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The Performance Assessment for Leaders (PAL) is a four-task evaluation system designed to improve the quality of initial school leaders in Massachusetts by evaluating candidate readiness using a rigorous, standard assessment system. By design, it is signalling leadership quality expectations to preparation programmes. Through two years of survey research with leadership preparation faculty (n?=?12) and candidates (n?=?53) who completed PAL, we explored faculty understanding the PAL assessment, assessment alignment task to programme content, candidate preparedness, and impact on programmes. Results show that faculty used PAL to improve their preparation programmes and provide high-quality learning experiences for candidates. 相似文献
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Angela Calabrese Barton Pamela D. Koch Isobel R. Contento Sumi Hagiwara 《International Journal of Science Education》2013,35(10):1163-1186
The purpose of this paper is to report our findings from a qualitative study intended to develop our understandings of: what high‐poverty urban children understand and believe about food and food systems; and how such children transform and use that knowledge in their everyday lives (i.e. how do they express their scientific literacies including content understandings, process understandings, habits of mind in these content areas). This qualitative study is part of a larger study focused on understanding and developing science and nutritional literacies among high‐poverty urban fourth‐grade through sixth‐grade students and their teachers and caregivers. 相似文献
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Assessment and feedback remains one of the categories that students are least satisfied with within the United Kingdom National Student Survey. The Student Charter promotes the use of various formats of feedback to enhance student learning. This study evaluates the use of audio MP3 as an alternative feedback mechanism to written feedback for physiotherapy students undergoing practical viva voce assessment. In a pilot and larger study, a total of 37 students and 4 tutors were surveyed regarding their views on the use of audio feedback, with response rates of 45 and 100%, respectively. The paper reports qualitative data supporting the use of audio feedback in this context to provide prompt, detailed feedback that clarifies understanding to the students. 相似文献
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Frances Quinn Robyn Muldoon Anne Hollingworth 《Mentoring & Tutoring: Partnership in Learning》2013,21(1):21-33
This article describes a pilot academic mentoring program carried out over one semester in The Faculty of the Sciences at a regional Australian university. The program employed a science and education specialist in the faculty to provide an avenue of help to first-year science students at risk of failing, to identify some of the barriers to their performance, and to thereby enhance student success and retention. The mentor found that many students who had already failed one major exam were at least as motivated, and studying as many hours, as their more successful counterparts, though they attended fewer lectures and found their units of study more difficult. Despite relatively low numbers of self-referring students, the program was viewed favourably by all students that sought mentoring assistance. On the basis of the pilot, the mentor program has been continued for a further three years. 相似文献
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This study examined the effects of parental acceptance, psychological control, and behavioral control on children??s school adjustment and academic achievement, as well as the possible mediation effect of children??s self-regulation in those processes. To do so, we examined 388 upper-level elementary school students (mean age?=?11.38?years) in South Korea. In addition, the study examined whether the influences of parental psychological and behavioral control on children??s school outcomes were consistent between Western and East Asian cultures. Children reported on perceived parental acceptance, psychological control, behavioral control, self-regulation, and their own school adjustment and academic achievement. The results showed that parental acceptance, psychological control, and behavioral control were not directly related to children??s school outcomes. Parental acceptance and behavioral control indirectly influenced the children??s school outcomes but were mediated by the children??s self-regulation. However, the mediation effect of self-regulation between psychological control and children??s school outcomes was not statistically significant. These results suggested that children??s self-regulation plays a more significant role vis-à-vis children??s school outcomes than the direct effects of parenting and that parental psychological control did not have a negative effect on South Korean children??s school outcomes. 相似文献