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R. Baird Shuman 《The Educational forum》2013,77(3):280-281
Accurate teacher judgment of students' reading ability is critical for identification of students in need of intervention. Little research is available that examines the accuracy of teachers' judgments in identifying students at risk for early reading difficulty as students begin school. Findings of this study indicate that teachers are fairly accurate in their judgments, but the fact that reading ability provides the foundation for academic success suggests the need for a high degree of accuracy in their judgments of students' reading ability. 相似文献
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The impact of two models of induction into library services, a “one stop” orientation model and an “active learning” model with task-specific coaching, was assessed. The study was conducted with participants on a Continuing Professional Development course and a pre-Initial Teacher Education course. Questionnaire data showed differences between the groups in terms of information seeking behaviors and the sources they used A simple indicator of efficacy of information retrieval and evaluation was derived from participants’ assessed work reference lists, which was indicative of different outcomes from the two induction processes. 相似文献
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Jo-Anne Dillabough 《教育政策杂志》2013,28(5):678-680
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Jeanette Baird 《Tertiary Education and Management》2013,19(1):67-79
Internationally, demands for greater certainty over the quality of higher education are multiplying. This article argues that convention theory offers insights for considering quality in higher education in an increasingly market‐based system. Examples from the Australian higher education system are used to show how quality conventions can be mapped at varying system levels and across varying actors and how the existing taxonomy of quality in higher education can be located in a wider social and economic framework. It is suggested that this approach assists in identifying those quality conventions which may become dominant across stakeholder groups. 相似文献
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