差异的世界:大学排名的全球调查   总被引：3，自引：2，他引：3  

亚历克斯·埃舍尔  马斯莫·萨维诺  王亚敏  侯书栋  李立国 《清华大学教育研究》2006,27(5):1-10

本文研究了全球19个大学排行榜,描述了排行榜作为质量评价手段是如何运作的,详细讨论了现有排名系统使用的质量指标并归纳出在排名上存在的不同地域模式。本文发现,世界上的主要排行榜之间没有多少联系,它们采用差别很大的指标和权重来评估大学。但是,有一些大学,无论是用何种的指标和权重,都会居于排行榜的前列。本文还探讨了与目前流行的严格按分数高低排名的“排行榜”不同的做法,并得出了结论。  相似文献   

Students with Disabilities: Practical Information for School Counselors in Turkey     

Elif Cimsir  Brandon Hunt 《International journal for the advancement of counseling》2018,40(2):122-132

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New forms of government school provision – an international comparison     

Alex Elwick 《教育政策杂志》2018,33(2):206-225

Driven by a desire to improve academic outcomes and transform ‘failing’ schools, governments around the world have often turned to the development of new forms of state-funded school. This paper looks at three such instances of the introduction of new forms of schooling, within three urban localities (academy schools in London; charter schools and small schools of choice in New York City; and Schools of Tomorrow in Rio de Janeiro). It considers the extent to which these types of school did improve academic outcomes for their students and draws comparisons across each case study in order to understand their similarities and differences. It concludes that although the quasi-marketisation of school systems through the introduction of new (often private) providers might improve outcomes, this is not the only means by which improvement can be attained; and that instead the introduction of new forms of school may be successful because this enables certain other changes to happen. It highlights the limited nature of impact evidence available in all instances, which restricts our ability to properly evaluate the effect of new school types on outcomes.  相似文献   

Statistics for the Terrified Version 3.0     

Neville Hunt 《Teaching Statistics》1997,19(3):78-79

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Linguistic and Cultural Appropriations of an Immigrant Multilingual Literacy Teacher Educator     

Patriann Smith  S. Joel Warrican  Alex Kumi-Yeboah 《Studying Teacher Education》2016,12(1):88-112

This autoethnographic self-study describes my interpretations of multicultural awareness, with special attention to multilingual awareness (MLA), based on my interactions with 52 students in the context of two literacy courses over a period of one year. An autoethnographic self-study provided an avenue to harness my reflections on practice and to study the ways in which my practice reflected awareness of my role as an educator. Findings from my teaching videos, written responses to students, and student evaluations suggested that my communication patterns with students reflected certain elements of multicultural awareness, as displayed by my attention to individual predispositions, cultural practices and personal stereotypes. The findings also appeared to indicate that multicultural and MLA interacted to reflect facilitation and symbiosis. Facilitation seemed apparent in my awareness of differences among students’ cultures and my own as I monitored my linguistic processing. Symbiosis appeared to emanate from the recognition of how my response to individual predispositions facilitated my application of conversational strategies based on feedback. This, in turn, heightened my attention to stereotypical attitudes and behaviors. Implications for multicultural teacher education include the benefits of using autoethnographic self-study to scrutinize educators’ awareness in practice as they determine the impact of this awareness on their instructional roles in multicultural teacher education. By extension, the study suggests that autoethnographic self-study research can provide additional lenses through which to interrogate monolithic perceptions of diversity in multicultural teacher education.  相似文献   

Interactive learning in an urban environmental education online course     

Yue Li  Marianne Krasny  Alex Russ 《Environmental Education Research》2016,22(1):111-128

Online courses play an increasing role in professional development of environmental educators, yet little information is available on the interactive processes involved in online learning. We examined the relationship of three types of interactions in an urban environmental education online course – participant–participant, participant–instructor, and participant–content – to four course outcomes: participants’ motivation to learn, intent to adapt ideas and information learned through the course in their practice, actual adaptation of ideas in their practice, and development of professional networks. Content analysis was used to characterize participants’ and instructors’ weekly online posts and comments, and generalized estimation equation modeling was used to explore the relationships between interactions and outcomes. The results showed that participant–content interaction had significant positive relationships with participants’ motivation to learn, intent to adapt ideas, and adaptation of ideas. Participant–participant interaction had significant positive relationships with participants’ motivation to learn, and development of professional networks with each other. Finally, participant–instructor interaction had a significant positive relationship with participants’ development of professional networks. The results of this study can be used to improve professional development online courses for environmental educators.  相似文献   

Better beware: comparing metacognition for phishing and legitimate emails     

Canfield  Casey Inez  Fischhoff  Baruch  Davis  Alex 《Metacognition and Learning》2019,14(3):343-362

Metacognition and Learning - Every electronic message poses some threat of being a phishing attack. If recipients underestimate that threat, they expose themselves, and those connected to them, to...  相似文献   

Retention of conditioned autonomic and behavioral responses in preweanling rats: Forgetting and reinstatement     

Pamela S. Hunt 《Learning & behavior》1997,25(3):301-311

Preweanling rats, 16 days of age, responded to an olfactory conditioned stimulus (CS) paired with a shock unconditioned stimulus (US) with increases in heart rate and behavioral activation. In two experiments this finding was replicated and, in addition, it was found that the form of these conditioned responses (CRs) changed after a retention interval. When tested 24 h after CS-US pairings, the subjects displayed a decrease in heart rate accompanied by CS-elicited freezing. Giving two unsignaled shocks prior to the delayed test effectively reinstated the tachycardia and behavioral arousal CRs. The results are discussed in terms of contextual influences on the form of the CR and how changes in the magnitude of context fear may alter responding to an olfactory CS.  相似文献   

A conceptual level matching model for coordinating learner characteristics with educational approaches     

David E. Hunt 《Interchange》1970,1(3):68-82

The theoretical background and construct validity of Conceptual Level (CL) are summarized in order to provide the basis for deriving the CL matching model. The rationale for the CL matching model, which coordinates learner CL and degree of structure of educational approach, is described, and empirical support reviewed. A possible extension of the matching model based on coordinating learner “accessibility channels” with the form of presentation is summarized. Finally, a few problems in implementing matching models are noted.  相似文献   

Exploring Factors That Promote Online Learning Experiences and Academic Self-Concept of Minority High School Students     

Alex Kumi–Yeboah  James Dogbey  Guangji Yuan 《Journal of Research on Technology in Education》2018,50(1):1-17

The rapid growth of online education at the K-12 level in recent years presents the need to explore issues that influence the academic experiences of students choosing this method of learning. In this study, we examined factors that promote/hinder the learning experiences and academic self-concept of minority students attending an online high school. Qualitative interviews were conducted with twenty-four African American, and sixteen Hispanic high school students. The results showed that collaborative learning activities, access to resources, time convenience, student-teacher interactions, student-student interactions, improved academic behavior, and parental support helped to enhance online learning experiences and academic self-concept of the minority students. On the contrary, the lack of social presence, and the lack of cultural inclusion in course content constrain online learning experiences and academic self-concept of the students. The findings revealed some similarities between factors that influence minority students learning experiences online, and in face-to-face setting. The study also highlighted the need for teachers of online courses to understand the cultural backgrounds of minority students, and to use their knowledge to improve the learning experiences and academic self-concept of these students. Implications for teaching minority high school students in an online environment, as well as suggestions for future research are provided. (Keywords: minority students, K-12 online school, factors, online learning, self-concept)  相似文献