Strategies that challenge: exploring the use of differentiated assessment to challenge high-achieving students in large enrolment undergraduate cohorts     

Cristina Varsavsky  Gerry Rayner 《Assessment & Evaluation in Higher Education》2013,38(7):789-802

Academics teaching large and highly diverse classes are familiar with the inevitable effect this has on promulgating teaching and assessment practices to ‘middle of the distribution’, thus ignoring the distribution extremes. Although the literature documents a wide range of strategies for supporting poor-performing students in large class settings, very little work has been reported on catering for more capable students who may feel frustrated and poorly challenged in such settings. This paper reports on the introduction of alternative assessment tasks into two first-year science units of study, with the aim of providing more challenging learning opportunities for high-performing students. It analyses student engagement with and perception of alternative assessment, and concludes that such opportunities are well received by students, even when no additional marks are available nor special credit recognition given for completing an advanced task.  相似文献   

Bullying in 25 secondary schools: incidence,impact and intervention     

Derek Glover  Gerry Gough  Michael Johnson  Netta Cartwright 《Educational research; a review for teachers and all concerned with progress in education》2013,55(2):141-156

This paper outlines an investigation of the incidence and impact of physical, verbal and property-violation bullying in 25 secondary schools within a partnership operating with Keele University. The investigation also considers the impact of antisocial behaviour on pupils and the effectiveness of intervention to secure improved behaviour patterns. Evidence shows that in any year 75 per cent of pupils are bullied but that severe and repeated bullying is likely to be perpetrated and suffered by about seven per cent of pupils. Four behaviour patterns can be identified: bullies, bullies who are also victims, victims and non-participants, and the link between behaviour and factors in developing self-esteem is explored. Successful intervention requires a change of attitude on the part of both pupils and the community, a willingness to report events, and an understanding of respect for personal space.  相似文献   

Teacher education policy in Europe: a voice of higher education institutions     

Gerry Czerniawski 《教育政策杂志》2013,28(3):419-420

  相似文献   

Managing Change in Higher Education: Assessing Staff Perceptions of the Impact of Semesterization     

John Milliken  Gerry Colohan 《Higher Education in Europe》2000,25(4):539-549

The background to the radical reform of higher education in the United Kingdom since the mid-1980s is given with stress on the idea that a motivating factor has been a misunderstanding of classical economics on the part of neo-liberal higher education administrators. Among the reforms that have been imposed, for the most part, from above have been modularization of the course structure and the semesterization of the academic year. Using a Likert-scale format, the authors have polled a sampling of faculty members at a given UK university. Their preliminary set of results, based on what they admit is a small sampling, indicates widespread faculty disapproval at the way modularization and semesterization were imposed at this university.  相似文献   

Epistemological beliefs and self-regulated learning with hypertext   总被引：3，自引：0，他引：3  

Stephanie Pieschl  Elmar Stahl  Rainer Bromme 《Metacognition and Learning》2008,3(1):17-37

This study investigated the relationship between epistemological beliefs, prior domain knowledge and self-regulated learning. Biology students (n?=?25) and humanities students (n?=?26) who varied in their epistemological beliefs learned with a hierarchical hypertext about the topic of genetic fingerprinting. During their learning processes, logfiles and questionnaire data were collected. Results indicate that students do metacognitively calibrate their learning process to the complexity of the presented learning material, e.g. by processing more complex deeper-level nodes longer. Furthermore, these calibration processes were significantly related to epistemological beliefs. For example, more ‘sophisticated’ epistemological beliefs were associated with processing more nodes, whereas more ‘naïve’ beliefs were related to spending more time on single nodes. Both effects were especially pronounced on deeper hierarchical hypertext levels. Prior domain knowledge also had an impact, especially on comprehensibility ratings: biology students considered all nodes more comprehensible than humanities students. Additionally, epistemological beliefs as well as prior domain knowledge were also significantly associated with the learning outcome: for example, more prior domain knowledge led to significantly higher learning outcome.  相似文献   

Is adaptation to task complexity really beneficial for performance?     

Stephanie Pieschl  Elmar Stahl  Tom Murray  Rainer Bromme 《Learning and Instruction》2012,22(4):281-289

Theories of self-regulated learning assume that learners flexibly adapt their learning process to external task demands and that this is positively related to performance. In this study, university students (n = 119) solved three tasks that greatly differed in complexity. Their learning processes were captured in detail by task-specific questionnaires and computer-generated log files. Results indicate that students adapted almost all learning processes significantly to task complexity. For example, students accessed more hypertext pages for complex tasks than for simple tasks. However, this kind of adaptation was not consistently related to performance. For variables capturing learners’ self-regulation, such as the number of accessed hypertext pages, more pronounced adaptation was significantly and positively related to performance even when learners’ general processing depth was statistically controlled. Results were less consistent for variables capturing learners’ self-monitoring, such as their judged task complexity.  相似文献   

Bullying,victimization and peer harassment     

Gerry McAleavy 《Compare》2012,42(1):163-165

  相似文献   

The teacher‐counselor partnership: Helping effective teachers of the gifted become more affective     

Virginia Boyle  Michelle Pappen‐Jordan  Robert J. Stahl 《Roeper Review》2013,35(3):28-30

A Counselor‐Teacher Education Program provides a workable model for teachers and counselors to integrate their skills and be more effective in programs for the gifted.  相似文献   

Supporting the consistent implementation of self-evaluation in Irish post-primary schools     

Shivaun O’Brien  Gerry McNamara  Joe O’Hara 《Educational Assessment, Evaluation and Accountability》2015,27(4):377-393

  相似文献   

The systems design approach to developing computer based instruction     

Gerry Costello 《Performance Improvement》1993,32(5):11-13

  相似文献