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Robert L. Ebel 《教育心理学家》2013,48(2):76-79
Helping students to obtain command of important areas of human knowledge is the primary job of the schools. Most of the tests used in education are intended to indicate how well this job has been done, through the joint efforts of students and teachers. In order to do this job educators must determine what areas of knowledge are most worth teaching, and how to manage the process of instruction so that it will be learned. Learning is only part of living, but it is the part for which schools were established. Tests do not test native intelligence, at least not directly. They do not predict future achievement precisely. They continue to be used extensively despite some opposition from humanists, liberals and other critics, and some interference from educational mystics. 相似文献
944.
Rachel L. Bissett Michael S.H. Cheng Robert G. Brannan 《Journal of Food Science Education》2010,9(1):11-18
ABSTRACT: Professional organizations have linked core competency to professional success and competitive strategy. The Research Chefs Assn. (RCA) recently released 43 core competencies for practicing culinologists. Culinology® is a profession that links skills of culinary arts and food science and technology in the development of food products. An online survey was created asking RCA members from all 6 membership categories (Associate, Affiliate, Chef, Culinology, Food Science and Technology (FS&T), and Student) to rate their knowledge level based on a 7‐point scale and agreement to importance in job performance based on a 5‐point Likert scale for each competency statement. RCA participant's (N = 192) survey results were analyzed using SPSS for Windows version 13.0 at a significance level of P < 0.05. Statistical survey validation grouped all 43 competency statements into 8 factors (groupings) according to level of competency proficiency (opposed to the 7 groups each competency was originally designated by the RC A) and into 9 factors according to job success. Results suggest that Chef Members know “Culinary Arts” best and FS&T members know “Food Science” best. A gap analysis determined what competency factors were low in knowledge level yet important to job success for each membership category. Chef members have a lower level of knowledge in “Product Development,”“Food Science,” and “Quality Assurance” factors; however, the factors are important to job success. FS&T members have a lower level of knowledge in “Nutrition” yet identified the factor important to job success. An opportunity exists to improve educational efforts for specific membership categories. 相似文献
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Israel L. Eisenberg 《Journal of Jewish Education》2013,79(3):168-174
Research about Jewish choral singers provides insight to a previously unstudied population of adult Jewish learners. Drawing on over 2,000 responses to the First-Ever Survey of Jewish Choral Activity, this article describes how Jewish choral experiences enable adults to deepen their involvement in Jewish life and learning. Survey results suggest that participants in Jewish choral groups resemble secular singers in terms of social, identity, and skill development, but derive additional benefits in terms of Jewish Peoplehood, Jewish Competence, Spirituality, and Jewish Community. Jewish choral activities particularly benefit singers under 45 by providing them opportunities to integrate their Jewish and musical lives. 相似文献
948.
Tracy completes her laboratory assignment and gathers her books as her second period science class draws to a close. As she leaves the room and heads to her next class, Tracy stops by her locker to drop off her science text and pick up an English literature book for third period. For her, the separation between science and English is both physical and mental. In the time it takes to move from one room to another, Tracy has also moved from one ‘mind set’ to another, exit science, enter English. 相似文献
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