacia Mccoy Lyndsie Hall Anthony Moeder 《Psychology in the schools》2015,52(6):562-577
A withdrawal design was used to examine the influence of a self‐monitoring procedure on the overall effectiveness of an interdependent group contingency intervention implemented in a sixth‐grade classroom in an alternative school serving students with emotional and behavioral disorders (EBD). Dependent variables included student on‐task, off‐task, and disruptive behaviors exhibited during language arts. Following baseline, the classroom teacher implemented an interdependent group contingency using randomized criteria for reinforcement and randomized reinforcers. Next, a self‐monitoring intervention procedure was added to the existing interdependent group contingency intervention. The self‐monitoring procedure was then withdrawn and reinstated. Results indicated that though there were improvements in behavior from baseline upon intervention implementation, the self‐monitoring procedure did not increase the effectiveness of the interdependent group contingency intervention. Limitations and suggestions for future research investigating the influence of self‐monitoring on group contingency interventions are discussed. 相似文献
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This article seeks to provide a school perspective on the nature and quality of the partnerships which schools form with businesses in order to deliver work placements and workplace learning in Australia. It found that the ability of schools to engage with external partners depended on the ability of school leaders to define and communicate the role of VET within the school and its broader community. This dependence on individuals and leadership is vulnerable to changes in key personnel and the informality of some of the processes and relationships can lead to problems in monitoring, evaluating and replicating programmes. Our study shows that a balance is required between carefully documented processes and the flexibility required to operate programmes successfully. The study also noted the tension between the perceived needs of the school and those of industry. A successful partnership necessarily requires school flexibility – in the decisions as to what programmes should be offered and how work placements and timetabling should be organised. 相似文献
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John T. Hawkins 《Journal of The Franklin Institute》1866,81(4):229-235
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预应力混凝土路面设计准则研究 总被引：2，自引：0，他引：2
对混凝土路面板施加预应力,可显著提高其承载能力,因而相同荷载下板厚可减小.预应力改变了路面板的结构形式,可抵抗更大的冲击、振动和超载.本文讨论了设计预应力混凝土路面的要点,提出了预测预应力路面早期、使用阶段及开裂后压应力的设计步骤.必须清楚区分反复荷载和非反复荷载中的变量,同样需要检查预应力路面在超载下开裂后的恢复情况.文末附一个设计实例说明该方法的应用.,With a concrete pavement slab prestressed, its load-carrying capacity can be significantly increased, thus a thinner slab may be used for the same loading. Prestressing modify the structural behavior of the pavement slab and there is a greater resistance to impact, vibration and overloading. This paper discusses the major design considerations necessary in the successful construction of prestressed concrete pavements and presents a design procedure developed to predict the compressive stress due to prestressing in the pavements at early stage, during service and after cracking. Variation in the approach for repetitive and nonrepetitive loads is clearly distinguished. Check on the recovery after cracking for overloading in prestressed pavements is also needed. Finally, a design example is illustrated the application of the approach developed. 相似文献