The effects of classroom climate on college science students: A replication study     

Gerry D. Haukoos  John E. Penick 《科学教学研究杂志》1985,22(2):163-168

This replication studied the effect of two specific classroom climates on learning of science process skills and content achievement in college science classes. Two classroom climates were established and designated as discovery classroom climate (DCC) and nondiscovery classroom climate (NDCC). The term discovery denotes the degree of freedom the teacher established in classroom interactions, both verbal and nonverbal. Verbal interactions were monitored with the Science Laboratory Interaction Categories. These data indicate that students in the two classroom climates achieved equally as well on learning of biological content of the course and on scores in science process skills as measured by the Welch Science Process Inventory. This study indicates students in the less directive discovery climate learned as much content as a more directive comparison class—they lost nothing of what is traditionally sought in a college science class. Differences between the original and the replication study on the Science Process Inventory were noted.  相似文献   

Adopting and adapting: school leaders in the age of data-informed decision making     

Cornelius Young  Gerry McNamara  Martin Brown  Joe O’Hara 《Educational Assessment, Evaluation and Accountability》2018,30(2):133-158

The concept of data-informed decision making (DIDM), a term used interchangeably with data-driven decision making (DDDM) and data-based decision making (DBDM), is relatively new to Irish education and the school planning process. This research sought to clarify what data principals use and how they use that information for school improvement considering new school self-evaluation requirements. The paper begins by charting the rise internationally of data use in school planning, decision making and accountability. It proceeds to describe the policy context in this area in Ireland and then reports recent research with school leaders around how data is collected and used in their work. Although the paper focusses on Ireland, it is tentatively suggested that school leaders, teachers and policymakers in other countries, and there are many, which have come late to the expectation that school improvement and accountability should be heavily data-informed may find the efforts of Irish principals in this regard of interest.  相似文献   

Youth Identities,education and employment – exploring post-16 and post-18 opportunities,access and policy     

Gerry Czerniawski 《British Journal of Educational Studies》2019,67(1):131-132

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QUALITY STAFF DEVELOPMENT — DELIVERY AND EVALUATION: A CASE STUDY OF HE‐FE COLLABORATION     

Peter Goff  Gerry Gregory  Norman Wool 《Assessment & Evaluation in Higher Education》1992,17(3):183-194

This paper explores the contexts, origins, nature and evaluation of a modular “Quality in FE” staff development programme, collaboratively designed by two LEA evaluation teams and a university department of education and “delivered” by the latter. Emphasis is placed on the accreditation/progression features of the programme; and its evaluation is reported. An embryonic “in‐house consultancy” model is identified and its aptness to the current conjuncture, especially following the 1991 FE White Papers, is suggested.  相似文献   

Aiding culturally responsive assessment in schools in a globalising world     

Nortvedt  Guri A.  Wiese  Eline  Brown  Martin  Burns  Denise  McNamara  Gerry  O’Hara  Joe  Altrichter  Herbert  Fellner  Magdalena  Herzog-Punzenberger  Barbara  Nayir  Funda  Taneri  Pervin Oya 《Educational Assessment, Evaluation and Accountability》2020,32(1):5-27

Educational Assessment, Evaluation and Accountability - Across the world, teachers’ classroom assessment tasks and responsibilities are becoming more diverse due to increased migration. In...  相似文献   

School Effectiveness and School Improvement: Sustaining Links     

Bert P.M. Creemers  Gerry J. Reezigt 《School Effectiveness & School Improvement》2013,24(4):396-429

Ideally, school effectiveness research and school improvement might have a relationship with a surplus value for both. In reality, this relationship is often troublesome. Some problems can be attributed to the intrinsic differences between effectiveness and improvement, such as different missions. However, an analysis of the current situation in effectiveness and improvement shows that there are many possibilities at all stages of research studies and improvement projects for a more fruitful relationship. In this article, stronger links between effectiveness and improvement are advocated. Such links can be achieved by better‐guided processes of application and reconstruction of knowledge during effectiveness research and improvement. These processes, illustrated by some successful projects which have started recently, are described under the heading of sustained interactivity.  相似文献   

The Development of Metacognition in Primary School Learning Environments     

Bernadet de Jager  Margo Jansen  Gerry Reezigt 《School Effectiveness & School Improvement》2013,24(2):179-196

Constructivist ideas have influenced recent major innovations in Dutch secondary education and new curricula for reading and math in primary education, for example, pay much more attention to metacognition than before. In our study, we compared the growth of student metacognition in varying learning environments, direct instruction, and cognitive apprenticeship in primary school. The study also included a control group of teachers. In order to measure metacognition we developed a questionnaire, with separate parts for metacognitive skills and metacognitive knowledge. In the item selection procedure we made use of item response modeling. It was found that in the direct instruction and the cognitive apprenticeship group the pupils had higher scores on metacognitive skills and metacognitive knowledge compared to the control group pupils. No clear differences were found between direct instruction and cognitive apprenticeship. Interactions of learning environment and student intelligence were non-significant for both output measures.  相似文献   

Tertiary education: an investigation of location selection criteria and preferences by international students – The case of two Australian universities     

Binta Abubakar  Tekle Shanka  Gerry Nkombo Muuka 《Journal of Marketing for HIGHER EDUCATION》2013,23(1):49-68

This paper identifies and analyzes factors that influence international student selection of universities and the role that education marketing plays in the process. The research for the paper was inspired by work done by Canterbury on education marketing, published in the Journal of Marketing for Higher Education. The study empirically tests key constructs in service marketing. According to Canterbury it is time that higher education marketing theoreticians and practitioners alike looked beyond our similarities to other applications of service marketing to understand how some of our markets and our services might differ. To this end, the current study examines the views of international students undertaking their studies in two universities, one on the east coast and the other on the west coast of Australia. It reports the findings of international students’ choice factors in selecting an Australian university environment.  相似文献   

The open university and a system of recurrent education     

Gerry Fowler 《Higher Education》1973,2(2):196-197

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Generating Change in a Catering and an Engineering Department in a College of Further Education: a study in contrasting approaches to self evaluation     

Gerry McAleavy 《Cambridge Journal of Education》1991,21(1):19-33

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