The Effects of a Student Sampling Plan on Estimates of the Standard Errors for Student Passing Rates     

Guemin Lee  Anne R. Fitzpatrick 《Journal of Educational Measurement》2003,40(1):17-28

Examined in this study were three procedures for estimating the standard errors of school passing rates using a generalizability theory model. Also examined was how these procedures behaved for student samples that differed in size. The procedures differed in terms of their assumptions about the populations from which students were sampled, and it was found that student sample size generally had a notable effect on the size of the standard error estimates they produced. Also the three procedures produced markedly different standard error estimates when student sample size was small.  相似文献   

Learning science through writing: associations with prior conceptions of writing and perceptions of a writing program   总被引：1，自引：0，他引：1  

Robert A. Ellis  Charlotte E. Taylor  Helen Drury 《高等教育研究与发展》2007,26(3):297-311

Students in a large undergraduate biology course were expected to write a scientific report as a key part of their course design. This study investigates the quality of learning arising from the writing experience and how it relates to the quality of students’ preconceptions of learning through writing and their perceptions of their writing program that led to their report. Closed‐ended questionnaires investigating student conceptions and perceptions of writing, and approaches to writing, were completed by 121 students. Significant associations were found amongst qualitatively different prior and post conceptions of writing, approaches to writing and achievement. The results of the analyses suggest that the effective support of student experiences of writing reports requires teachers to be aware of the type of conceptions that students bring to their course and the perceptions they hold about the purpose of the writing program in which they are engaged.  相似文献   

Making documentaries and teaching about educational disadvantage: Ethical issues and practical dilemmas     

Helen Nixon  Barbara Comber 《The Australian Educational Researcher》1995,22(2):63-84

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The de/politicization of pronouns: implications of the No Big Deal Campaign for gender-expansive educational policy and practice     

Lee Airton 《Gender and education》2018,30(6):790-810

ABSTRACT

Accommodating non-binary transgender people, many of whom use gender-neutral pronouns, poses a unique challenge to schools and universities, even in contexts with legal protections for transgender rights. This article explores a recent Canadian controversy around gender-neutral pronouns, and assembles a theoretical framework to analyze the argument that legal protection for transgender peoples’ pronouns poses a threat to ‘free speech.’ The framework bridges queer theory, affect theory and Deleuzo-Guattarian assemblage theory to propose a threshold between ‘extra’ and ‘excessive’ effort to accommodate social difference in everyday life. Free speech objections produce some peoples’ pronouns as requiring ‘excessive’ effort. This extra/excessive framework was exemplified by a recent Canadian social media campaign that sought to produce transgender peoples’ pronouns as requiring merely ‘extra’ effort, which entails de-politicizing pronouns. Community responses to the campaign carry significant implications for gender-expansive educational policy and practice.  相似文献   

Korean EFL teachers’ perceptions of the impact of EFL teacher education upon their classroom teaching practices     

Cheongmin Yook  Yong-hun Lee 《Asia-Pacific Journal of Teacher Education》2016,44(5):522-536

This study employed qualitative data collection and analysis methods to investigate the influence of English as a foreign language teacher education programme on Korean teachers’ classroom teaching practices. Six in-service secondary-school teachers participated in semi-structured interviews. Thematic analysis was applied to the data collected from these interviews. Findings from the analysis included that: a) most of the teachers were dissatisfied with the largely theory-oriented pre-service teacher education programmes that they attended; b) a major source of influence on their teaching was their experience of in-service teacher training programmes with practical curricula; c) observation of other fellow teachers’ teaching had the strongest impact upon the teachers’ teaching practices; and d) the teachers’ low English proficiency and the washback effect of the Korea Scholastic Aptitude Test hindered the maintenance of the changes brought about by in-service teacher education programmes. This study ends with a discussion of the implications of these findings.  相似文献   

全球化是否有助于教育公平？   总被引：3，自引：0，他引：3  

温明丽 《教育学报》2006,2(5):58-70

自20世纪末迄今,全球化在资本主义沃土的滋润下,已经蔚为世界的潮流。全球化一方面有现代性的特质,另一方面,也呈现后现代思潮的特征。教育在此全球化的不同样貌中,必须认清现代与后现代思潮的利弊得失,并批判地融合两者,方能确保教育公平和社会正义。从现代和后现代思维,厘清与批判全球化的趋势和内涵,并透过分析、诠释与批判方法,为教育在全球化趋势下,找到一条有助于促进教育迈向公平和正义的方向。  相似文献   

Physiotherapy Student Clinical Education: the influence of subjective judgements on observational assessment     

Helen A. Alexander 《Assessment & Evaluation in Higher Education》1996,21(4):357-366

The process of assessing students on clinical placements has to date been under‐researched. In particular, while the involvement of subjective judgements in assessing students has been discussed in the literature, there has been no attempt to look for systematic evidence. This paper comprises the first attempt to relate judgement theory to the assessment of vocational education. Preliminary results demonstrate that physiotherapy assessors made subjective judgements of their students, that these contributed to the determination of assessment grades, and that in certain cases these judgements were erroneous. The relationship of these subjective judgements to the awarding of grades via a supposedly objective assessment instrument is not yet known. Given the widespread use of such assessment instruments across different professions, the question raised is whether all observational assessment systems suffer from similar problems. If students are being judged on criteria not included on assessment instruments, perhaps the other criteria being used need to be made more explicit.  相似文献   

Can we grow younger?     

Saul H 《New scientist (1971)》1994,141(1913):22-24

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A CASE FOR SELF‐ASSESSMENT BASED ON RECENT STUDIES OF STUDENT LEARNING     

Helen Boyd  John Cowan 《Assessment & Evaluation in Higher Education》1985,10(3):225-235

An account of an experiment in self‐assessed learning where the lecturer used his authority to give his students responsibility for their own assessment. Students were expected to set their own goals, week‐by‐week, and prepare a self‐assessment, which was open to questioning and discussion by other members of the group, but which involved only the individual student in the final decision.

The difficulties encountered are clearly stated, but the final judgment is that only such methods can achieve deep processing in Higher Education. It is also argued that conventional methods of evaluation are inappropriate for this style of learning.  相似文献   

Mentoring Conversations Designed to Promote Student Teacher Learning     

Helen Timperley 《Asia-Pacific Journal of Teacher Education》2001,29(2):111-123

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