Are Broad-Based Vouchers an Effective Way to Support Life-Long Learning? Evidence from an Australian Reform     

Polidano  Cain  van de Ven  Justin  Voitchovsky  Sarah 《Research in higher education》2021,62(7):998-1038

Research in Higher Education - Increasing mature-age access to education and training in a way that is responsive to changing labour market needs is a key policy challenge. In this paper we examine...  相似文献   

An Empirically Based Method of Q‐Matrix Validation for the DINA Model: Development and Applications     

Jimmy De La Torre 《Journal of Educational Measurement》2008,45(4):343-362

Most model fit analyses in cognitive diagnosis assume that a Q matrix is correct after it has been constructed, without verifying its appropriateness. Consequently, any model misfit attributable to the Q matrix cannot be addressed and remedied. To address this concern, this paper proposes an empirically based method of validating a Q matrix used in conjunction with the DINA model. The proposed method can be implemented with other considerations such as substantive information about the items, or expert knowledge about the domain, to produce a more integrative framework of Q‐matrix validation. The paper presents the theoretical foundation for the proposed method, develops an algorithm for its practical implementation, and provides real and simulated data applications to examine its viability. Relevant issues regarding the implementation of the method are discussed.  相似文献   

The Revised Two-Factor Study Process Questionnaire (R-SPQ-2F): Exploratory and confirmatory factor analyses at item level     

Fernando Justicia  M. Carmen Pichardo  Francisco Cano  A. B. G. Berbén  Jesús De la Fuente 《European Journal of Psychology of Education - EJPE》2008,23(3):355-372

The underlying structure of the Revised Two factor version of the Study Process Questionnaire (R-SPQ-2F), a 20-item instrument for the evaluation of students’ approaches to learning (SAL), was examined at item level using two independent groups of undergraduate students enrolled in the first (n=314) and last (n=522) years of their studies. The methods used were (a) Exploratory factor analysis (EFA) assisted by rigorous procedures such as Velicer’s MAP test, parallel analysis and the Schmid Leiman solution with the first sample; and (b) confirmatory factor analysis (CFA) with the second sample. The results of EFA indicated that the latent structure of the R-SPQ-2F is best described by two factors and the results of CFA suggested that out of four a priori structural models, the best fit was achieved by a simple first-order two-factor model. Taken together, these results seemed to converge, suggesting (a) that SAL might be defined as a co-variation between a motive and its intended strategy, these not necessarily being divided into separate first-order factors (subscales), and (b) that the underlying structure of the R-SPQ-2F is apparently non-hierarchical, being best described by a parsimonious first-order two-factor model in which Deep and Surface learning approaches are each measured by their ten corresponding items.  相似文献   

大学治理:责任与财政   总被引：1，自引：0，他引：1  

Miguel Angel Escotet Spain Director at School of Graduate  Continuing Education  Universidad de Deusto 《教育研究》2008,(8)

大学的演变主要体现在大学的结构、治理、管理系统、拨款机制方面以及知识、形式与内容的多样化。大学在公众参与和权威主义方面已经从一个极端走向了另一个极端。大学的未来取决于社会的引导和内部的共生。高等教育已经从以学习者为中心转向以教学和管理人员的共生结构为中心,高等教育经费需要多样化的渠道。大学的持续变革对于学校内部机制的公平、效力、效率、相关性,以及学生、教授、研究者和管理者等大学成员的道德规范提出了要求。  相似文献   

促进艺术性教学在高校体育教学中应用的研究     

吴龙  汪德华  何健 《乌鲁木齐职业大学学报》2007,16(1):89-91

高校体育教学是培养大学生的一种教学活动,其目的能使大学生获得体育知识,掌握体育技术与体育技能,更重要的是能使大学生懂得如何做人的道理。在体育教育与教学活动中从体育教师的基本动作姿态到体育教师的风度神情,从体育课的组织形式到学生的活动体验无不包含着艺术性的教学。体育教学中的艺术性教学是一种高品位、高质量的教学形式。  相似文献   

IT Entry knowledge and skills of university teachers vis-à-vis their interest levels: the case of the oldest university in Asia     

Allan?B.?de?GuzmanEmail author  Camilla?J.?Vizconde 《Asia Pacific Education Review》2004,5(2):207-214

Technology, considered as the new language of teaching and learning, is an irrevocable reality. Any institution of higher learning is expected to look into the future without losing sight of its core capabilities-the malleability of its faculty members. Today, more than ever, teachers are expected to operate in an environment where “hiteach”, “hi-touch” and “hi-tech” govern their instructional behaviors. It is in this light that this study was conducted to situate teachers coming from a time-tested institution, such as the University of Santo Tomas, the oldest university in Asia, in terms of their IT knowledge, skills, and interests with a view to identifying implications on how faculty development programs may be made more responsive to the present-day educational structure.  相似文献   

What can evidence-use in practice learn from evidence-use in policy?     

Mark Rickinson  Kate de Bruin  Lucas Walsh  Matthew Hall 《Educational research; a review for teachers and all concerned with progress in education》2017,59(2):173-189

Abstract

Background: This paper approaches evidence-informed practice from the perspective of evidence-informed policy-making. Using the findings of a recent study of evidence-use by educational policy-makers to raise questions about evidence-use by educational practitioners, it seeks to explore what such a study might tell us about how to understand and improve evidence-use by educational practitioners.

Purpose: The paper aims, therefore, to identify potential connections, shared insights and common issues between evidence-use in policy and evidence-use in practice. It does this by focusing on two specific areas: the nature of the evidence (i.e. what evidence is used) and the nature of the use (i.e. how evidence is used). The paper outlines what was found about each of these aspects of evidence-use in policy, and then considers what questions and issues these findings might raise for evidence-use in educational practice.

Sample: The empirical study on which this paper is based was an in-depth study of the use of evidence within educational policy development in Australia. It focused on the development of three specific education policies within one Australian state education department and involved interviews with 25 policy-makers who were actively involved in the development of these policies.

Design and methods: The policy-based study involved the following data collection processes: (i) in-depth semi-structured interviews with 25 policy-makers who were involved in the development of the selected policies; (ii) documentary analysis of policy documents, background research reports and other relevant papers relating to the selected policies; (iii) unstructured observation (where possible) of meetings and events connected with the development of the selected policies; and (iv) feedback from 40 wider policy staff who took part in a verification workshop to discuss the project’s emerging findings.

Findings: Drawing on the findings from the original policy study, two areas of potential connection to evidence-use in practice are explored. First, in relation to ‘varieties of evidence and uses’, the negotiation of diverse evidence types and the potential for using evidence in multiple and varied ways appear to be features of evidence-use that are common to educational policy-makers as well as educational practitioners. Secondly, in relation to ‘narrowness of evidence sources’, there is potential for both policy-makers and practitioners to use a narrow (rather than broad) selection of evidence, due to a tendency to work with certain evidence types as a starting point (e.g. performance data) and a tendency to draw on certain evidence sources more frequently (e.g. well-known, familiar research sources).

Conclusions: This paper emphasises: (i) the need for more integrated (or joined-up) understandings of evidence-use across contexts of practice and contexts of policy; (ii) the importance of continued efforts to understand and represent evidence-use more effectively within educational practices; and (iii) the value of paying careful attention to the quality and qualities of evidence-use within and across the different settings of educational practice and policy.  相似文献   

Elements affecting the development of professional learning communities in schools     

Harmen Schaap  Elly de Bruijn 《Learning Environments Research》2018,21(1):109-134

This article focuses on the development of professional learning communities (PLCs), which are communities within schools, composed of voluntary participating teachers facilitated by school principals with a specific task to accomplish as part of a larger innovation project. Four PLCs were observed during 3 years by using questionnaires and participatory research. The questionnaires revealed that PLCs differed in their group characteristics, collective learning processes and outcomes. Through participatory research, we explored seven elements affecting the development of PLCs, namely, task perceptions, group composition, tensions between roles, beliefs about alignment, reflective dialogues, socialisation and ownership. Beliefs about alignment, ownership and socialisation had sufficient impact on the development of the PLCs. A case study including two contrasting PLCs indicated interrelations between task perceptions and ownership by members and between ownership and socialisation activities. Regarding implications, this research suggests to explicitly create and facilitate reflective dialogues and ownership over time for PLCs to flourish.  相似文献   

Inspecting a picture before reading affects attentional processing but not comprehension     

Stephanie I. Wassenburg  Björn B. de Koning  Lisanne T. Bos 《教育心理学》2020,40(1):4-21

Abstract

This study investigated whether presenting a picture before reading can encourage situation-model construction. We compared two conditions (n?= 30) which differed in whether a picture of the initial situation described in a narrative text was presented before reading (i.e. pictorial-support condition) or not (i.e. no-picture condition). Situation-model construction was measured using both process- and product-oriented measures. Eye-tracking data indicated online resource allocation to the different levels of text representation: surface, textbase, and situation model. Literal text questions and inference questions were used as an offline indication of textbase and situation-model processing, respectively. The results showed that a picture presented before reading led to a redistribution of processing resources during reading, evidenced by a shift from textbase to situation-model processing. This attentional shift did not translate into higher comprehension scores. The results were interpreted in line with multimedia learning theories suggesting pictures can serve as a mental scaffold for situation-model construction.  相似文献   

Infant Attention Is Dynamically Modulated With Changing Arousal Levels          下载免费PDF全文

Kaya de Barbaro  Kaili Clackson  Sam V. Wass 《Child development》2017,88(2):629-639

Traditional accounts of developing attention and cognition emphasize static individual differences in information encoding; however, work from Aston‐Jones et al. suggests that looking behavior may be dynamically influenced by autonomic arousal. To test this model, a 20‐min testing battery constituting mixed photos and cartoon clips was shown to 53 typical 12‐month‐olds. Look duration was recorded to index attention, and continuous changes in arousal were tracked by measuring heart rate, electrodermal activity, and movement levels. Across three analyses, we found that continuous changes in arousal tracked simultaneous changes in attention measures, as predicted by the Aston‐Jones model. It was also found that changes in arousal tended to precede (occur before) subsequent changes in attention. Implications of these findings are discussed.  相似文献