New Challenges and Opportunities for Institutional Researchers in Assessment and Accreditation     

Delaney  Anne Marie 《Tertiary Education and Management》2007,13(1):61-72

Increased focus on assessment of student learning in the accreditation of higher education institutions offers new, challenging opportunities for institutional researchers. This article explores how institutional researchers can maximize these opportunities by offering methodological guidance in the assessment process and by designing new studies to produce assessment results. The article discusses the importance of methodological expertise, highlights the relevance of lessons learned from assessment literature, and provides a model for designing studies relevant for assessment.

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Book reviews     

Aniko Husti  David Istance  John Lowe  Klaus Klemm  Francine Vaniscotte  Philip Foster  Marie Eliou 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》1992,38(6):707-720

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The use of public learning diaries in blended learning     

Matthias Nückles  Kirsten Berthold  Alexander Renkl 《Learning, Media and Technology》2004,29(1):49-66

Learning diaries—as we employ them—are students’ written reflections of their learning experiences and outcomes over the course of university seminars. The writing of such diaries is ‘tutored’ by a computer program: eHELp supports the writing of sophisticated learning diaries through a modelling and scaffolding of the phases of planning, production and revision. In addition, the learning diaries get published—by uploading them in a cooperation platform—so that the learners can read and discuss their peers’ diaries. The main function of such public learning diaries is to enrich traditional university courses (Blended Learning) with additional elaborative, organisational, critical reasoning, and metacognitive activities in order to foster a deeper processing and better retention of the contents to be learnt. We would like to present the educational rationale of our approach and report the findings of corresponding empirical studies.  相似文献   

Catholic Teachers Colleges in Australia‐‐The Background     

R.S.M. Marie Kehoe 《Asia-Pacific Journal of Teacher Education》1977,5(4):246-254

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REVIEW SYMPOSIUM     

Dr Priscilla Chadwick  Marie Parker‐Jenkins  Ivan Reid 《British Journal of Sociology of Education》2007,28(4):519-528

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Qualified Pedagogical Reflection as a Way to Improve Mathematics Education     

Marie Ticha  Alena Hospesova 《Journal of Mathematics Teacher Education》2007,9(2):129-156

All changes of the character of education and improvement of its quality depend, in our view, particularly on the teacher. To be able to do their work efficiently, teachers have to be equipped with professional skills and dispositions, with “teachers’ competence”. For their professional growth, we consider indispensable competence in reflection, which is aimed at the teacher’s activities with regard to aspects of pedagogy and/or subject-didactics. From the point of view of the goals and content of their teaching and the methods of work (and their realisation), the development of teachers’ conscious self-reflection on their own teaching and systematic pursuance of joint reflection with other teachers and/or researchers can promote the teacher’s professional growth. In this paper, we show how a selected group of elementary school teachers reflected on their competence in the course of preparing, carrying out and analysing several instruction experiments. The paper is based on samples of teachers’ reflections and their gradual development from mere simple conversations based on intuitive perceptions, through searching for effective teaching approaches, to the deep assessment of mathematics teaching from the point of view of topics and their didactic elaboration and to suggestions for the teachers’ own experiments. May the teacher know what he teaches. May the teacher know how to teach. May the teacher be sincerely interested in teaching. Comenius  相似文献   

The Difficulties of Addressing Systematic Sexism in Educational Management     

Marie Brennan 《Discourse: Studies in the Cultural Politics of Education》1997,18(2):311-317

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Selections from Unequal Partners: Teaching about Power,Consent, and Healthy Relationships     

Kirsten deFur 《American journal of sexuality education》2016,11(2):149-159

The Center for Sex Education recently published the fourth edition of Unequal Partners: Teaching about Power, Consent, and Healthy Relationships, Volumes 1 and 2. Included here are two lesson plans about sexual consent selected from each volume.¹1 Both lessons are taken from Montfort, S., &; Brick, P. (2016). Unequal Partners: Teaching about power, consent, and healthy relationships (4th ed., Vol. 1 and 2) (K. De Fur, Ed.). Morristown, NJ: The Center for Sex Education. Copyright © 2016 by The Center for Sex Education, and are reprinted with permission. “What does it take … to give sexual consent?” is reprinted from Volume 1; and “Enthusiastic consent: What is it and how do I do it?” is reprinted from Volume 2.  相似文献   

Educational technology and the world wide web in the pacific islands     

Iding  Marie  Skouge  James 《TechTrends》2005,49(1):14-18

TechTrends - The United States and Japan are at the forefront of technological innovation, telecommunications and information management in the Pacific. This new era of “information”...  相似文献   

Supporting the Narrative Development of Young Children     

Marie?A.?Stadler  Gay?Cuming?WardEmail author 《Early Childhood Education Journal》2005,33(2):73-80

This article presents the developmental continuum of children’s storytelling skills and provides examples at each of five levels: labeling, listing, connecting, sequencing and narrating. The authors connect these developing narrative skills to communication, literacy and cognition. Strategies to facilitate development from one level to another are described.  相似文献