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MARTIN CARROLL 《Assessment & Evaluation in Higher Education》2003,28(3):297-307
The quality of higher education in Australia is often described in terms of national and international standards. A new entity called the Australian Universities Quality Agency (AUQA) has been established to audit the manner in which universities, self-accrediting institutions and state accrediting agencies achieve quality higher education. Designing such an audit framework requires consideration of a number of variables, not least being the term 'standards', with a view to recognising the ways in which they affect behaviour within the sector. A framework is presented that addresses the types of standards, the effects of different standards-setters, the manner in which auditees respond to the audit requirement, the manner in which the auditees undertake their task, and a consideration of what effects the audit process has. The paper is presented in two parts; the first develops the analytical framework, and the second uses the framework to explain AUQA's approach to audit. 相似文献
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MARTIN H. RITCHIE 《Counselor Education & Supervision》1990,29(4):220-227
Criteria for a profession established by McCully and Miller (1969) and others were applied to the occupation of counseling. It seems that counseling is not yet a profession primarily because it lacks professional autonomy and legal recognition. 相似文献
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This article responds to the need to synthesize theory and research in educational psychology by introducing the Thriving with Social Purpose (TSP) conceptual framework. TSP results when the four components of human motivation—goals, capability beliefs, context beliefs, and emotions—are amplified in dynamic, mutually reinforcing patterns. The centerpiece of the TSP motivational pattern is an active approach goal orientation informed by a fundamental concern for others (social purpose). This orientation is supported and strengthened by a firm belief in one's ability to make progress toward meaningful goals (personal optimism), a persistent tendency to imagine alternative pathways when progress is challenged (mindful tenacity), and intentional efforts to align emotions and circumstances in ways that will best facilitate goal progress (emotional wisdom). The TSP framework also emphasizes positive (discrepancy increasing) feedback cycles that accelerate learning and competence development, facilitate meaningful change, and promote personal and social well-being. 相似文献
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In a study of differential predictions of course marks in grades 12 and 13 interest measures were found to add appreciably to differential validities, particularly at the high school level. Differential validities remained quite low; however–typically in the .20's and .30's-probably because of high intercorrelations among the criteria. The relationship between intercorrelations of actual criteria and intercorrelations of predicted criteria was examined, and the implications of this relationship for differential validities were discussed. 相似文献