The Construction and Evaluation of Simulations to Assess Professional Interviewing Skills     

Gertrude N. Smit  Henk T. van der Molen 《Assessment in Education: Principles, Policy & Practice》1997,4(3):353-364

Courses preparing students for interviews commonly held in organisations often form part of the curriculum of senior secondary, higher, university, and in‐service education. In these courses, students are prepared for their future work practice. Assessment of student performance after attending such a course requires a different assessment method from the traditional written examination. In this article we describe the construction and evaluation of simulations. The results of an investigation into their quality show that they are reliable in terms of measures of internal consistency and inter‐rater reliability. However, it turned out that a student's score is highly dependent on the content of the interview. We found support for the simulations’ construct and content validity. Although the simulation is not an efficient instrument, its benefits are high: students are stimulated to do their best in practising for the interviews, and weaknesses in students’ performances will be detected so that remedial teaching can be offered.  相似文献   

Professional Development in the Use of Data: From Data to Knowledge in Data Teams     

Kim Schildkamp  Maaike Smit  Ulf Blossing 《Scandinavian Journal of Educational Research》2019,63(3):393-411

Schools need support in the use of data. To provide this support, a data team intervention was developed. A prior study conducted in the Netherlands showed that several factors can enable or hinder the work of data teams. The current replication study focuses on the factors influencing data use in data teams and the perceived effects of the data teams’ work, but looking at data teams in Sweden. The results of this qualitative study show that the data teams’ work is influenced by the same factors as in the Netherlands: Data characteristics (e.g., relevance of the data), team characteristics (e.g., heterogeneity of the team), and school organizational characteristics (e.g., school leader support).  相似文献   

Young black males: resilience and the use of capital to transform school ‘failure’     

Cecile Wright  Uvanney Maylor  Sophie Becker 《Critical Studies in Education》2016,57(1):21-34

This article addresses the idea of ‘failure’ of young black males with respect to schooling. Perceptions of black masculinity are often linked to ‘underperformance’ in the context of school academic achievement. This article addresses how young black men, by great personal effort, recover from school ‘failure’. It explores how young black men, despite negative school experiences, see possibilities for their future and how they seek to transform school ‘failure’ into personal and educational ‘success’. Low attainment combined with permanent/temporary exclusion from school does not necessarily deter young black men from pursuing their education. This low attainment is used by some to make a renewed attempt at educational progression in a different post-school learning environment. Yosso’s concept of ‘community cultural wealth’ provides an understanding of how different forms of capital are accessed by young black men to form a ‘turnaround narrative’. This article considers the complex ways in which young black males work to transform their negative school experience. Their narratives reveal a determination to succeed and the ways in which cultivation of this determination by the family, organisational/community agents promotes a sense of possibility. However, it remains to be seen how, in the UK, the cuts to vital local services and support will impact on this sense of possibility.  相似文献   

The Privileged Status of Knowing Mechanistic Information: An Early Epistemic Bias     

Kristi L. Lockhart  Aaron Chuey  Sophie Kerr  Frank C. Keil 《Child development》2019,90(5):1772-1788

Four studies with 180 5–7 year olds, 165 8–11 year olds and 199 adults show that young children appreciate the distinctive role played by mechanistic explanations in tracking causal patterns. Young children attributed greater knowledge to individuals offering mechanistic reasons for a claim than others who provide equally detailed nonmechanistic reasons. In Study 1, 5–7 year olds attributed greater knowledge to those offering mechanistic reasons. In Studies 2 and 3, all ages (5–7 and adults for Study 2; 5–7, 8–11 and adults for Study 3) assigned greater knowledge to those offering mechanistic reasons about causally central features than those offering nonmechanistic reasons. In Study 4, all ages (5–7, 8–11, adults) modulated the epistemic bias as a function of embedding goals.  相似文献   

The effect of orthographic depth on letter string processing: the case of visual attention span and rapid automatized naming     

Alexia Antzaka  Clara Martin  Sendy Caffarra  Sophie Schlöffel  Manuel Carreiras  Marie Lallier 《Reading and writing》2018,31(3):583-605

The present study investigated whether orthographic depth can increase the bias towards multi-letter processing in two reading-related skills: visual attention span (VAS) and rapid automatized naming (RAN). VAS (i.e., the number of visual elements that can be processed at once in a multi-element array) was tested with a visual 1-back task and RAN was measured in a serial letter naming task that introduced a novel manipulation (some letter sequences formed frequent words). Spanish-Basque and French-Basque bilingual children were tested at early (30 children in 1st and 2nd grade), and more advanced (24 children in 3rd, 4th and 5th grade) stages of reading acquisition to investigate whether they would be differently biased towards multi-letter processing due to reading in two shallow (Spanish, Basque), or a deep and a shallow (French, Basque) orthography. The French-Basque bilinguals, who read in a deep orthography, were expected to rely on larger orthographic units in reading and thus to be more biased towards multi-letter processing in both tasks. This was expected to be reflected by: (a) a uniform distribution of attention across letter strings in the VAS task, and (b) a greater interference of the embedded words on letter-by-letter naming in RAN, leading to longer naming times. The expected group differences were observed in the more advanced readers, with French-Basque bilinguals showing a wider distribution of VAS across letter strings and longer naming times in RAN.  相似文献   

The middle years slump: addressing student-reported barriers to academic progress     

Colin Jevons  Sophie Lindsay 《高等教育研究与发展》2018,37(6):1156-1170

First-year university student attrition has been widely explored. However, there is a gap in our understanding when it comes to later years. Why do students who successfully navigate the hurdles of transition into university become at risk of exclusion in the middle years of study because of poor academic progress? This qualitative project develops a student-centred understanding of the problem of attrition through academic failure. It investigates the reasons given by students wishing to avoid involuntary exclusion from their course. Specifically, we address why middle-year students say they fail when they wish to succeed by examining self-reports. We find six main self-reported themes in three categories. The problems faced by mid-degree undergraduates are broader and more complex than those encountered in the first year. Our findings contrast with previous work on first-year attrition, which found that negative expectations of their own ability to succeed were a major factor in students’ decisions to drop out, although our study is constructed differently in that we analyse people wishing to continue their studies. The results expand our understanding of student involuntary attrition in the middle years. The overarching major issues in the themes we identified were financial, family/personal issues and health problems. In particular, mental health issues were remarkably apparent. This has significant implications for future student support. We find that there are commonly multiple reasons underlying each student’s at-risk status and provide suggestions for managers of programs that help students succeed.  相似文献   

The idealism of education policies and the realities in schools: the implementation of inclusive education in South Africa     

Petra Engelbrecht  Mirna Nel  Suegnet Smit  Marichelle van Deventer 《International Journal of Inclusive Education》2016,20(5):520-535

Inclusive education as a global movement emerged over the past 30 years to ensure quality mainstream education for all learners. Since 1994 the newly democratic South Africa also had expectations as well as the political will to change education by adjusting legislation and policies. However, the vision of a truly inclusive education system in South Africa has been difficult to achieve and results regarding the implementation of inclusive education remain questionable. There has been a growing realisation that the advent of democracy was not in itself a sufficient condition for the elimination of historical and structural inequalities in education with as recurring theme the dissonance between the government's socio-political imperative for change and economic realities. This article focuses on the development of policy and guidelines on inclusive education in dynamic interaction with the complexity of realities in South African schools with a special focus on the policy recommendations regarding the development of full-service schools. The constant comparative analysis of the two phased case study of a full-service school in a rural town revealed interesting results illustrating the complexities regarding the implementation of inclusive education and the challenges and opportunities in bridging the gap between the idealism of policies and the realities in schools.  相似文献   

Targeting Parenting in Early Childhood: A Public Health Approach to Improve Outcomes for Children Living in Poverty          下载免费PDF全文

Amanda Sheffield Morris  Lara R. Robinson  Jennifer Hays‐Grudo  Angelika H. Claussen  Sophie A. Hartwig  Amy E. Treat 《Child development》2017,88(2):388-397

In this article, the authors posit that programs promoting nurturing parent–child relationships influence outcomes of parents and young children living in poverty through two primary mechanisms: (a) strengthening parents' social support and (b) increasing positive parent–child interactions. The authors discuss evidence for these mechanisms as catalysts for change and provide examples from selected parenting programs that support the influence of nurturing relationships on child and parenting outcomes. The article focuses on prevention programs targeted at children and families living in poverty and closes with a discussion of the potential for widespread implementation and scalability for public health impact.  相似文献   

School leadership for equity: lessons from the literature     

Sophie C. Ward  Carl Bagley  Jacky Lumby  Philip Woods  Tom Hamilton  Amanda Roberts 《International Journal of Inclusive Education》2013,17(4):333-346

Responding to Thrupp's [2003. “The School Leadership Literature in Managerialist Times: Exploring the Problem of Textual Apologism.” School Leadership & Management: Formerly School Organisation 23 (2): 169] call for writers on school leadership to offer ‘analyses which provide more critical messages about social inequality and neoliberal and managerialist policies’ we use Foucault's [2000. “The Subject and Power.” In Michel Foucault: Power, edited by J. D. Faubion, 326–348. London: Penguin Books] theory of power to ask what lessons we might learn from the literature on school leadership for equity. We begin by offering a definition of neoliberalism; new managerialism; leadership and equity, with the aim of revealing the relationship between the macropolitical discourse of neoliberalism and the actions of school leaders in the micropolitical arena of schools. In so doing, we examine some of the literature on school leadership for equity that post-dates Thrupp's [2003. “The School Leadership Literature in Managerialist Times: Exploring the Problem of Textual Apologism.” School Leadership & Management: Formerly School Organisation 23 (2): 149–172] analysis, seeking evidence of critical engagement with/resistance to neoliberal policy. We identify three approaches to leadership for equity that have been used to enhance equity in schools internationally: (i) critical reflection; (ii) the cultivation of a ‘common vision’ of equity and (iii) ‘transforming dialogue’. We consider if such initiatives avoid the hegemonic trap of neoliberalism, which captures and disarms would be opponents of new managerial policy. We conclude by arguing that, in spite of the dominance of neoliberalism, head teachers have the power to speak up, and speak out, against social injustice.  相似文献   

Civic Education vs. Hippodroming     

Sophie Pollack 《Clearing house (Menasha, Wis.)》2013,86(6):360-361

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