Online vs. offline course evaluation revisited: testing the invariance of a course evaluation questionnaire using a multigroup confirmatory factor analysis framework     

Laupper  Ellen  Balzer  Lars  Berger  Jean-Louis 《Educational Assessment, Evaluation and Accountability》2020,32(4):481-498

Educational Assessment, Evaluation and Accountability - Survey-based formats of assessing teaching quality in higher education are widely used and will likely continue to be used by higher...  相似文献   

The congruence of stated research preferences and published research of science educators     

David H. May  Ellen Fuller  Joe Long  David Butts 《科学教学研究杂志》1980,17(2):153-159

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Shifting Challenges in Teacher-Education Research and Accreditation: Lessons Learned from Limitations on Studying Program Impact     

Ellen Contopidis  Kathleen DaBoll-Lavoie  Kerry Dunn  Deana Darling  Kim Wieczorek 《The New Educator》2017,13(3):310-327

ABSTRACT

A critical issue in educator preparation is how to ascertain if program graduates are sufficiently prepared to be effective through the acquisition of meaningful evidence of graduates’ impact on their students. Challenges to proving specific impact of educator-preparation programs on student learning include identifying and following program completers as they move into diverse teaching environments. Barriers include lack of access to measures such as students’ achievement scores and work samples. This article puts the research on educator-preparation-program accountability into perspective and provides a discussion about whether or not we have the capacity at this moment in time to access meaningful data about and proof of teacher impact.  相似文献   

Verbal discussions about social problem-solving between friends and non-friends     

Michelle Dumont  Ellen Moss 《European Journal of Psychology of Education - EJPE》1996,11(3):343-360

In the field of developmental social psychology there is a consensus concerning the social nature of intelligence. In spite of the important empirical investigations in this field over the last fifteen years, the influence of the quality of a relationship on joint problem-solving and learning is still poorly understood. This explorary study investigated the influence of socio-affective context on the interactive modalities surrounding social problem-solving discussions conducted with 32 dyads of 8-year-old Swiss francophone children. Sociometric interviews with children and teachers were carried out to identify the following naturally-ocurring socio-affective contexts: reciprocal friendship (RF), asymmetrical friendship (AF) and reciprocal absence of friendship (“reciprocal non-friendship” RNF; excluding enemies). Comparisons of verbal exchanges and dyadic performance across the three groups suggests that reciprocal friendship facilitates collaboration and the organization of collective work. Two rival hypotheses opposing socio-affective proximity (reciprocal friendship) and socio-affective distance (asymmetrical friendship and reciprocal absence of friendship) are discussed with respect to the influence of social interactions on social problem-solving.  相似文献   

Maternal Employment and Perceptions of Young Children: Bronfenbrenner et al. Revisited     

Ellen Greenberger  Robin O''Neil 《Child development》1992,63(2):431-448

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Development of the process conception of function     

Daniel Breidenbach  Ed Dubinsky  Julie Hawks  Devilyna Nichols 《Educational Studies in Mathematics》1992,23(3):247-285

Our goal in this paper is to make two points. First, college students, even those who have taken a fair number of mathematics courses, do not have much of an understanding of the function concept; and second, an epistemological theory we have been developing points to an instructional treatment, using computers, that results in substantial improvements for many students. They seem to develop a process conception of function and are able to use it to do mathematics. After an introductory section we outline, in Section 2, our theoretical epistemology in general and indicate how it applies to the function concept in particular. In Sections 3, 4, and 5 we provide specific details on this study and describe the development of the function concept that appeared to take place in the students that we are considering. In Section 6 we interpret the results and draw some conclusions.  相似文献   

Deal‐making and rule‐breaking: behind the façade of equity in academia     

Sue‐Ellen Kjeldal  Jennifer Rindfleish  Alison Sheridan 《Gender and education》2005,17(4):431-447

A glass ceiling for women still exists in academia after two decades of equal employment opportunity (EEO) legislation in Australia. There are complex factors that when combined make gender inequity in the higher education sector highly resistant to change. Using personal histories as a reflexive device, the paper makes explicit the embedded male patterns of behaviour in academia that operate beneath the façade of policies and rules put into place to counter inequity. In particular, the paper focuses on the cognitive dissonance individuals experience due to the disparity between formal organizational policies promoting equity, such as workload allocations, and perceptions of the unequal opportunities for women and men. Using social identity theory and the leader member exchange (LMX) framework, the daily experiences of three academic women are interpreted, the impediments to equality identified, and suggestions made for more fundamental change to gendered organizational structures within academia. The analysis of such behaviours shows that the traditional emphasis of EEO legislation on formal policies and procedures to bring about gender equity in academia needs to be accompanied by cultural change programs that make explicit and challenge behaviours that reproduce and reinforce male hegemony in academia.  相似文献   

Bottling fog? The quest for instructional management     

Joseph Murphy  Christine M. Neumerski  Ellen Goldring  Jason Grissom  Andy Porter 《Cambridge Journal of Education》2016,46(4):455-471

Elsewhere, the authors have unpacked instructional leadership and have documented that such leadership is associated with more effective schools. Indeed, there has been for a considerable time nearly universal acceptance that learning-centered leadership should provide the central platform on which leadership is enacted. In this paper, a less sanguine narrative is provided on instructional management. Specifically, it documents that for all the evidence and recognition of importance, learning-focused leadership remains a small domain of action for leaders at the school and district levels. It then focuses on both the culture of the profession of school administration and the nature of schooling to explain why in the face of considerable energy and effort only marginal improvements have been realized in deepening instructional leadership. It closes with an analysis of possible paths going forward.  相似文献   

Preservice teachers’ perceptions of an ICT-rich learning environment: Development of an instrument     

Adam Handelzalts  Ellen van den Berg  Geesje van Slochteren  Suzanne Verdonschot 《Learning Environments Research》2007,10(2):131-144

This article reports the development of an instrument to measure preservice teachers’ perceptions of the Study Landscape (SLS), which is an ICT-infused learning environment that encourages preservice teachers to direct their own learning to build a two-way relationship between theory and teaching practice. This study comprised a qualitative and quantitative part. Six factors derived from interviews with users formed the basis of the instrument: (1) Support of Learners’ Initiatives; (2) Support of Information Searches; (3) Support of Interaction; (4) Relationship with Fellow Students; (5) Relationship with Teacher Educators; and (6) Relationship with SLS Staff. Once developed, the questionnaire was responded to by 186 students. Analysis of the data supported five out of six factors.  相似文献   

Characteristics of a positive experience for women who have unmedicated childbirth   总被引：1，自引：0，他引：1       下载免费PDF全文

Hardin AM  Buckner EB 《The Journal of perinatal education》2004,13(4):10-16

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