校内考试与课程标准的一致性研究——韦伯模式在中学地理校内考试试卷分析中的应用探究     

申大魁 《考试研究》2013,(4):22-29

借鉴韦伯模式对浙江省金华市某省级重点中学2012年度第二学期高中一年级地理学科期中试卷进行一致性分析,发现当前校内考试主要存在以下问题:教师课程标准的意识不强;校内考试重视知识和技能、轻视方法和情感态度价值观;校内考试追求最高标准的达成等。应采取增强教师的课程标准意识、提高教师"基于标准"的命题水平、建立校内考试与课程标准一致性评价制度、修订和完善现行课程标准等措施加以解决。  相似文献   

Frame Diversity and Citizen Competence: Towards a Critical Approach to News Quality     

Mauro P. Porto 《Critical Studies in Media Communication》2013,30(4):303-321

This article identifies two basic models of citizen competence (the ignorant citizen and the rational citizen) in which normative theories of journalism and standards of news quality are grounded. I propose the interpreting citizen as an alternative view of citizen competence. According to this model, the availability of diverse interpretive frames in the public realm, particularly in the news media, is an important precondition for enhancing citizen competence. Given flaws in existing standards for evaluating journalism quality, the news media should be judged in terms of their performance in presenting diverse interpretive frames, rather than in terms of informational goals.  相似文献   

Tumbling Dice: Publishers,Aggregators, and ERM     

Sandy Hurd  Katharina Klemperer  Linda Miller 《期刊图书馆员》2013,64(1-2):171-178

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The Middle School Trend: Another Look in the Upper Midwest     

Dr. Thomas A. Sinks  Dr. John McLure  Dr. Max Bough  Robert Malinka  Dr. Dorothy J. T. Terman 《Clearing house (Menasha, Wis.)》2013,86(2):52-56

Teacher retention has become a major issue facing policy makers as our nation's school-age population continues to grow while the teaching workforce continues to decline because of attrition and an aging workforce. Common reasons cited by teachers for leaving the profession can also be linked to burnout. This study examined burnout levels in a specific subset of teachers—those who achieved certification by the National Board for Professional Teaching Standards (NBPTS). The potential benefits to teachers who pursue NBPTS certification include professional pride, recognition of outstanding teaching practice, new leadership roles and responsibilities, and higher salaries (Shapiro 1995 Shapiro, B. 1995. A boost for teachers?. Vocational Education Journal, 68: 28–29.  [Google Scholar]). Some of these potential rewards seem to address a number of the factors that are related to the onset of burnout, and therefore may not only alleviate burnout but also impact retention rates. The study found that National Board Certified Teachers (NBCTs) demonstrated significantly lower levels of burnout in two of its three dimensions.  相似文献   

Exploring Baccalaureate Social Work Students' Self-Efficacy: Did it Change over Time?     

Bonnie Ahn  Lolita Boykin  Corie Hebert  Heidi Kulkin 《Journal of Teaching in Social Work》2013,33(5):487-501

This study explored baccalaureate social work students' self-efficacy at a rural southern university. Bandura's concept of self-efficacy is used as a theoretical base for the study. Students (N = 43) in introductory social work courses and in the field practicum course completed the Foundation Practice Self Efficacy Scale. Following The Council on Social Work Educations 2008 Council on Social Work Education. (2008). Educational policy and accreditation standards handbook. http//www.cswe.org/Accreditation/Handbook/Ovierview14745.aspx#chaper14753 (http://http//www.cswe.org/Accreditation/Handbook/Ovierview14745.aspx#chaper14753)  [Google Scholar] Educational Policy and Accreditation Standards, which recognizes field education as the signature pedagogy of social work education, field students were hypothesized to have higher levels of self-reported self-efficacy than entry-level students. Results suggest that senior level students were more confident in their abilities to practice social work than those students enrolled in an introductory social work course. Implications of this research for social work education are discussed, including the value of using self-efficacy scales in evaluating social work educational program outcomes.  相似文献   

Adverse Childhood Experiences Among MSW Students     

Chris Simmons 《Journal of Teaching in Social Work》2013,33(3):235-247

This study examined the extent to which age, education, and practice experience among social work graduate students (N = 184) predicted cognitive complexity, an essential aspect of critical thinking. In the regression analysis, education accounted for more of the variance associated with cognitive complexity than age and practice experience. When age and direct practice experience were controlled for, education accounted for 6% of the variance in cognitive complexity. Results suggest that education experience may play a more important role in social work student cognitive complexity than age or practice experience. Implications for social work education and assessing student cognitive development are discussed.  相似文献   

An Educator's Guide to the Development of Advanced Practice Competencies in Clinical Social Work     

Jonathan B. Singer  Susan W. Gray  Dennis Miehls 《Journal of Teaching in Social Work》2013,33(5):451-470

The 2008 Educational Policy and Accreditation Standards identified 10 core competencies that all social work graduates should master. MSW programs found themselves with a need to identify knowledge, values, and skill statements that reflected what concentration-year students were expected to know and be able to do. In 2009 a group of educators convened at the Council on Social Work Education in Alexandria, VA to develop a model of advanced practice in clinical social work. This article describes the work group's process; identifies and describes the resulting advanced clinical knowledge, values, and skills statements; discusses the key debates and issues that arose during the development of the statements; and concludes with the implications for social work education and practice.  相似文献   

《体育（与健康）课程标准》研究述评     

王沂  李尚滨 《首都体育学院学报》2008,20(3):64-68

运用文献资料、逻辑分析等研究方法对我国《体育(与健康)课程标准》的相关文献进行了综述,相关研究主要集中在《体育课程标准》出台的背景分析、《体育课程标准》与《体育教学大纲》的比较、《体育课程标准》与课程改革目标以及《体育课程标准》的历史局限性等方面。  相似文献   

20世纪90年代美国《历史科国家课程标准》及其启示     

邓利霞 《济宁师范专科学校学报》2009,30(1)

20世纪90年代,美国经过一系列的努力,颁布并实施了美国《历史科国家课程标准》,《历史科国家课程标准》的颁布实施,对美国历史教育起了巨大的推动作用,也有许多值得我们借鉴学习的地方。  相似文献   

Crunch time: the revised ISO 15489 and the future of recordkeeping     

Cassie Findlay 《档案与原稿》2018,46(2):222-226

The revised International Standard ISO 15489:2016 Part 1: Principles and Concepts establishes a framework and a set of techniques with which today’s recordkeeping professionals can implement appropriate and digital-ready strategies for recordkeeping. Moving away from conventions that remained tied to the paper world, the Standard establishes a set of principles to guide any approach, regardless of technologies and formats, and explains the fundamentally important work of appraisal. It also describes the essential elements of controls for records, to assist with access, retention and more. In this reflection, the author describes the genesis of the revised standard and argues that, unless recordkeeping professionals embrace the contingent and fluid nature of their work, and adhere to principles such as those described in the Standard, they will not produce solutions to accountability, access and memory challenges that meet the needs of the connected world.  相似文献