DEVELOPMENT OF A PEER ASSESSMENT TECHNIQUE FOR OBTAINING INDIVIDUAL MARKS ON A GROUP PROJECT     

Judy Goldfinch  Robert Raeside 《Assessment & Evaluation in Higher Education》1990,15(3):210-231

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Uncertain pathways: foundation skills tutors and marginalised students in neoliberal times     

Pat Strauss  Judy Hunter 《Journal of Further & Higher Education》2018,42(7):879-892

This article deals with the work of polytechnic tutors on adult foundation programmes and describes how their work has been affected by the current neoliberal climate in the education sector. Inclusive neoliberalism is characterised by heightened regulation, reduced support for the public sector and a greater requirement for individual responsibility. The push to improve skills to meet labour demand is promoted as addressing social needs. Policies devised to promote these neoliberal values have led to numerous and far-reaching changes in adult education. In this study 73 foundation skills educators drawn from 8 institutions were interviewed to gain their insights into the effects of these policies. The article discusses three types of detrimental effects: the growing distrust between teaching staff and management; unsettling changes to institutional policy and its effects on staffing issues; and threats to the professionalism of teaching staff, the delivery of foundation studies, and the students themselves. Finally, the article suggests alternative possibilities for addressing these issues.  相似文献   

Reimagining the role of mentor teachers in professional experience: moving to I as fellow teacher educator     

Helen Grimmett  Rachel Forgasz  Judy Williams  Simone White 《Asia-Pacific Journal of Teacher Education》2018,46(4):340-353

New accreditation requirements for Australian initial teacher education programs require that universities and schools establish quality partnerships to ensure strong links between pre-service teachers’ university-based learning and school-based professional learning experiences. This paper focuses on the shifts of identity, thinking and practice that occurred for five school-based mentor teachers as they co-created new professional experience practices alongside university-based teacher educators in a Teaching Academies of Professional Practice (TAPP) project. Interview data was analysed through the theoretical framework of Dialogical Self Theory to examine how the repositioning of mentor teachers as fellow teacher educators allowed for expansion in the understanding and enactment of their role. The findings of this study suggest that partnerships between schools and universities can enhance learning opportunities for all participants when commitments are made to creating collaborative and dialogical spaces to support new approaches to teacher education.  相似文献   

Work commitment and job satisfaction for program staff: How to build it     

Nora Palmer Gould 《Early Childhood Education Journal》1990,17(3):4-7

Children develop appropriately in social, cognitive, physical, and emotional ways in a stable environment. Early childhood administrators can help create this stable environment by minimizing staff turnover. Staff turnover can be kept at a reasonable rate through the development of administrative skills which will enhance staff self-esteem and job satisfaction.Nora Palmer Gould is an Early Childhood Administrator who is currently working as a consultant to Early Childhood Programs.  相似文献   

Structure and prevalence of PTSD symptomology in children who have experienced a severe tornado     

Linda Garner Evans  Judy Oehler‐Stinnett 《Psychology in the schools》2006,43(3):283-295

Children served by school psychologists are frequently impacted by natural disasters. In the United States, tornadoes are a particular threat but have been studied very little. The current investigation developed a scale for assessing posttraumatic stress disorder (PTSD) in children in Kindergarten to Grade 6 impacted by a severe tornado. Six factors were found: Avoidance, Re‐experiencing, Interpersonal Alienation, Interference with Daily Functioning, Physical Symptoms/Anxiety, and Foreshortened Future. Prevalence rates for PTSD symptomology ranged from 34 to 44% for factor scores and 41% for meeting all three Diagnostic and Statistical Manual of Mental Disorder, fourth edition‐text revision (DSM‐IV‐TR; American Psychiatric Association, 2000) criteria; 40% indicated no symptoms. Children's fear during the tornado and damage to their school were related to many factor scores. © 2006 Wiley Periodicals, Inc. Psychol Schs 43: 283–295, 2006.  相似文献   

The educational progress and outcomes of children in care: editorial     

Judy Sebba  Nikki Luke 《牛津教育评论》2019,45(4):435-442

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Assessing high school chemistry students’ modeling sub-skills in a computerized molecular modeling learning environment   总被引：1，自引：0，他引：1  

Yehudit Judy Dori  Zvia Kaberman 《Instructional Science》2012,40(1):69-91

Much knowledge in chemistry exists at a molecular level, inaccessible to direct perception. Chemistry instruction should therefore include multiple visual representations, such as molecular models and symbols. This study describes the implementation and assessment of a learning unit designed for 12th grade chemistry honors students. The organic chemistry part of the unit was taught in a Computerized Molecular Modeling (CMM) learning environment, where students explored daily life organic molecules through assignments and two CMM software packages. The research objective was to investigate the effect of the CMM learning unit on students’ modeling skill and sub-skills, including (a) drawing and transferring between a molecular formula, a structural formula, and a model, and (b) transferring between symbols/models and microscopic, macroscopic, and process chemistry understanding levels. About 600 12th grade chemistry students who studied the CMM unit responded to a reflection questionnaire, and were assessed for their modeling skill and sub-skills via pre- and post-case-based questionnaires. Students indicated that the CMM environment contributed to their understanding of the four chemistry understanding levels and the links among them. Students significantly improved their scores in the five modeling sub-skills. As the complexity of the modeling assignments increased, the number of students who responded correctly and fully decreased. We present a hierarchy of modeling sub-skills, starting with understanding symbols and molecular structures, and ending with mastering the four chemistry understanding levels. We recommend that chemical educators use case-based tools to assess their students’ modeling skill and validate the initial hierarchy with a different set of questions.  相似文献   

Mutual alignment comparison facilitates abstraction and transfer of a complex scientific concept     

Judy M. Orton  Florencia K. Anggoro  Benjamin D. Jee 《Educational studies》2012,38(4):473-477

Learning about a scientific concept often occurs in the context of unfamiliar examples. Mutual alignment analogy – a type of analogical comparison in which the analogues are only partially understood – has been shown to facilitate learning from unfamiliar examples . In the present study, we examined the role of mutual alignment analogy in the abstraction and transfer of a complex scientific concept from examples presented in expository texts. Our results provide evidence that (a) promoting comparison between two examples and (b) orienting the learner toward relational commonalities result in greater abstraction and transfer. These findings suggest that mutual alignment analogy is an effective means of promoting abstraction and transfer of complex scientific concepts, and may thus be used in the classroom to promote learning from unfamiliar examples.  相似文献   

Creating and Sustaining Inquiry Spaces For Teacher Learning and System Transformation     

Linda Kaser  Judy Halbert 《European Journal of Education》2014,49(2):206-217

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From study to work: methodological challenges of a graduate destination survey in the Western Cape,South Africa     

Jacques du Toit  Andre Kraak  Judy Favish  Lizelle Fletcher 《Assessment & Evaluation in Higher Education》2014,39(7):853-864

Current literature proposes several strategies for improving response rates to student evaluation surveys. Graduate destination surveys pose the difficulty of tracing graduates years later when their contact details may have changed. This article discusses the methodology of one such a survey to maximise response rates. Compiling a sample frame with reliable contact details was most important, but may require using additional sources of information other than university records. In hindsight, graduates should have been contacted prior to the survey to introduce it and stress its importance, while email and postal reminders appeared to have a limited effect on non-respondents. Due to varying response rates between participating universities, online responses were augmented with a call centre administering the survey telephonically to non-respondents. Although overall differences between online and telephonic responses appeared to be small, certain question items may need to be treated with caution when conducting telephonic surveys.  相似文献