EAST: Developing an electronic assessment and storage tool   总被引：2，自引：2，他引：0  

Katherine I. Edwards  Eugenia Fernandez  Tracey M. Milionis  David M. Williamson 《Assessment & Evaluation in Higher Education》2002,27(1):95-104

Assessment is an ongoing process that evaluates samples of completed student assignments to determine whether the underlying curriculum effectively produces the desired learning outcomes. Each year, the current system of tracking and storing artefacts for assessment becomes increasingly difficult. Compiling the results is a time-consuming process. EAST provides a cohesive web-based solution for managing assessment artefacts. EAST aids the assessment effort through the ability to easily store artefacts in electronic form, support and record the assessment of student work, and ease the development of reports. This paper discusses the analysis, development and features of EAST. The first section discusses the analysis phase of the project, highlighting the system objectives and the requirements of the EAST system. The second section details how the EAST system was developed and implemented. In the last section, features of the system are described and its contribution to the school's assessment effort is discussed.  相似文献   

Communication: The key to parent involvement     

Eugenia Hepworth Berger 《Early Childhood Education Journal》1996,23(3):179-183

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Conceptualising transitions from vocational to higher education: bringing together Bourdieu and Bernstein     

Eugenia Katartzi  Geoff Hayward 《British Journal of Sociology of Education》2020,41(3):299-314

Abstract

In this paper we provide a framework for conceptualising transitions from Vocational Education and Training (VET) programmes to Higher Education (HE), by bringing together Bourdieu’s and Bernstein’s theoretical approaches with the view to attend to the often side-lined epistemic and pedagogical parameters. We utilise the Bourdieusian tools of field, habitus and capital to capture the relational, material and cultural aspects of HE transitions. In using a Bernsteinian lens we shed further light into how social agents acquire differentially structured and valorised knowledges and develop a sense of themselves as hierarchically positioned knowers. The metaphor of transitional frictions is utilised to capture the ongoing struggles that students with a VET background experience as they make the transition to HE. We argue for the need of widening epistemic access and putting in place enabling pedagogies that can ease these transitional frictions, thereby potentially increasing the chances of successful HE participation and completion.  相似文献   

Educating ‘others’: Drawing on the collective wisdom of intercultural experts     

Eugenia Arvanitis 《British Educational Research Journal》2021,47(4):922-941

Forty invited interculturalists (both academics and non-academics) from nine countries engaged in developing a coherent culture of dialogue and collective action to address the challenge of redefining intercultural education provisions with regard to the needs of refugee children. The method of cooperative inquiry to elicit theoretical and professional expertise from the participants was adopted. This inquiry was based on four dimensions of reflective practice, drawing on experiential, presentational, propositional and practical knowledge. The intercultural experts (seen as ‘co-researchers’ and/or ‘co-subjects’) who participated engaged in a rigorous intercultural and reflexive dialogue developed in four distinct phases. The first two phases took place in their own local contexts and the final ones in a forum organised in Greece. During the forum, the participants’ diverse knowledge and experience were renegotiated to ascertain the ‘collective wisdom’ of the group and to address issues of otherness and approaches to refugee education, teachers’ training and mediation. The consensus reached by the participants included the following: the need for local communities to be supported so as to avoid and mitigate any hostility towards refugees; the urgency of a common European asylum policy; the realisation of the ‘other’ as a social construct based on hierarchical connotations and defined by diverse (meta)narratives; the urgency for providing formal/mainstream education to secure a pathway to social citizenship for refugees; the adoption of culturally responsive education practices to empower intercultural learning using refugee children’s own cultural knowledge and collaborating with parents; and the need for systemic intercultural and mediation training for teachers.  相似文献   

When Average Joe met the Inexperienced Superstar—a case study of the consequences for a university of a partnership with IKEA     

Perez Vico  Eugenia 《Higher Education》2021,81(4):795-813

Higher Education - The aim of this study was to explore how consequences from a university-wide partnership unfolded at various levels within a university and induced intra-organizational dynamics....  相似文献   

Using culture as a resource in mathematics: the case of four Mexican–American prospective teachers in a bilingual after-school program     

Eugenia Vomvoridi-Ivanovi? 《Journal of Mathematics Teacher Education》2012,15(1):53-66

This paper explores Mexican–American prospective teachers’ use of culture—defined as social practices and shared experiences—as an instructional resource in mathematics. The setting is an after-school mathematics program for the children of Mexican heritage. Qualitative analysis of the prospective teachers’ and children’s interactions reveals that the nature of the mathematical activities affected how culture was used. When working on the “binder activities,” prospective teachers used culture only in non-mathematical contexts. When working on the “recipes project,” however, culture was used as a resource in mathematical contexts. Implications for the mathematics teacher preparation of Latinas/os are discussed.  相似文献   

Fitting Multidimensional Amotivation into the Self-Determination Theory Nomological Network: Application in School Physical Education     

Symeon P. Vlachopoulos  Ermioni S. Katartzi  Maria G. Kontou 《Measurement in physical education and exercise science》2013,17(1):40-61

The present study investigated the nomological validity of the Amotivation Inventory–Physical Education (Shen, Wingert, Li, Sun, & Rukavina, 2010b Shen, B., Wingert, R. K., Li, W., Sun, H. and Rukavina, P. B. 2010b. An amotivation model in physical education. Journal of Teaching in Physical Education, 29: 72–84. [Web of Science ®] , [Google Scholar]) scores by examining the associations of ability, effort, value, and task characteristics amotivation beliefs with self-determination theory variables. Data were collected from 401 fifth- and sixth-grade students, 416 middle-school students, and 401 high-school students. After providing support for the correlated four-factor structure, the hierarchical structure, internal consistency, and composite reliability of the Amotivation Inventory–Physical Education scores, large negative correlations emerged with perceived autonomy support by the PE teacher; needs for autonomy, competence, and relatedness; identified regulation; intrinsic motivation; and students' subjective vitality. Strong positive correlations were obtained with unidimensional amotivation and external regulation, and weak correlations were obtained with introjected regulation. Also, multidimensional amotivation beliefs partially mediated the relationship between the need for autonomy and subjective vitality. The results provided support for the nomological aspect of construct validity of the Amotivation Inventory–Physical Education scores.  相似文献   

Learning to read in Russian: effects of orthographic complexity     

Eugenia Kerek  Pekka Niemi 《Journal of Research in Reading》2009,32(2):157-179

Much attention has been paid to the delay in writing acquisition caused by irregularities of Russian orthography, but little is known about their effect on reading acquisition. Results of the present longitudinal reading acquisition study of Russian first graders suggest that phonological recoding is the dominant strategy in the initial phase of reading development in Russian, while there is evidence of gradual shift towards orthographic processing in reading high‐frequency regular words. The study confirms that Russian readers encounter difficulties in reading orthographically complex words, where phonological recoding does not completely succeed. These findings are compared with results of reading acquisition studies in other orthographies, and their relevance for models of reading acquisition in different types of orthographies is discussed.  相似文献   

Adaptive learning in university students’ opinions: Cross-border research     

Smyrnova-Trybulska  Eugenia  Morze  Nataliia  Varchenko-Trotsenko  Lilia 《Education and Information Technologies》2022,27(5):6787-6818

Education and Information Technologies - Contemporary education is often based on using e-learning courses, which have become a popular means of delivering didactic material to students. Among the...  相似文献   

Direct and indirect effects of education on job satisfaction: A structural equation model for the Spanish case     

M. Eugenia Fabra  Cesar Camisn 《Economics of Education Review》2009,28(5):600-610

Empirical literature has traditionally analyzed the effect of education on job satisfaction with single-equation models that ignore interrelationships between theoretical explanatory variables. Their results are somewhat inconclusive. We propose estimating a structural equation model to obtain both the direct effects and the set of indirect effects. Analysis of these effects allows us to explain the apparent contradictions that have existed to date, and to improve knowledge of the economic value of education. The proposed model shows that people with higher levels of formal education are more satisfied with their jobs, because they are more likely to access jobs with characteristics that provide greater satisfaction.  相似文献