When Mastery Goals Meet Mastery Learning: Administrator,Teacher, and Student Perceptions     

Alyssa Emery  Lynley H. Anderman  Shirley L. Yu 《Journal of Experimental Education》2018,86(3):419-441

Few studies have examined the impact of mastery learning on mastery goal structures or even on students’ motivation more generally. In this study, we examined one middle school that implemented a schoolwide mastery learning system, conducting interviews with a sample of administrators (n = 3), teachers (n = 4), and students (n = 9) to determine how the system was envisioned by the school leadership, implemented by the teaching staff, and perceived by the students. We used deductive qualitative analysis (DQA) to determine visions, practices, and perceptions aligned with achievement goal theory. Results indicated that evaluation practices have the greatest potential to undermine other positive motivational impacts of mastery learning–based instruction. Implications and transferability for research and practice are discussed.  相似文献   

高职院校应着力培养学生的“吃苦”精神     

彭汉庆 《孝感职业技术学院学报》2008,11(4):90-92

高职教育的培养目标决定了必须把培养学生“吃苦”精神放在重要地位。文章论述了高职院校培养高职生“吃苦”精神的必要性,提出了培养学生“吃苦”精神的具体措施。  相似文献   

“以人为本”：为课程改革实验试点定标护航     

邹联克 《贵州教育学院学报》2008,24(2):24-25

以人为本思想,体现在贵州瘩普通高中课程改革实验试点工作中,就是要坚持以学生和教师的发展为根本。因此,认真践行以人为本思想,就要抓好学校制度的重建、最大可能地优化学校环境、加快学校发展等,为全省普通高中课程改革实验试点工作定标护航。  相似文献   

Target blood pressure in diabetes patients with hypertension—What is the accumulated evidence in 2011?     

Nilsson PM 《Journal of Zhejiang University. Science. B》2011,12(8):611-623

There is overwhelming evidence that hypertension is an important risk factor for both macrovascular and microvascular complications in patients with diabetes, but the problem remains to identify appropriate goals for preventive therapies. A number of guidelines (the European Society of Cardiology (ESC)/European Association for the Study of Diabetes (EASD) 2007, the Joint National Committee (JNC)-VII 2003, the American Diabetes Association (ADA) 2011) have for example advocated a blood pressure goal of less than 130/80 mmHg, but this suggestion has been challenged by findings in recent trials and meta-analyses (2011). The European Society of Hypertension (ESH) therefore recommends a systolic blood pressure goal of “well below” 140 mmHg. Based on evidence from both randomized controlled trials (hypertension optimal treatment (HOT), action in diabetes and vascular disease: preterax and diamicron MR controlled evaluation (ADVANCE), action to control cardiovascular risk in diabetes (ACCORD)) and observational studies (ongoing telmisartan alone and in combination with ramipril global endpoint trial (ONTARGET), international verapamil-trandolapril study (INVEST), treat to new targets (TNT), and the National Diabetes Register (NDR)), it has been shown that the benefit for stroke reduction remains even at lower achieved blood pressure levels, but the risk of coronary events may be uninfluenced or even increased at lower systolic blood pressure levels. In a recent meta-analysis, it was therefore concluded that the new recommended goal should be 130–135 mmHg systolic blood pressure for most patients with type 2 diabetes. Other risk factors should also be controlled with a more ambitious strategy applied in the younger patients with shorter diabetes duration, but a more cautious approach in the elderly and frail patients with a number of vascular or non-vascular co-morbidities. In patients from East Asia, such as China, the stroke risk is relatively higher than the risk of coronary events. This must also be taken into consideration for individualized goal setting in relation to total risk, for example in patients from stroke-prone families. In conclusion, the current strategy is to have a more individualized approach to risk factor control in patients with type 2 diabetes, also relevant for blood pressure control.  相似文献   

Modeling latent true scores to determine the utility of aggregate student perceptions as classroom indicators in HLM: The case of classroom goal structures   总被引：1，自引：0，他引：1  

Angela D. Miller  Tamera B. Murdock 《Contemporary educational psychology》2007

Measures of classroom climate such as classroom goal structures are often assessed through students’ perceptions; the aggregated means within classrooms are then sometimes labeled as “classroom characteristics.” The validity of these constructs is limited by the reliability of the measure at both the student and classroom level; yet, few studies accurately assess reliability when multilevel models are used. We demonstrate the use of a three-level hierarchical linear model to estimate latent true score measures of students’ perceptions of goal structures, appropriately adjusted for their nested structure. To investigate the distinctiveness of goal structures from teacher characteristics, we examined the inter-correlations among the student and classroom level variables, and predictors of each.  相似文献   

开放性教学过程的目标取向及其建构   总被引：3，自引：0，他引：3  

方舟 《广播电视大学学报》2004,(3):109-113

自从教育的开放性作为我国21世纪教育发展的重要命题被提出后，宏观层面上看取得了长足的进步，但从微观层面上看却还存在着诸多的发展瓶颈，教学过程的不开放或不完全开放就是一个很重要的瓶颈，阻滞了整个开放教育的发展。解决这个问题，需重新分析开放性教学过程的目标取向，进一步明确开放学习理念的本质，在此基础上，深入教学实际，从课程管理体系、课程教学内容及结构、课程教学方式与方法和课程学习结果评价机制四个方面具体地提出开放性教学过程的建构意见。  相似文献   

Adding value to students in higher education: a 5-year analysis of student attainment of National Governing Body Awards in a UK Outdoor Education Degree Programme     

Tim Stott 《Journal of Adventure Education & Outdoor Learning》2013,13(2):141-160

Recent interest in ways of assessing the performance and ‘value-added’ aspects of higher education and how universities can enhance graduate employability skills has prompted this study into the acquisition of National Governing Body Award (NGBA) qualifications by students on a UK outdoor education degree programme. Students' age, gender, academic and NGBA qualifications, short-term and long-term goals on entry and after each year of study were compiled for students on the BSc (Hons) Outdoor and Environmental Education course at Liverpool John Moores University (n?=?151 students from five cohorts, 1998–2002). Some 78% of entrants held at least one NGBA with 36%, 9% and 2% holding ≥5, ≥10 and ≥15 NGBAs, respectively, and 100% of graduates held at least one NGBA with 57%, 35% and 8% holding ≥5, ≥10 and ≥15 NGBAs, respectively. Students with non-A-level entry held more NGBAs than students who entered with A-levels but A-level entry students gained NGBAs at a faster rate than those without A-levels. There was no clear relationship between students' age and either the number of NGBAs held on entry, or the number gained during the programme. There was a weak inverse relationship between the number of NGBAs that students held on entry and the number gained while on the programme. The data offer virtually no evidence that the pursuit and acquisition of NGBAs' impacts on students' academic achievement as measured by the class of degree that they are awarded. Comparisons of A-level entry points with final degree class showed surprisingly similar distributions in all classes except for first class awards, where students with A-level entry performed twice as well. Males held a significantly greater number of NGBAs on entry than females (mean of 4.8 compared to 2.9) but once on the programme, the achievements of males and females are equal. Analysis of 57 students' short-term and long-term goals showed that 74% and 72% of students specifically stated their intention to achieve NGBAs in their short-term and long-term goals, respectively, with 50% fully achieving their short-term goals by the end of the programme. Students who are good at setting achievable goals and have well-developed time management and study skills are more likely to be successful in courses such as this, which are demanding, require a lot of hours outside the formal class contact time, and require high level decision-making skills to be able to manage successfully conflicts in time and resources.  相似文献   

Assessing the Effects of Instructor Enthusiasm on Classroom Engagement,Learning Goal Orientation,and Academic Self-Efficacy     

《Communication Teacher》2013,27(1):44-56

Enthusiasm is widely regarded as one of the most essential and desirable qualities and characteristics of effective teachers. This study is designed to assess the effects of teacher enthusiasm on student classroom engagement, learning goal orientation, and academic self-efficacy. Participants include 165 college students enrolled in basic communication classes. Results indicate that teacher enthusiasm is an effective predictor of student behavioral, cognitive, and emotional engagement, intrinsic goal orientation, and academic self-efficacy, but it is not a significant predictor of extrinsic goal orientation. Consequently, this study demonstrates the power of teacher enthusiasm in predicting and shaping students' behavior in the classroom.  相似文献   

DC元数据年会综述（2012）     

赵亮  张春景 《数字图书馆论坛》2012,(11):32-41

文章详细介绍了都柏林核心元数据组织（DCMI）2012年年年会情况与特点,也总结了历届年会的历史沿革与变化,并通过重点介绍年会交流中如主旨发言等内容,阐述了在元数据生态环境变化背景下,DCMI应如何拓展思路,应对未来发展路径的难题。文章还通过笔者对DCMICEO和CIO等关键人物的访谈,介绍了DCMI这一年的工作成绩与今后的发展方向思考,也介绍了DCMI以元数据设计模式、词表映射和词表长期保存为主的工作方向。最后笔者提出了中国的元数据社区的专业人士应如何应对发展路径的思考以及如何对国际元数据界作出贡献的思路。  相似文献   

Solving the equity–equality conceptual dilemma: a new model for analysis of the educational process     

Oscar Espinoza 《Educational research; a review for teachers and all concerned with progress in education》2013,55(4):343-363

Background Over the past four decades there have been a number of controversies arising from the discussion of ‘equity’ and ‘equality’. These concepts are often invoked by policy analysts, policy-makers, government officials and scholars in order to justify or critique resource allocation to different levels of the educational system.

Purpose By creating a new equality–equity goal-oriented model, which allows the combination of different dimensions for each concept with different stages of the educational process, this paper aims to achieve two purposes: (1) to clarify among researchers, educators, evaluators, policy analysts, and policy-makers the notions of ‘equality’ and ‘equity’; and (2) to encourage researchers and evaluators to critically examine and synthesize equality/equity-based research.

Sources of evidence A review of the literature concerning the meaning, goals and assumptions of the concepts ‘equity’ and ‘equality’, and their implications for social and public policy, is presented.

Main argument A survey of recent and earlier debates on ‘equity’ and ‘equality’ among scholars and researchers reveals disagreement and confusion about what those concepts really mean and what they involve in terms of goals and results. It is debatable whether we can have ‘equity’ and ‘equality’ in a society that prioritizes efficiency in resource management over social justice. Certainly, such questions have shaped and guided many discussions and theoretical debates among scholars, policy analysts and policy-makers.

Conclusions Most of the definitions of ‘equity’ and ‘equality’ are frequently used by many researchers, evaluators, policy-makers, policy analysts, scholars and educators as if they were interchangeable. Instead of arguing for a unique or simple conception of ‘equity’ and ‘equality’, a set of definitions of those concepts as well as a discussion related to theoretical and policy issues associated are presented. In order to avoid that confusion, the equality–equity model developed in this paper suggests several new directions for analysis and research. It provides some ideas about how ‘equity’ (i.e. ‘equity for equal needs’, ‘equity for equal potential’ and ‘equity for equal achievement’) and ‘equality’ (i.e. ‘equality of opportunity’, ‘equality for all’ and ‘equality on average across social groups’) could be treated and measured in future research in relation to different features of the educational process (availability of resources, access, survival, output and outcome).  相似文献