The first seven years at school     

Peter Tymms  Paul Jones  Stephen Albone  Brian Henderson 《Educational Assessment, Evaluation and Accountability》2009,21(1):67-80

This paper assesses the cumulative long-term impact of successive years of high quality provision in schools. This was achieved by looking at the consequences, up to the age of 11 (Year 6), of attending a school where there was high or low value-added in each of the 7 years of primary education in England. Multi-level models for thousands of pupils were set up in which the relative contribution of the school was estimated each year, as was the impact of attainment levels reached in each previous year. The analyses indicated that: relative progress each year was important but progress in the earliest years was the most important. Good progress in the first year at school was still detectable in the last year of primary schooling. Boosts or setbacks to progress in one year can be added or subtracted to progress in another. The relative importance of school for maths and reading were similar but smaller for vocabulary. The analyses suggest that teachers are of key importance when considering educational effectiveness and the implication for policy makers and school effectiveness researchers are discussed.

Peter TymmsEmail:

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Use of an audience response system during peer teaching among physical therapy students in human gross anatomy: Perceptions of peer teachers and students     

Kevin R. Wait  Beth A. Cloud  Lindsey A. Forster  Tiffany M. Jones  Jessica J. Nokleby  Cortney R. Wolfe  James W. Youdas 《Anatomical sciences education》2009,2(6):286-293

An audience response system (ARS) has become popular among educators in medicine and the health professions because of the system's ability to engage listeners during a lecture presentation. No one has described the usefulness of ARS technology during planned nonlecture peer teaching sessions in gross anatomy instruction for health professionals. The unique feature of each peer teaching session was a nongraded 12–15 item ARS quiz assembled by six second‐year doctor of physical therapy (DPT) students and purposely placed at the beginning of the review session for those first‐year DPT students in attendance. This study used a ten‐item questionnaire and a five‐point Likert scale in addition to three open ended questions to survey perceptions of both first‐year and second‐year DPT students about the usefulness of ARS technology implemented during weekly interactive peer teaching sessions during a semester course in Anatomy for Physical Therapists. First‐year students overwhelmingly acknowledged the ARS system permitted each student to self‐assess his/her preparedness for a quiz or examination and compare his/her performance with that of classmates. Peer teachers recognized an ARS quiz provided them an opportunity to: (1) estimate first‐year students' level of understanding of anatomical concepts; and (2) effectively prepare first‐year students for their weekly quizzes and future examinations. On the basis of the mutual benefits derived by both students/tutees and teachers/tutors, physical therapist educators may wish to consider using ARS technology to enhance teaching methods for a class in gross human anatomy. Anat Sci Educ 2: 286–293, 2009. © 2009 American Association of Anatomists.  相似文献   

Surgical Clinical Correlates in Anatomy: Design and implementation of a first‐year medical school program     

Lisa M. Haubert  Kenneth Jones  Susan D. Moffatt‐Bruce 《Anatomical sciences education》2009,2(6):265-272

Medical students state the need for a clinically oriented anatomy class so to maximize their learning experience. We hypothesize that the first‐year medical students, who take the Surgical Clinical Correlates in Anatomy program, will perform better than their peers in their anatomy course, their surgical clerkships and ultimately choose surgical residencies. We designed and recently implemented this program for first‐year medical students. It consisted of General Surgical Knowledge, Orthopedic Surgery, Plastic Surgery, Urology, Cardiothoracic Surgery, General Surgery, Vascular Surgery, and Ear, Nose, and Throat (ENT) sessions. Each session had defined learning objectives and interactive cadaveric operations performed by faculty members and students. The program was elective and had 25 participants randomly chosen. An evaluative questionnaire was completed before and after the program. Comparative analysis of the questionnaires, first‐year anatomy examination results, clinical surgical rotation scores, and residency match results will be completed. The positive opinions of surgeons increased for all medical students from the pre‐evaluation to the post‐evaluation, and there was a greater increase in positive opinions for our participants. Our participants also had the highest average overall for all combined anatomy examinations. A need exists among medical students to develop a clinically correlated anatomy program that will maximize their learning experience, improve their performance and allow them to make moreinformed career choices. The recent implementation of this Surgical Clinical Correlates in Anatomy program fulfills this need. Anat Sci Educ 2: 265?272, 2009. © 2009 American Association of Anatomists.  相似文献   

Initial Structuring of Online Discussions to Improve Learning and Argumentation: Incorporating Students’ Own Explanations as Seed Comments Versus an Augmented-Preset Approach to Seeding Discussions   总被引：2，自引：2，他引：0  

Douglas B. Clark  Cynthia M. D’Angelo  Muhsin Menekse 《Journal of Science Education and Technology》2009,18(4):321-333

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Instructional practices related to prospective elementary school teachers’ motivation for fractions     

Kristie Jones Newton 《Journal of Mathematics Teacher Education》2009,12(2):89-109

This study was undertaken in order to better understand prospective elementary school teachers’ motivations for working with fractions before and after taking a course designed to deepen their understanding of mathematics, as well as what instructional practices might be related to any changes detected in their motivations. Eighty-five education students were given a motivation questionnaire at the beginning and end of the semester, and observations were made of the 9 days when fractions were taught. Three levels of teacher data were collected to understand instructional practices. Students’ ratings of the importance and usefulness of fractions (value), self-concept of ability, and anxiety were near the center of the scale at pre-test, with only value in the desired direction. At posttest, value and self-concept of ability increased while anxiety decreased, but these changes differed somewhat by instructor. In particular, reform-oriented practices, such as engaging students in high-level discourse, seemed to be associated with lowered anxiety.  相似文献   

Social hierarchy and enrolment in government and private schools in rural India: longitudinal evidence from a Rajasthan village     

J Howard M Jones 《牛津教育评论》2018,44(3):353-369

With reference to a village in a predominantly tribal part of Rajasthan, this paper illustrates the increasing heterogeneity of the rural educational landscape and examines different patterns of enrolment within this. While the findings confirm those of more macro-level studies using the four official social categories, intra-category differences are shown to be equally, if not more, important in helping to explain variations in the types and locations of schools chosen by parents. The social composition of government schools in the village has greatly narrowed and the majority of pupils in local private schools now come from tribal households. The expansion in size and number of commutable schools has moved the frontier of private schooling away from the village and provided new and increasingly exclusive contexts for both old and new forms of social division to be manifested.  相似文献   

Developing a generic review framework to assure capstone quality     

Sara Hammer  Lindy Abawi  Peter Gibbings  Hazel Jones  Petrea Redmond  Syed Shams 《高等教育研究与发展》2018,37(4):730-743

Within the higher education context, capstone units can be viewed as a significant means of assuring intended learning outcomes for programmes. They provide students with the opportunity to consolidate and apply prior and new disciplinary learning, as well as employability skills and graduate attributes. This paper describes the first stage of an initiative in a regional, Australian university to develop a capstone quality review framework that can be applied across disciplines. A deductive, thematic analysis of relevant literature, guides and institutional strategic documents using a constant comparison method was used to develop a collectively agreed upon set of capstone quality domains and related criteria. These would enable reviewers to assess whether capstone curricula were fit-for-purpose. Capstone domains and criteria were validated and revised using a multi-stage, moderated review of 10 capstone units. This validation process affirmed that to avoid issues with reviewer inter-rater reliability, future use of our framework should emphasise calibrating reviewer interpretation to ensure greater levels of shared understanding of underlying concepts. It further suggested the desirability of incorporating aspects of teacher self-assessment, teacher feedback and student results. Provided these findings are accounted for, we conclude that the proposed capstone review domains and criteria could be used for quality review and enhancement, or capstone benchmarking processes, regardless of discipline area.  相似文献   

Using common formative assessments as a source of professional development in an urban American elementary school     

Nancy Frey  Douglas Fisher 《Teaching and Teacher Education》2009

By implementing a system of common formative assessments, the teachers at an American urban elementary school improved student achievement and facilitated their own professional development. By aligning content standards with assessments and purposeful instruction, the teachers at this school developed a depth of knowledge about their content standards, improved their ability to design assessments, learned to better link assessments with instruction, and planned for intervention for students who continued to struggle with reading and writing.  相似文献   

命运多舛露脊鲸     

电灯龙 《科学与文化》2008,(11)

这是一种奇妙的动物,它们可以轻松下潜50米,让自己那覆盖着瘤状突起物的大脑袋掠过海底;它们也能仰泳,露出的大肚皮像极了倾覆的十七世纪西班牙大帆船;它们张开深不见底的大嘴觅食,让海流把食物直接送进口;大海中惊涛骇浪转瞬即至,  相似文献   

The Idea of a Canadian University     

Glen A. Jones 《Interchange》1998,29(1):69-80

There are both temporal and socio-political dimensions to the idea of the university. Higher education in Canada has evolved to the point where there is a Canadian idea of what a university is and should be. This idea includes the notion of the university as a public, autonomous, secular, degree-granting institution. Given the nature of external pressures and the vulnerability of the university, it is important to discuss and debate those principles that tell us what the Canadian university should or could be.  相似文献