The Effect of a National Initiative on Exam Results     

P.B. Tymms  C.T. Fitz‐Gibbon  J.J.C. McCabe  R.D. Hazelwood 《School Effectiveness & School Improvement》2013,24(4):281-298

ABSTRACT

This paper considers the examination results of TVEI and non TVEI pupils in the database established at the University of Newcastle in 1985‐87. The pupils took national exams in the summer of 1987, when they were about 16 years old. Their average grades (Exam Means) and their accumulated grades (Exam Totals) were considered separately.

The Exam Mean and Exam Total scores were generally worse for TVEI than non TVEI pupils, even when pupils with the same ability test scores and aspirational scores were compared. However, it is possible that non TVEI factors caused the discrepancy in results and it is these factors which are the subjects of this paper.

The paper considers firstly whether the differences are an artefact of regression analysis. Secondly, the data are considered using various multilevel models. Both analyses suggest that there was no TVEI effect on the Exam Mean score and a negative TVEI effect on the Exam Total. Various explanations for these findings, concerning internal school allocational and curriculum policies, are considered and discussed.  相似文献   

Media Education in Primary Schools in Austria: Teaching Materials     

Susanne Krucsay  Gabriele Zuna‐Kratky 《Educational Media International》2013,50(2):57-62

Abstract

This article describes the questionnaire by which the Austrian Ministry of Education investigated the state of media education in primary schools, and briefly summarizes the results. It then describes the teaching materials that have been and are being produced.  相似文献   

Technology's impact: symbiotic or asymbiotic impact on differing cultures?     

Cheng‐Chang Pan  Ming‐Hsiu Tsai  Ping‐Ye Tsai  Yedong Tao  Richard Cornell 《Educational Media International》2013,50(3-4):319-330

Over the past three years or more, the authors have been examining the impact of technology interventions on students and teachers – from cultures where English is a second language. It is their hypothesis that students and teachers from non‐English speaking nations suffer severe disadvantages when technological interventions are superimposed on existing traditional pedagogical models. This paper is the latest in a series that examines extent pedagogies, primarily in Asia, and the pressures of having to re‐conceptualize what has been a tradition for centuries. It traces significant educational origins to their cultural roots and examines contemporary initiatives that, if implemented, may well disrupt. It offers possible solutions that, if approached with reconciliation as its focus, might offset catastrophic results and, in fact, achieve pedagogical symbiosis.L'impact de la technologie: symbiotique ou asymbiotique selon des cultures différentes. Durant les 3 dernières années ou plus, des auteurs ont examiné les interventions sur les étudiants et les enseignants appartenant à des cultures où l'anglais est une seconde langue. C'est une hypothèse que les étudiants et enseignants de pays non anglophones souffrent de plusieurs d´esavantages quand les interventions technologiques sont imposées sur les modèles pédagogiques traditionnels. Cet article est le plus récent d'une série qui examine plusieurs pédagogies, particulièrement en Asie, et les pressions de revoir la conceptualisation qui a été la tradition pendant des siècles. Il met les origines éducatives significatives depuis leurs racines culturelles et examine les initiatives contemporaires qui, si elles sont en oeuvre, peuvent aboutir à des ruptures. L'article offre des solutions possibles qui, si elles sont approchées dans un esprit de conciliation comme point de mire, permettent d'éviter des résultats catastrophiques et, en fait, aboutir à une symbiose pédagogique.Die Wirkung der Technik: Symbiotische oder Asymbiotic Wirkung auf unterschiedliche Kulturen? Über die letzten drei Jahre oder mehr haben die Autoren die Wirkung von Technikeingriffen auf Studenten und Lehrer aus Kulturen geprüft, in denen Englisch eine zweite Sprache ist. Es ist ihre Hypothese, daß Studenten und Lehrer aus nicht englisch sprechenden Nationen schwerwiegende Nachteile erleiden, wenn mit technologischen Eingriffen vorhandene traditionelle pädagogische Modelle überlagert werden. Dieses Papier ist das letzte einer Serie, die umfangreiche pädagogische Gebiete untersucht, in erster Linie in Asien, und den Zwang prüft, das wieder konzeptualisieren zu müssen, was Jahrhunderte eine Tradition gewesen ist. Es verfolgt signifikante Bildungsursprünge hin zu ihren kulturellen Wurzeln und prüft zeitgenössische Initiativen, die, wenn durchgeführt, das gut unterbrechen können. Es bietet mögliche Lösungen an, die, mit dem Ziel der Aussöhnung, katastrophale Ergebnisse ausgleichen und in der Tat eine pädagogische Symbiose erreichen könnten.  相似文献   

“数学核心素养”导向下的考生水平分析与反思——以2018年高考(天津卷)数学(文史类)试卷为例     

程连敏  于川  姜志惠 《考试研究》2019,(1):3-15

依据2018年高考(天津卷)数学(文史类)试卷实测数据,通过研究"一体四层四翼"高考评价体系在试卷中的体现来分析试题特色,并参照《考生水平表现标准(数学)》,对2018年天津高考文科考生数学核心素养的水平表现及反映出的教学问题进行评价和分析,提出有针对性的教学建议。  相似文献   

The role of self-construal in moderating the advertising repetition effect: evidence from Korea     

Byung-Kwan Lee  YouNa Lee 《亚洲交流杂志》2016,26(2):174-193

This study explored the role of self-construal in moderating the effect of same- and varied-ad repetition on consumer response to advertising and brand on the basis of self-construal and encoding variability theory. In the study, subjects primed with independent or interdependent self-construal were exposed to either the same or varied ads. Findings indicate that, for foreground information in ad, independent self-construal subjects elicited more than interdependent self-construal subjects in same-ad repetition whereas there was no difference between independent and interdependent self-construal subjects in varied-ad repetition. However, for background information, interdependent self-construal subjects performed better than independent self-construal subjects in both same- and varied-ad repetition. In the case of brand recall, in varied-ad repetition, interdependent self-construal subjects recalled better than independent self-construal subjects did, whereas there was no difference between interdependent and independent self-construal subjects in same-ad repetition. It was also found interdependent self-construal subjects evaluated the target brand more positively than independent self-construal subjects did in varied-ad repetition. However, there was no difference in brand attitude between independent and interdependent subjects in same-ad repetition.  相似文献   

The moderating role of cultural orientation in explaining temporal orientation of self-referencing     

Seungae Lee  Jun Heo 《亚洲交流杂志》2016,26(4):333-349

A psychological process called self-referencing justifies the use of ‘you’ statements in advertisements; the more an individual relates an ad to him/herself, the greater the likelihood of recall and favorable evaluation. Self-referencing can be differentiated based on the temporal dimension of the self being activated while processing advertisements: when people remember themselves in the past they engage in retrospective self-referencing whereas they engage in anticipatory self-referencing when imagining themselves in the future. The current study examined the moderating role of consumers’ cultural background (i.e. long-term vs. short-term orientation) on the effects of temporal orientation of self-referencing. A corollary of this premise is that the match between cultural time orientation and the type of self-referencing activated by an ad will increase the extent of viewers’ self-referencing as well as advertising effectiveness. Further, this study confirmed a mediating role of self-referencing in explaining the match effects. The findings inform the extant literature on self-referencing and also provide managerial implications for international advertising practitioners.  相似文献   

法制教育与道德教育的互补作用     

钏湘菊 《保山师专学报》2004,23(3):34-36

法制教育和道德教育，是维护社会安定、推动社会进步不可或缺的重要力量。学校加强法制教育和道德教育，是实施素质教育的必然选择，同时也是学校义不容辞的职责。  相似文献   

Uses and Gratifications,Journalists’ Twitter Use,and Relational Satisfaction with the Public     

Yonghwan Kim  Youngju Kim  Yuan Wang  Na Yeon Lee 《广播与电子媒介杂志》2016,60(3):503-526

This study employed the uses and gratification approach to investigate how journalists perceive relational satisfaction with the public on Twitter, specifically the associations between journalists’ motivations to use Twitter, their Twitter use, and their relational satisfaction with the public. Through a survey of South Korean journalists, this study revealed that journalists’ motivations for Twitter use are positively related to their job-related activities on Twitter (e.g., posting/sharing their news and interacting with audience), which consequently influences perceived relational satisfaction with the public. The findings provide new insight into an increasingly important part of the public’s engagement and news/information flows in the digital media environment. This study expands upon the literature by analyzing how journalists’ motivations for using Twitter and their job-related activities on Twitter are associated with relational satisfaction with the public.  相似文献   

The open access movement at a crossroad: Are the big publishers and academic social media taking over?          下载免费PDF全文

Bo‐Christer Björk 《Learned Publishing》2016,29(2):131-134

  相似文献   

Scientific communication – on the brink of the next evolution?          下载免费PDF全文

Anne‐Katharina Weilenmann 《Learned Publishing》2016,29(3):219-221

Key points

• Publishing is fixated on the format of the scholarly article, and this is stifling innovation.
• Content should be presented in a way that adapts dynamically to the reader's needs.
• A lot of interdisciplinary research is needed to transform reading, writing, and publishing processes.

  相似文献