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11.
The field of educational measurement has evolved considerably since the first doctoral programs were established. In response, programs have typically tacked on courses that address newly developed theories, methods, tools, and techniques. As our review of current programs evidences, this approach produces artificial distinctions among topics and techniques that are in fact a tightly coupled whole. This position paper advocates a redesign of the scope and sequence for doctoral programs focused on the preparation of the next generations of educational measurement specialists; a redesign that reflects the full life‐cycle of instrument development and use. 相似文献
12.
This article follows an earlier publication highlighting the changing role of special educational needs co‐ordinators (SENCos) in England. SENCos are now required to manage change strategically and deliver inclusive school cultures. School‐based action research undertaken by a teacher studying for the postgraduate National Award for SEN Co‐ordination (NASENCO) is featured in the article; a strategic review of resource allocation increased the availability and quality of interventions for students with special educational needs and disabilities (SEND). The commentary which frames the study acknowledges that many SENCos are not yet members of a senior school management team (SMT) despite their mandated strategic whole‐school remit. Featuring the process through which one SENCo has strived to enhance SEND provision and develop context‐specific key performance indicators brings official guidance on the SENCo's role in strategic change management into sharp focus, raising questions that should concern both SMTs and non‐SMT SENCos. 相似文献
13.
This study examines the internal consistency of Novak and Gowin's scoring scheme and its effect on the prediction validity of concept mapping as an alternative science classroom achievement assessment. Data were collected in three typical situations: very limited concept mapping experience with free‐style concept mapping; some concept mapping experience with questions provided; extensive concept mapping experience with a list of concepts provided for. It was found that Novak's scoring scheme was not internally consistent, and therefore there was generally no significant correlation between students’ scores on concept mapping and students’ scores on conventional classroom achievement assessments. The need for a new scoring scheme when concept mapping is used as an alternative science assessment is discussed. 相似文献
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15.
While constructivism has made a considerable mark concerning learning in many areas of school learning, much less is evident
relating to the education and professional development of teachers. This paper not only deals with the implementation and
evaluation of such a constructivist course, but extends the argument towards the induction of teachers into “critical constructivism”
through their own action research projects. Data is drawn from a single case study which illuminates the induction process
and illustrates the changes taking place in the professional life and the reflective practice of one teacher as she deals
with scientific concepts with two classes of 11–15 and 18–25 year olds. The Brazilian setting for the course lends resonance
to its international significance. 相似文献
16.
Instructional Science - K-12 classroom settings are not yet incorporating emerging technologies such as ubiquitous computing, augmented reality, nor even touch surfaces, despite the significant... 相似文献
17.
Education in different communication media takes place with functional differences that have consequences for the course of instructional interaction. In this paper, we examine instructional interaction among people using a computer-based electronic message system, contrasting it with conventional face-to-face discussion in a college level class. Interaction via the non-real time message system contained multiple “threads of discourse,” a higher proportion of student turns to teacher turns, and other deviations from the “initiation-response-evaluation” sequences usually found in face-to-face classroom interactions. Based on the results of our contrast, we describe ways to organize instruction using electronic message systems to take advantage of new properties and to avoid shortcomings of these new instructional media. 相似文献
18.
Quinn M. Pearson 《Journal of Career Development》1992,19(1):13-24
Conclusion This leisure counseling model provides a general framework for the counseling process rather than a strict guideline. While some clients may progress orderly through the stages, other clients may move back and forth amongst different stages. The specific counseling needs of each client should guide the client's progress through the model accordingly. In short, within the model's framework the counseling process has a great deal of flexibility.The purpose of this article has been to emphasize the importance of leisure counseling for addicted persons and to present a corresponding model that can supplement existing programs and support groups. Thus, the model is designed in such a way that it can be implemented in either individual or group settings. Whatever the particular application of this leisure counseling model, it adds an important extra dimension to existing addiction treatment approaches.The importance of leisure counseling for addicted persons in recovery cannot be overemphasized. Because the addiction was the center of their lives, recovering addicts must forge a new lifestyle without their drug of choice: their best friend and greatest source of security and reassurance. Recognizing their struggle, the addiction leisure counseling model should help counselors facilitate this transition by enabling addicted clients to begin using leisure to satisfy many of their unmet needs. 相似文献
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Mike Zapp 《Globalisation, Societies & Education》2019,17(2):231-260
Much recent research stresses the increasing relevance of international organisations (IOs) for national education policymaking. Yet, IOs’ curriculum recommendations have remained largely out of scope, although they provide a forceful example of ‘soft’ governance. Based on a content analysis of 83 documents from 42 inter/-nongovernmental, global and regional organisations involved in international education networks between 1990 and 2015, this paper identifies an expansive field of IOs directing growing attention to such curricular issues as student needs, educational goals and content, as well as issues of teaching and learning. In line with much cross-national curriculum research, analysis provides evidence for the trend towards a global curriculum model stressing empowerment, individual agency and psychosocial development. The article argues that the strong focus on human capabilities and human capital in IOs’ curriculum policies reflects wider cultural transformations in contemporary world society. The article concludes by arguing for an expanded analytical scope of IOs’ educational work and a reconsideration of causal explanations in curriculum theories. 相似文献