What’s in a name: dimensions of social learning in teacher groups     

E. Vrieling  A. van den Beemt  M. de Laat 《Teachers and Teaching》2016,22(3):273-292

Induced by a literature review, this paper presents a framework of dimensions and indicators highlighting the underpinning aspects and values of social learning within teacher groups. Notions of social networks, communities of practice and learning teams were taken as the main perspectives to influence this social learning framework. The review exercise resulted in four dimensions: (1) practice, (2) domain and value creation, (3) collective identity and (4) organization. The indicators corresponding to these dimensions serve as the foundation for understanding social learning in practice. The framework of dimensions and indicators can be of assistance for researchers as well as teacher groups that aim to assess their views on social learning and analyse whether these views fit the learning goals of the group or that adjustments are required. In this way, learning processes within groups of teachers can be improved.  相似文献   

Education and social cohesion: developing a framework for education sector reform in Sri Lanka1     

Peter Colenso 《Compare》2005,35(4):411-428

There is increasing interest in understanding and describing the links between education and ‘social cohesion’. However, the theoretical and empirical base for understanding these links is limited. There is also a shortage of practical tools for education policy‐makers and planners, to help them assess the impact of policies and investments, and to plan for future reform. This paper describes the initial development of an analytical and planning framework for addressing education and social cohesion within the context of a sector‐wide approach to education reform in Sri Lanka. A brief literature review suggests three inter‐connected domains in which links between education and social cohesion might be usefully analysed, together with three working hypotheses: (i) political economy/governance: education affects social cohesion through transparency and participation in education policy formulation, planning and management; (ii) equity/equality of opportunity: education affects social cohesion through the distribution of education resources, opportunities and outcomes; (iii) teaching/learning: education affects social cohesion through the development of certain competencies in students. Drawing on this analytical framework, research conducted in Sri Lanka is used to identify a set of interventions to promote social cohesion, with corresponding baseline, process and outcome indicators as benchmarks for measuring the progress and impact of intended policy measures. This process is described within the context of a ‘sector‐wide approach’ to education reform, intended to bring together the activities of the government and external partners within a single comprehensive medium‐term planning and budgetary framework.  相似文献   

Modular programming of curricula     

P. J. van Eijl 《Higher Education》1986,15(5):449-457

A large scale modularisation of curricula in higher education based on relatively large modules is discussed. These modules are flexible courses and not the well known small instructional modules within a course. The idea of these so-called programme modules, together with some applications and implications are discussed in the context of the Dutch higher educational system which is quite similar to that in other Western European countries. One implication is a less static concept of what a curriculum is. This may affect students, teachers, curriculum planners and legislators in their thinking about what kind of education a university can offer (in the near future) to its potential clients.  相似文献   

Knowledge acquisition by computerized audiovisual feedback     

Fischer  Peter Michael  Mandl  Heinz 《European Journal of Psychology of Education - EJPE》1988,3(2):217-233

The present article gives an outline of the state of art in computer assisted intervention by learning-concomitant differential feedback. Based on the spectrum of possible meanings and interpretations given to the concepts ‘interaction’ and ‘interactive’ this concept is elaborated and illustrated by prototypical theoretical approaches. Based on our own empirical findings arguments are given showing that sophisticated audiovisual interactive new technologies can properly be used even on the small machines available in schools if the content materials and the flow of control given to the learner are carefully designed and based on principles of cognitive science.

  相似文献   

The study of butterflies     

Peter Smetacek 《Resonance》2001,6(5):8-15

In this part of the series on butterflies, we look at the types of variations found within species as well as their causes.  相似文献   

Comment: Reasoning with conditionals     

Peter F. W. Preece 《科学教学研究杂志》1993,30(9):1209-1210

  相似文献   

Foreword     

Peter P. Muirhead 《ASHE Higher Education Report》1977,6(3):v-v

  相似文献   

Book reviews     

Peter Horton Dr  Catherine Harris Dr  Karen Walker Dr 《The Australian Educational Researcher》2005,32(1):119-126

  相似文献   

Students with special educational needs within PISA     

Barbara W. LeRoy  Preethy Samuel  Marcella Deluca  Peter Evans 《Assessment in Education: Principles, Policy & Practice》2019,26(4):386-396

Abstract

Since 2003, the Programme for International Student Assessment (PISA) has included students with special educational needs (SEN), identified as those with functional disabilities, those with cognitive/behavioural/emotional disabilities and those with limited test language proficiency. While the number of countries and included students has increased with each test administration, the percentage of students with SEN remains extremely low. The inclusion of these students is not an intentional PISA design parameter but rather a response to the interaction between the need to maintain strict sampling criteria and country-level educational mandates to include SEN students in standardised testing. Based on the analysis of student participation and performance across four cycles of PISA (2003–2012), this paper examines the challenges that exist in current PISA procedures related to: student sampling, eligibility and identification; assessment methodology; and reporting results. PISA practices, their limitations for scientific inferences and recommendations for design improvements are given.  相似文献   

Influence of improved teaching practices on student satisfaction ratings for two undergraduate units at an Australian university     

Barbara Stewart  Peter Speldewinde  Benjamin Ford 《Assessment & Evaluation in Higher Education》2018,43(4):598-611

To track the quality of instruction delivered at the University of Western Australia, the university surveys all units using its Students’ Unit Reflective Feedback (SURF) metrics, and faculties use these metrics to benchmark student satisfaction. Consequently, teaching staff are actively encouraged to adopt teaching practices that will increase the average levels of these metrics. Using a ‘before-after’ approach, we compared these metrics before and after the implementation of improved teaching practices that addressed specific weaknesses identified through student responses for two undergraduate units. Despite the implementation of improved teaching practices, SURF scores did not increase significantly for the two units assessed, due possibly to the components of the academic programme covered by the SURF questions, the field-based nature of the units, and the difficulty in measuring an increase in the SURF scores of units which already score highly. This poor sensitivity of the SURF metrics to the implementation of improved teaching practices could have implications for their use for performance assessment by the university.  相似文献