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Ron Johnston David Manley Kelvyn Jones Richard Harris Anthony Hoare 《Higher Education Quarterly》2016,70(1):24-42
The United Kingdom's Department for Education has recently changed the nature of the AS‐level examinations normally taken by students aspiring to enter higher education degree courses one year into their post‐compulsory education. In the face of protests from universities and other institutions that this would both harm students’ progression towards the A‐level qualifications, on which entry to English universities is normally based, and make it difficult for universities determining which of their applicants were best placed to benefit from their degree courses, the Department conducted research which it claimed showed that degree outcome could be predicted as well from the results of GCSE examinations taken one year before AS‐levels as from AS‐levels themselves. This paper critiques those analyses and their conclusions showing, through a re‐analysis and extended interpretation of the Department's data, that AS‐levels provide a more reliable predictor of degree performance in 2011 than GCSEs and that many students who performed better at AS‐level than at GCSE gained a place, and performed well, at a university with high entrance standards. 相似文献
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This quantitative study investigated the relationship between teacher dispositions, subject content knowledge, pedagogical content knowledge, and reasons that school principals recommend non-renewal of probationary teachers' contracts. Principals in the Southeastern Unites States completed an e-mailed survey. Two nonparametric tests, Kruskal-Wallis and Mann Whitney U, were used to statistically analyze group responses. Principals reported that they observed most a lack of pedagogical content knowledge from ineffective teachers and they prioritized the importance of instructional skills in deciding whether to non-renew a teacher contract. Principals identified teacher integrity, dependability, and honesty as important dispositions. The studies' findings are important for universities that prepare preservice teachers and also for the planning of professional development initiatives. The study findings suggest that principals tend to view dispositions as personality characteristics rather than as teacher competencies and that teacher expertise in both subject content and pedagogy must be woven together. 相似文献
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Margaret L. Jewell 《The Teacher Educator》2013,48(4):289-303
Abstract This report investigates mentoring from the perspectives of 7 experienced secondary public school teachers from four different school districts in Oklahoma. The participants' teaching experience ranged from 10 to 30years. The author reviewed the research process and data provided through the teachers' interviews and protocol writings to further explain the nature of mentoring and the benefits of mentoring experienced teachers. The experienced teachers benefited from the mentoring process and their mentoring experiences in two important areas. At the professional level, the teachers gained a sense of self as professional educators. At the personal level, these teachers identified mentoring as a process that worked in almost any situation; in addition, they recognized that conversing about concerns with a knowledgeable colleague was a workable solution for solving issues. 相似文献
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Margaret Entwistle 《Mentoring & Tutoring: Partnership in Learning》2013,21(3):48-57
This paper considers the signs student teachers on a PGCE Secondary Course display as evidence of a readiness to progress to a higher level of performance. It includes activity types which enable mentors to assess progress in relation to established competence areas. The arguments and proposals are founded on the outcomes of qualitative research methods conducted over a period of time with mentors and student teachers on a PGCE Secondary Modern Foreign Languages programme. 相似文献
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