Processes and Outcomes in Educational Task Groups     

Ingrid Stymne 《Scandinavian Journal of Educational Research》2013,57(4):261-273

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Dancing with the devil: formative peer assessment and academic performance     

Jen D. Snowball  Markus Mostert 《高等教育研究与发展》2013,32(4):646-659

Peer assessment can be important in developing active and independent learners, as well as providing more and faster feedback in large classes, compared to marking done by tutors. In addition, the evaluative, critical stance required by students in order to assess their peers' work encourages the development of higher-order cognitive skills. Changing roles from being assessed to being an assessor can also improve students' ability to judge and improve on their own work. However, peer assessment does have potential problems and there is some debate as to the appropriate academic level at which to implement it, the kinds of feedback that are given and the ways in which students respond. In addition, there is little evidence that peer assessment has an impact on academic performance. This research reports the results of an online peer assessment exercise for a macroeconomics essay conducted in a large Economics 1 class at Rhodes University. Of the 800 students, about half participated in the peer assessment exercise. Data were collected from students via a formal course evaluation. In addition, a sample of 50 essays was evaluated in terms of the relationship between peer marks and final (tutor) marks received and the impact that peer assessment had on the quality of the final essay submitted. An Ordinary Least Squares regression was used to investigate the impact of peer assessment participation on marks. Results showed that peer marks tended to ‘bunch’ in the 60–68% range, indicating the reluctance of peers to give very high or low marks. In general, peers gave more useful feedback on technical aspects, such as presentation and referencing (which were also the categories in which students most often made improvements), than on content. Regression analysis showed that peer assessment participation was not a significant determinant of final essay mark, but that economics ability and English language proficiency were.  相似文献   

Better science through rhetoric: A new model and pilot program for training graduate student science writers     

Caroline Gottschalk Druschke  Nedra Reynolds  Jenna Morton-Aiken  Ingrid E. Lofgren  Nancy E. Karraker  Scott R. McWilliams 《Technical Communication Quarterly》2018,27(2):175-190

Graduate programs in the sciences offer minimal support for writing, yet there is an increasing need for scientists to engage with the public and policy makers. To address this need, the authors describe an innovative, cross-disciplinary, National Science Foundation (NSF)–funded training program in rhetoric and writing for science, technology, engineering, and math (STEM) graduate students and faculty at the University of Rhode Island. The program offers a theory-driven, flexible, scalable model that could be adopted in a variety of institutional contexts.  相似文献   

Editorial     

Ingrid Gogolin 《Zeitschrift für Erziehungswissenschaft》2018,21(6):1105-1107

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Audible conversational affordances and constraints of verbalizing professional noticing during prospective teacher lesson study     

Julie M. Amador  Ingrid S. Carter 《Journal of Mathematics Teacher Education》2018,21(1):5-34

Lesson Study, which assumes multiple variations, is a collaborative method that provides an opportunity for teachers to notice professionally. We analyzed how audible conversational components afforded and constrained the verbalization of professional noticing of a lesson study team. The team, comprised of six prospective teachers, a classroom teacher, and a university facilitator, participated in weekly lesson study cycles in a teacher education program. Results indicate that a structured lesson study process afforded professional noticing as participants attended to and analyzed students’ thinking. However, noticing was constrained by shifts in the conversation content and lengthy segments of individuals exerting expertise. Findings indicate that the facilitator played a crucial role in increasing the incidence of professional noticing and also contributed to the decline of noticing. Implications for teacher education programs are included.  相似文献   

Novice in secondary school – the coin has two sides     

Marit Ulvik  Kari Smith  Ingrid Helleve 《Teaching and Teacher Education》2009

The aim of this study is to gain an insight into novice teachers’ diverse experiences. The study is conducted among nine beginning teachers in upper secondary school in Norway, and the research instrument was semi structured interviews. The main findings indicate that there are two sides of the coin of being a new teacher, positive as well as less positive aspects. The beginning teachers want to be recognised as who they are, new to the job, and on the other hand, they want to be accepted as fully qualified teachers. The two contradictory perceptions of themselves as professionals represent two sides of the same coin.  相似文献   

Outcome‐Based Vocational Rehabilitation: Measuring Valuable Results     

Ingrid Guerra 《Performance Improvement Quarterly》2005,18(3):65-75

ABSTRACT This case study illustrates one of the many possible ways to implement Kaufman's Organizational Elements Model (1992, 2000) for identifying and aligning organizational results and the means to achieve them. The model was applied in the context of a needs assessment effort between the Florida State University's Office for Needs Assessment & Planning (ONAP) and the Vocational Rehabilitation Program at Florida Division of Blind Services (FDBS). Conducting this study and finding data that had such radical implications for decision‐making was life altering for many of the stakeholders, who up until that point were heavily focused on processes and resources, or at best, on Micro‐level results. Appropriate actions were taken to improve the performance system, but overall, one of the most significant contributions of this project was a new‐found focus on results, valuable results, and appropriate measures of success.  相似文献   

Supporting and Evaluating Learning Outcomes Assessment through Academic Program Reviews          下载免费PDF全文

Ingrid Novodvorsky  Debra Tomanek  Ryan M. Foor  Gail D. Burd 《Assessment Update》2015,27(4):4-16

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Implementing environmental education in pre‐service teacher training     

Peter Van Petegem  An Blieck  Ingrid Imbrecht  Tom Van Hout 《Environmental Education Research》2005,11(2):161-171

Implementing environmental education is a complex, unpredictable and time‐consuming process, which, despite the introduction of cross‐curricular attainment targets, is often ignored in Flemish teacher training curricula. This article reports on implementing environmental education in two teacher training colleges using seven criteria: participant engagement, instructor credibility, intention, functionality, self‐efficacy, school climate and evaluation. One college has a long history of cross‐curricular education, whereas the other college has just started. It was found that the implementation processes in the two teacher training institutions stagnated owing to personal and organizational obstructions. To deal with these constraints, several recommendations are suggested.  相似文献   

Time to stop polishing the brass on the Titanic: moving beyond ‘quick-and-dirty’ teacher education for inclusion,towards sustainable theories of change     

Ingrid Lewis  Said Juma  Ian Kaplan  Duncan Little  Helen Pinnock 《International Journal of Inclusive Education》2019,23(7-8):722-739

ABSTRACT

Interest in inclusive education in the global south has grown significantly since the adoption of the Salamanca Statement in 1994. Increasingly, those who fund and provide education want to be seen taking action on inclusion generally and disability inclusion specifically. However, the much-welcomed enthusiasm to respond to global commitments is not always matched with the necessary expertise and commitment to longer-term action and change. The growth in inclusive education policies and pilot projects in the last decade is hard to miss, but changes resulting from these interventions are often less apparent. Why is that? Drawing on the Enabling Education Network’s 22 years of experience as a global inclusive education network and consultancy provider, we present alternative pathways for change in teacher education for inclusion. We stress that change in teaching practice remains limited not because inclusive education is a fundamentally flawed concept, but because too much focus is given to ‘quick-and-dirty’ trainings that quickly yield donor-pleasing statistics and publicity-attracting case studies, but fail to elicit sufficiently extensive and sustainable change to education systems and cultures.  相似文献