Writing effective evaluation reports     

Denise M. Smith  Nick L. Smith 《Studies in Educational Evaluation》1981,7(1):33-41

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Counselor Education and Supervision: On‐Line Peer Review Editing,On‐Line Submissions,and Publishing Articles on the World Wide Web     

Marlowe H. Smaby  Cleborne D. Maddux  Denise S. Zirkle  Norma J. Henderson 《Counselor Education & Supervision》2001,40(3):163-169

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Students' perceptions on the influence of institutional evaluation on universities     

Denise Leite  Cláudia S. Sarrico  Cecília Loréa Leite  Marlis Polidori 《Assessment & Evaluation in Higher Education》2006,31(6):625-638

There are many studies about the experiences of higher education students, but few analyse their representations of the governance and the management of their institutions. Our study will describe, analyse and compare students' representations of institutional evaluation at three institutions in Portugal and Brazil. Our results, based on an open questionnaire which sought to collect students' views on institutional evaluation, show that students' views are neither homogeneous nor do they simply reproduce the dominant external perspectives on the subject. A significant amount of students thought that evaluation is a legitimate exercise, resulting from a political decision, which is useful to improve the quality of universities and the relationship between students and academic staff. Some students also recognize that evaluation will lead to institutional comparisons, functioning as a mechanism of control, regulation, monitoring, and possibly of standardization. It is also noted to be ‘an impossibility’, since it can never comprehend the existing diversity of institutional performance.  相似文献   

Gardnerella vaginalis infection and sexual contact in female children     

David L. Ingram  Susanne T. White  Pauline R. Lyna  Kimberly F. Crews  J.E. Schmid  V.Denise Everett  G.G. Koch 《Child abuse & neglect》1992,16(6):847-853

Gardnerella vaginalis (GV) infection has been reported as being acquired via sexual contact in adults and as an indicator of sexual contact in female children (DeJong, 1985). The purpose of this study was to determine if GV infection was more commonly found in 191 female children who gave a history of sexual contact and/or were infected with Neisseria gonorrhoeae (GC) or Chlamydia trachomatis (CT) (Group 1), compared with 144 female children evaluated for possible sexual abuse and found to have no such history or infection with GC or CT (Group 2), or 31 female children (friends of the authors) without such a history or GC or CT infection (Group 3). Vaginal GV was found in 5.3% of Group 1, 4.9% of Group 2 and 6.4% of Group 3 (p > .05). Also, vaginal GV infection was not related to the type of sexual contact or race, but did increase with age in white female children. Because vaginal GV infection is not more commonly found in children with a history of sexual contact than those without such a history, the finding of GV in a vaginal culture in an individual case would not be a reliable marker of sexual contact. Routine culturing for GV is not recommended as part of a sexual abuse workup.  相似文献   

Assessing the unassessable: making learning visible in undergraduates’ experiences of scientific research     

Anna Wilson  Susan Howitt  Denise Higgins 《Assessment & Evaluation in Higher Education》2016,41(6):901-916

We suggest that academics involved in the provision of research experiences to undergraduate science students may benefit by reconceptualising these experiences as work-based learning. In particular, drawing on the widespread use of reflective practice in work-based learning allows for a more effective focus on process-related learning. We describe an empirical study involving the implementation of reflective blogs in which science students responded to prompt questions designed to focus their attention on how their project was progressing, the process of research and their own learning. The blogs reveal examples of students engaging in independent thinking, creative thinking and developing a sense of themselves as scientists, all qualities valued by supervisors. They also show how these combine as ‘wicked competences’ that allow students to address the complex problems and uncertainties of research. We identify characteristic patterns of reflection that indicate the exercise of such competences and suggest that these could be used as explicit evidence by academics making judgements for assessment purposes.  相似文献   

The Teaching of Philosophy: Renewed rights and responsibilities     

Denise Egéa-Kuehne 《Educational Philosophy and Theory》2003,35(3):271-284

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Professional Counseling Journals: Implementing On‐Line Editing and Peer Review     

Marlowe H. Smaby  Cleborne D. Maddux  Denise S. Zirkle  Norma J. Henderson 《Counselor Education & Supervision》2000,40(1):2-7

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Correlates of Attachment at School Age: Maternal Reported Stress, Mother-Child Interaction, and Behavior Problems   总被引：1，自引：0，他引：1  

Ellen Moss  Denise Rousseau  Sophie Parent  Diane St-Laurent  Julie Saintonge 《Child development》1998,69(5):1390-1405

The contribution of attachment, maternal reported stress, and mother-child interaction to the prediction of teacher-reported behavior problems was examined for a French-Canadian sample of 121 school-age children. Attachment classifications were assigned on the basis of reunion behavior with mother when the children were between 5 and 7 years of age. Maternal reported stress and mother-child interaction patterns were assessed concurrent to the attachment measure, whereas behavior problems were evaluated both at ages 5 to 7 and 7 to 9 years. Security of attachment significantly predicted the likelihood of school-age behavior problems: Controlling/other children were most at risk for both externalizing and internalizing problems across both age periods. Younger ambivalent children presented clinical cut-off levels of externalizing problems, and older avoidant boys had higher internalizing scores. Patterns of maternal-reported stress and mother-child interaction differed across attachment groups and contributed to prediction of school-age behavior problems, partially mediating the relation between attachment and adaptation. Results support the importance of attachment in explaining school-age adaptation and validity of attachment coding for children of this age.  相似文献   

Workplace‐based Learning Degrees: a new business venture,or a new critical business?     

John Garrick  Denise Kirkpatrick 《高等教育研究与发展》1998,17(2):171-182

There is increasing emphasis in higher education on preparing students for the workplace and recognising the learning that occurs in the workplace. Workplace learning has been exemplified in aspects of traditional courses by work experience, practicum, sandwich courses and practice‐based courses. Recently, however, academic attention has focused on the development of subjects and degree programs that are entirely workplace‐based. Such programs are negotiated with organisations to meet their own learning needs and promote the learning of individual company employees in the performance of their everyday work. Workplace‐based courses have developed in response to employer demand, restricted government funding for higher education and the need for universities to appeal to new markets. These factors have created a context of considerable tension between traditional academic practice and beliefs, and those that accompany this new approach. These tensions present challenges for universities as they attempt to respond in ways that maintain rigour and integrity while meeting the demands created by contemporary economic, political and social pressures.  相似文献   

A developing case study: A collaborative longitudinal experience of school change research     

Brenda Cherednichenko  Neil Hooley  Wes James  Tony Kruger  Denise Lawson  Rod Moore  Jane Partridge  Craig Tyson 《The Australian Educational Researcher》1999,26(3):57-71

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