Parents’ and teachers’ perceptions of standards-based and traditional report cards     

Gerry M. Swan  Thomas R. Guskey  Lee Ann Jung 《Educational Assessment, Evaluation and Accountability》2014,26(3):289-299

The purpose of this study was to determine parents’ and teachers’ perceptions of standards-based and traditional report cards. Participants included 115 parents/guardians of students from a single, midsize school district that had implemented a standards-based report card. During the first two marking periods, all parents/guardians received both a traditional report card in which teachers assigned a single overall grade for each subject and a standards-based report card that included marks for individual standards within subjects. After midyear, parents were asked to complete a survey that asked which form they preferred and the reasons for their preference. Three hundred and eighty three teachers from two nearby midsize school districts considering the adoption of the same standards-based report card completed a similar survey. Parents overwhelmingly preferred the standards-based form. The teachers considering the adoption of a standards based report card were positive overall, but significantly less than the parents who had received them.  相似文献   

Finding space for student innovative practices with technology in the classroom     

Thomas Hillman 《Learning, Media and Technology》2014,39(2):169-183

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A Comprehensive Faculty,Staff, and Student Training Program Enhances Student Perceptions of a Course-Based Research Experience at a Two-Year Institution     

Thomas D. Wolkow  Lisa T. Durrenberger  Michael A. Maynard  Kylie K. Harrall  Lisa M. Hines 《CBE life sciences education》2014,13(4):724-737

Early research experiences must be made available to all undergraduate students, including those at 2-yr institutions who account for nearly half of America''s college students. We report on barriers unique to 2-yr institutions that preclude the success of an early course-based undergraduate research experience (CURE). Using a randomized study design, we evaluated a CURE in equivalent introductory biology courses at a 4-yr institution and a 2-yr institution within the same geographic region. We found that these student populations developed dramatically different impressions of the experience. Students at the 4-yr institution enjoyed the CURE significantly more than the traditional labs. However, students at the 2-yr institution enjoyed the traditional labs significantly more, even though the CURE successfully produced targeted learning gains. On the basis of course evaluations, we enhanced instructor, student, and support staff training and reevaluated this CURE at a different campus of the same 2-yr institution. This time, the students reported that they enjoyed the research experience significantly more than the traditional labs. We conclude that early research experiences can succeed at 2-yr institutions, provided that a comprehensive implementation strategy targeting instructor, student, and support staff training is in place.  相似文献   

NEST 2014: Views from the Trainees—Talking About What Matters in Efforts to Diversify the STEM Workforce     

Andrew G. Campbell  Rachel Skvirsky  Henry Wortis  Sheila Thomas  Ichiro Kawachi  Christine Hohmann 《CBE life sciences education》2014,13(4):587-592

This paper summarizes the outcomes of a retreat designed to cultivate interactions between trainees at various training levels and provide them opportunities to share their training perspectives and expectations. Retreat outcomes are used to support the development of better science, technology, engineering, and mathematics training practices by informing the trainers’ perspective.  相似文献   

Getting Students Outside: Using Technology as a Way to Stimulate Engagement     

Carrie J. Boyce  Chandrani Mishra  Kristy L. Halverson  Aimée K. Thomas 《Journal of Science Education and Technology》2014,23(6):815-826

Informal environments provide students with unique experiences that allow them to actively participate in activities while promoting a positive attitude toward and an increased interest in science. One way to enhance informal science experiences is through the integration of mobile technologies. This integration is particularly useful in engaging underrepresented students in learning science. Our informal environmental science program engages underrepresented, fifth-grade students in an informal learning environment supplemented with mobile tablet technology (iPads). The purpose of this study was to explore how fifth-grade students interacted with nature using mobile technology during a nature hike series. Participants included 55 fifth-grade students from two low-income schools. We found that students used the mobile technology to explore nature and stay engaged throughout the hike. The iPads were used as references, data collectors, and engagement tools. Students had an intense desire in returning to the site and responded positively toward interacting with nature. Prior research has indicated that students in this age group are likely to lose interest in science and the incorporation of field-friendly technology that engages students with nature, not technology alone, is a useful tool for keeping students interested in science.  相似文献   

Superstitious Behavior: Lesson One     

Thomas F. Gilbert 《Performance Improvement》2014,53(5):40-46

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Erratum to: An elemental model of retrospective revaluation without within-compound associations     

Patrick C. Connor  Vincent M. Lolordo  Thomas P. Trappenberg 《Learning & behavior》2014,42(1):39-39

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National qualifications in Scotland: A lightning rod for public concern about equity during the pandemic     

Louise Hayward  Jo-Anne Baird  Simon Allan  Thomas Godfrey-Faussett  Carolyn Hutchinson  Ellen MacIntosh  Ashmita Randhawa  Ernest Spencer  Margaret Lesley Wiseman-Orr 《European Journal of Education》2023,58(1):83-97

Scotland, traditionally, has high levels of confidence in teachers. Fairness and justice are key concepts in policy and practice in Scottish education. For more than 100 years, the high-stakes assessment system in Scotland, with the Scottish Higher qualification at its heart, has been crucial to that sense of opportunity and justice. However, in 2019–2020, public confidence in high-stakes assessment in Scotland, as in other United Kingdom countries, was dented. In Scotland, the Covid-19 pandemic meant that schools were closed, teachers provided online learning opportunities for pupils working at home and, for the first time in 130 years, it was not possible to run national examinations. To ensure that learners were not further disadvantaged, alternative approaches to gathering evidence for qualifications were instigated. However, these results were challenged as socially unjust and the results that had been nationally moderated were replaced by results based on locally moderated teachers' professional judgement. As Scotland looks to qualifications beyond Covid-19, trust must be re-built. This article reports on a participative research project that sought to understand public perceptions of standards and fairness across a range of key communities following this experience. Drawing on both qualitative and quantitative data, we analyse factors which affected trust in National Qualifications under the pandemic. The evidence suggests that when considering what matters for qualifications to be trusted, technocratic solutions are likely to be rejected by stakeholders. Understanding and responding to what led to the mistrust of qualifications in Scotland will be crucial to inform its future qualifications system.  相似文献   

Extending the understanding of mobile banking adoption: When UTAUT meets TTF and ITM     

Tiago Oliveira  Miguel Faria  Manoj Abraham Thomas  Aleš Popovič 《International Journal of Information Management》2014

Mobile banking (mBanking) enables customers to carry out their banking tasks via mobile devices. We advance the extant body of knowledge about mBanking adoption by proposing a model for understanding the importance and relationship between the user perception of mBanking, initial trust in mBanking services, and the fit between the technology and mBanking task characteristics. We synergistically combine the strengths of three IS theories – task technology fit (TTF) model, unified theory of acceptance and usage of technology (UTAUT), and initial trust model (ITM). The model was tested in a study conducted in Portugal, one of the European Union (EU) countries with the highest mobile phone adoption. Based on the sample of 194 individuals we applied partial least squares (PLS) to test the conceptual model propose. The path significance levels were estimated using the bootstrapping method (500 resamples). The study found that facilitating conditions and behavioral intentions directly influence mBanking adoption. Initial trust, performance expectancy, technology characteristics, and task technology fit have total effect on behavioral intention. The paper offers valuable insights to decision-makers involved in the implementation and deployment of mBanking services. For researchers, the paper highlights the usefulness of integrating TTF, UTAUT and ITM in the development of a decision support framework to study the adoption of new technologies.  相似文献   

Witness the Growth     

Thomas A. Trautner 《中国科学院院刊(英文版)》2014,(2):199-199

<正>"I participated within the CAS/MPG cooperation in the introduction of Independent Junior Research Groups at institutes of the CAS.This activity is among the most delightful and successful experiences of my scientific life.The establishment of this scientific instrument in China was determined by its scientific success in the MPG–constantly underlined by Uli Schwarz–and the groundbreaking readiness of the leadership of the CAS to pursue novel avenues of scientific organisation.  相似文献