Should student learning journals be assessed?   总被引：1，自引：2，他引：1  

Phyllis Creme 《Assessment & Evaluation in Higher Education》2005,30(3):287-296

This article addresses the controversial question of whether student learning journals should be assessed. It draws on a collaborative action research project into the uses of learning journals at the University of Sussex in which assessment was continually debated. The characteristics of learning journals in terms of pedagogic purpose, outcome and student writing identity are explored as a basis for looking at the advantages and disadvantages of summative and formative assessment of this ‘different’ form of writing. In conclusion, ‘compromise’ solutions to the question are proposed.  相似文献   

Chemical composition of seminal vesicle calculi     

Joseph Samuel Hepburn  Phyllis Elinor Yount 《Journal of The Franklin Institute》1947,243(6):487-488

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The effects of an experimental social development program on children in the middle childhood period     

Phyllis T. Elardo  Bettye M. Caldwell 《Psychology in the schools》1979,16(1):93-100

The purpose of the study was to examine the effects of a social development program on role-taking, problem-solving skills, and classroom adjustment in 9- and 10-year-old children. The subjects in the study were 68 children (34 matched pairs); the 34 experimental children were matched on the basis of sex, race, age, and group IQ scores with students in the control group. The results indicated that the children in the experimental group gained in respect for others, ability to generate alternatives to problem situations, creative expression, patience, and self-reliance.  相似文献   

Promoting accountability and enhancing efficiency： Using national education accounts to track expenditure flows     

Deepika Chawla  Phyllis Forbes 《美中教育评论》2010,(11):62-75

Increasing accountability and efficiency in the use of public and out-of-pocket financing in education are critical to realizing the maximum impact of the meager allocations to education in most developing countries. While broad estimates and numbers are routinely collected by most national ministries and state departments of education, the lack of accuracy and reliability as well as the obtuse nature of recording and presentation of the data does not facilitate any serious policy use. A major advance in this area has been brought about by the development of NEA （National Education Accounts）, which is a new tool for measuring education expenditures in a systematic policy-~endly manner. In essence, NEAs measure the ＂financial pulse＂ of an education system, answering 4 key questions： Who is financing education？ How much do they spend？ How are funds distributed across different education providers, levels and activities？ Who benefits from or receives the services？ NEAs gather information on all spending from public, private and donor sources, and provide a snap-shot of all expenditures on education in the state or country. While not an auditing tool, it provides real time information on the flow of funds that can be used for evidence-based decision-making. It provides information to policy-makers, enabling them to discern systcm-wide inequities and identify areas that require changes in policy. In addition, the use of a standard classification of expenditures allows for data from NEAs to be comparable between and within countries. This paper provides an assessment of accountability and efficiency in the use of public and private resources in the education sector in 2 states of Nigeria. Using comparative data from implementation of education accounts in 2 states of Nigeria, it presents a breakdown of education spending by public and private sources as well as donor agencies, by types of providers, by geographical regions and by category of expenditures. It analyzes educational expenditures for the 2 states in the context of state government priorities for education, and proposes a novel way of tracking trends in education spending as a means for policy-makers to organize a strategic vision supported by resources and to evaluate the outcome of policies.  相似文献   

Individualizing Student Instruction Precisely: Effects of Child × Instruction Interactions on First Graders' Literacy Development     

Carol McDonald Connor  Shayne B. Piasta  Barry Fishman  Stephanie Glasney  Christopher Schatschneider  Elizabeth Crowe  Phyllis Underwood  and Frederick J. Morrison 《Child development》2009,80(1):77-100

Recent findings demonstrate that the most effective reading instruction may vary with children's language and literacy skills. These Child × Instruction interactions imply that individualizing instruction would be a potent strategy for improving students' literacy. A cluster-randomized control field trial, conducted in 10 high-moderate poverty schools, examined effects of individualizing literacy instruction. The instruction each first grader received ( n = 461 in 47 classrooms, mean age = 6.7 years) during fall, winter, and spring was recorded. Comparing intervention-recommended amounts of instruction with observed amounts revealed that intervention teachers individualized instruction more precisely than did comparison teachers. Importantly, the more precisely the children received recommended amounts of instruction, the stronger was their literacy skill growth. Results provide strong evidence of Child × Instruction interaction effects on literacy outcomes.  相似文献   

加强你的学习习惯     

Phyllis 《英语辅导》2003,(5):15-24

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Results of a Needs Assessment to Guide the Development of a Website to Enhance Emotional Wellness and Healthy Behaviors During Pregnancy     

Deborah Da Costa  Phyllis Zelkowitz  Kristen Bailey  Rani Cruz  Jean-Christophe Bernard  Kaberi Dasgupta  Ilka Lowensteyn  Samir Khalifé 《The Journal of perinatal education》2015,24(4):213-224

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If I could change my hígh school traíníng     

Phyllis Alexander 《Peabody Journal of Education》2013,88(1)

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毕业生第一份工作:自我营销     

张辉 《英语沙龙》2010,(8)

<正>相对于2009级毕业生,今春大学毕业生面临的就业市场要好一些。不幸的是,不是说今年的市场有多好,只是因为2009年是史上最糟糕的就业市场之一。不过,据全国大学和雇主联合委员会称,今年这一届毕业生的就业率较去年还是提升了5%。  相似文献   

BOOK REVIEWS     

Phyllis Caroff DSW  Helen Rehr DSW  George T. Patterson PhD 《Journal of Teaching in Social Work》2013,33(1-2):289-299

No abstract available for this article.  相似文献