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Progress assessment aims to assess students’ performance and progress during a course of study. Its purpose is primarily developmental—to help students improve learning. Progress assessment is of special value in distance education in that it can motivate or pace distance learners throughout their course of study. It can help the tutor monitor the learning process of distance learners, diagnose their problems and provide prompt help and support. However, few empirical studies have been reported in the literature that address the issue of progress assessment from the perspective of Chinese distance learners. This paper investigates the perceptions of Chinese distance learners with regard to the necessity of progress assessment and the way it is being implemented in practice. 相似文献
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Mary‐Liz Trant 《Irish Educational Studies》2013,32(1):19-32
This paper draws on psychoanalytic and socio-political perspectives of trauma and emotion to examine how critical emotional praxis may serve as a pedagogical tool for reconciliation education. A major challenge for teachers in traumatized societies struggling to enact reconciliation education is that emotions of trauma are often appropriated by social and political institutions, including schools, to justify particular collective narratives and ideologies. The prospects of critical emotional praxis are explored through two vignettes from an on-going ethnographic research in Cyprus, a country of protracted ethnic conflict. The first vignette focuses on how emotions of trauma are politically appropriated in a classroom while the second shows how one teacher manages to enact critical emotional praxis with her students to undermine the political appropriation of emotions of trauma. The paper concludes with a discussion of the pedagogical implications and recommendations for future research. 相似文献
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Professional development for teachers: a world of change 总被引：1，自引：1，他引：0
Vivienne Collinson Ekaterina Kozina Yu‐Hao Kate Lin Lorraine Ling Ian Matheson Liz Newcombe 《欧洲师范教育杂志》2009,32(1):3-19
As the industrialised world shifted to an interdependent and global society, formal schooling was quickly recognised as a major factor in achieving a knowledge society of lifelong learners capable of transforming and revitalising organisations. Teachers were encouraged to engage in learning together to improve teaching and, by extension, improve learning for the children in their care. This article identifies three emerging trends intended to broaden teachers' learning and enhance their practices through continuous professional development: glocalisation, mentoring, and re‐thinking teacher evaluation. The body of the article indicates how these three trends are unfolding in Australia, England, Latvia, the Republic of Ireland, Scotland, Taiwan, and the USA.
However, teachers cannot bring about necessary changes without organisational and systemic change; namely, collaboration with governmental agencies and other institutions. The authors suggest that transforming schooling in the twenty‐first century depends on education policies being supported by expanded teacher participation in education policy‐making, more coherent governmental policies across agencies, and collaborative, differentiated models for career‐long continuing professional development. 相似文献
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Elissa Burton Gill Lewin Simone Pettigrew Anne-Marie Hill Liz Bainbridge Kaela Farrier 《Journal of sports sciences》2017,35(15):1523-1532
Participation rates of older people in resistance training (RT) are low despite increasing research showing many health benefits. To increase the number of older people participating in RT it is important to know what would motivate people to become involved, what motivates those who participate to continue, and the factors preventing many older people from commencing participation. To investigate these issues, a questionnaire was mailed to three groups of older people: (1) those receiving home care services, (2) members of a peak non-government seniors’ organisation and (3) those participating in a specific gym-based RT programme. In total, 1327 questionnaires were returned (response rate = 42.5%). To feel good physically and mentally were the main reasons motivating participation among all three groups, and falls prevention was identified as an important motivator for the home care respondents. Pain, injury and illness were the main barriers to participating, or continuing to participate. However, medical advice was a factor influencing participation commencement. The results suggest organisations providing RT programmes for older people should tailor the promotion and delivery of programmes to address key motivators and barriers specific to each group to increase the proportion of older people initiating and continuing to engage in RT. 相似文献
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Liz Langdon 《Teaching Artist Journal》2016,14(2):88-97
Intergenerational community members engage in making a mural to create a visual identity and document a legacy of care and hope. 相似文献
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