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711.
Anna Planas-Lladó Lidia Feliu Francesc Castro Rosa Maria Fraguell Gerard Arbat Joan Pujol 《Assessment & Evaluation in Higher Education》2018,43(1):14-30
This article analyses the use of peer evaluation as a tool for evaluating teamwork and students’ perceptions of this type of evaluation. A study was conducted of six subjects included on five degree courses at the University of Girona. In all of these subjects, students carried out a team activity, evaluated the performance of the team and the involvement of its different members, and responded to a survey on their perceptions of this evaluation system. We found the main factors influencing the evaluation and perception of teamwork to be teachers’ and students’ prior experience in this type of evaluation activity, the field where it is applied, the academic year students are enrolled on and the weight of the activity in the final mark. The results show that, in general, students’ views regarding such evaluation procedures are positive. 相似文献
712.
Lawrence H. Stewart Joan P. Avis 《International journal for the advancement of counseling》1984,7(4):241-251
School counseling in the United States is going through a very difficult period. Reasons for the difficulties are discussed. Suggestions are offered for modifications in counseling practice and in counselor education needed to overcome the current problems. Hopefully, the issues raised in the paper will be especially relevant in those countries which have relied heavily on literature and expertise from the United States in developing their counseling services. 相似文献
713.
Faculty reflect on course planning 总被引:2,自引:2,他引:2
Joan S. Stark Malcolm A. Lowther Michael P. Ryan Michele Genthon 《Research in higher education》1988,29(3):219-240
Faculty members' beliefs about educational purpose and the nature of their academic fields strongly influence how they plan introductory courses. Interviews with 89 faculty members teaching in diverse colleges and representing eight fields also identified faculty attention to student preparation, available textbooks, and locally important factors, but little attention to alternative instructional strategies during course planning. Based on the findings, the authors have developed a tentative general model of course design and related questions to guide future study. 相似文献
714.
715.
Testing a Model of Program Curriculum Leadership 总被引:1,自引:0,他引:1
Joan S. Stark 《Research in higher education》2002,43(1):59-82
This study tests the curriculum leadership framework that Stark and Lattuca adapted from Quinn's model of management styles. Chairpersons of departments nominated as effective in curriculum planning answered a survey about their leadership activities and styles. Factor analysis partially supported the model. Activities that chairs reported did not correspond well, however, with leadership styles they chose as most effective. 相似文献
716.
The impact of a Framework‐aligned science professional development program on literacy and mathematics achievement of K‐3 students
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Peter Paprzycki Nicole Tuttle Charlene M. Czerniak Scott Molitor Joan Kadervaek Robert Mendenhall 《科学教学研究杂志》2017,54(9):1174-1196
This study investigates the effect of a Framework‐aligned professional development program at the PreK‐3 level. The NSF funded program integrated science with literacy and mathematics learning and provided teacher professional development, along with materials and programming for parents to encourage science investigations and discourse around science in the home. This quasi‐experimental study used a three‐level hierarchical linear model to compare the Renaissance STAR Early Literacy, Reading, and Mathematics scores from 2015 to 2016 of K‐3 students in treatment and control classrooms in a large Midwestern urban school district. The statistically significant results indicate that, on average, every year that a student has a program teacher adds 8.6 points to a student's spring STAR Early Literacy score, 17.0 points to a student's STAR Mathematics score, and 41.4 points to a student's STAR Reading score compared to control students. Implications for early elementary teacher education and policy are discussed. © 2017 Wiley Periodicals, Inc. J Res Sci Teach 54:1174–1196, 2017 相似文献
717.
Joseph M. Scandura Joan Barksdale John H. Durnin Robert Mcgee 《Educational Studies in Mathematics》1969,1(3):247-251
135 high schoolSs were presented with one of three treatment programs: rule (R); rule, then discovery (RD); and discovery, then rule (DR). AllSs were tested on the training rules and on three transfer problems. No significant differences were found on the transfer problems, but the R and RDSs learned the training rules better than the DRSs (p<0.01). It was proposed that failure on the discovery task may have had an inhibiting effect on subsequent learning on the R program.The authors wish to thank the students who participated in the experiment, the members of a teachers' research seminar supported by a government grant to the Montgomery County Instructional Center, and particularly to Mr. Philip Beck and Mr. Philip O'Neil without whose help and cooperation the study could not have been conducted. 相似文献
718.
719.
Black children generally receive poorer sociometric nominations compared with Whites. This effect is not fully understood because Black children rarely hold a classroom majority and teachers' race is rarely investigated. Research from a person-environment perspective suggests that the effects of children's race depend on the racial composition of the classroom and society's racial attitudes. Sociometric nominations were obtained from 1,268 5th graders, between 9 and 11 years old (53% Black), across 57 classrooms (3-95% Black students). Half of the teachers were Black. The results indicated that ratings of Black children were more influenced by the racial context of classrooms than were ratings of White children. The implications of this study are discussed in relation to group dynamics and racial discrimination. 相似文献
720.
What university teachers teach and how they teach it 总被引:2,自引:1,他引:1
Elaine Martin Michael Prosser Keith Trigwell Paul Ramsden Joan Benjamin 《Instructional Science》2000,28(5):387-412
In this article we make three related arguments. The first isthat different teachers have different intentions concerning whatstudents will learn and consequently in their teaching they constitutethe topic or subject to be taught quite differently. The second is thata teacher's intentions concerning what it is that students should learnis closely aligned with a teacher's expectation of how students learnand how they can be helped to learn through teaching. The third is thatwhen teachers focus specifically on the teaching of a particular topic,within a specific context, there is a close relationship between theirintentions and their teaching practice. In this article we explore thesearguments through an empirical study which considers the different waysin which 26 university teachers intended to constitute a subject ortopic for their students to study, how they then taught the subject andsubsequently how consistent were their intentions and their practice.The analysis shows that when the context of teaching and learning istightly defined there is a clear relationship between a teacher'sintention and their practice. In particular, university teachers whoadopt more conceptual change and student-focussed approaches to teachingconstitute objects of study which are more relational and focus on thestudent's knowledge. Approaches which are more information transmissionand teacher-focussed constitute objects of study which are moremulti-structural and have a focus on knowledge which is as constitutedas being external to the student. 相似文献