Are Comprehensive Aims Being Realized?     

Louis Cohen  Derek Fisher 《课程研究杂志》2013,45(2):166-175

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Measuring Teachers' Meta-Orientations to Curriculum: Application of Hierarchical Confirmatory Factor Analysis     

Derek Cheung 《Journal of Experimental Education》2013,81(2):149-165

Although curriculum scholars generally agree that teachers' meta-orientations to curriculum are hidden forces guiding their selection of curriculum goals, curriculum content, teaching methods, and assessment strategies, the existence of such a meta-orientation construct has not been empirically confirmed. The author used McNeil's (1996) 4 curriculum orientations to demonstrate how hierarchical confirmatory factor analysis can be applied to measure the meta-orientation construct. A hierarchical model was hypothesized that consisted of 4 1st-order factors and 1 2nd-order factor. The 1st-order factors represented McNeil's 4 separate curriculum orientations: academic, social reconstructionist, humanistic, and technological. The 2nd-order factor denoted the meta-orientation construct. Hierarchical confirmatory factor analysis of teacher data collected by a curriculum orientation inventory provided clear support for the hypothesized model.  相似文献   

How science teachers' concerns about school‐based assessment of practical work vary with time: the Hong Kong experience     

Derek Cheung 《Research in Science & Technological Education》2013,31(2):153-169

School‐based assessment of science students' practical skills has two important roles—as a complement to written papers in public examinations and as a catalyst for enriching the science curriculum in schools. This article describes a quantitative study of the concerns chemistry and biology teachers experience as they engage in the process of implementation of a school‐based assessment scheme for practical work. A 23‐item questionnaire was developed to measure five categories of teacher concern: evaluation, information, management, consequence and refocusing. The nature of each category of teacher concern is discussed in relation to innovation adoption and implementation. Data were collected from 400 chemistry and 412 biology teachers in Hong Kong. Teachers' information and management concerns lessened in intensity when they became experienced users of a school‐based assessment scheme. However, teaching experience alone could not motivate teachers to think more about the impact of school‐based assessment on student learning, their professional development in student assessment and the possible refinements in their school‐based assessment scheme. Concerns‐based interventions are suggested to help teachers grow professionally.  相似文献   

Bullying in 25 secondary schools: incidence,impact and intervention     

Derek Glover  Gerry Gough  Michael Johnson  Netta Cartwright 《Educational research; a review for teachers and all concerned with progress in education》2013,55(2):141-156

This paper outlines an investigation of the incidence and impact of physical, verbal and property-violation bullying in 25 secondary schools within a partnership operating with Keele University. The investigation also considers the impact of antisocial behaviour on pupils and the effectiveness of intervention to secure improved behaviour patterns. Evidence shows that in any year 75 per cent of pupils are bullied but that severe and repeated bullying is likely to be perpetrated and suffered by about seven per cent of pupils. Four behaviour patterns can be identified: bullies, bullies who are also victims, victims and non-participants, and the link between behaviour and factors in developing self-esteem is explored. Successful intervention requires a change of attitude on the part of both pupils and the community, a willingness to report events, and an understanding of respect for personal space.  相似文献   

Knowledge development in adult learning groups     

Neil Mercer  Derek Edwards 《Open Learning》2013,28(2):22-28

Adult learning groups have often been studied in terms of the inter‐personal relations and problems which they generate. But how do adults develop, and build on, a shared understanding in such groups ‐ which is, after all, their main purpose ‐ and how can tutors best facilitate these processes? Neil Mercer, of the Open University's School of Education, and Derek Edwards, of Loughborough University's Social Sciences Department, address these questions here by applying research methods developed in schools. A tutor group at a recent Open University summer school is analysed as an example, but the implications of the study are more general.  相似文献   

Approaches to the international recognition of professional qualifications in engineering and the sciences     

Derek Jefferies  Julia Evetts 《European Journal of Engineering Education》2000,25(1):99-107

The recognition and regulation of professional qualifications has sometimes been handled by state bureaucracies and sometimes by professionals themselves. However, professional services are now being provided within global operations and professionals are practising beyond the nation-state in which they were trained. There is a developing need for the international recognition of professional qualifications. It is becoming increasingly important that individuals, and the organizations which employ them, can feel confident that their qualifications are recognized and that professional licences are protected in international markets. This paper reviews the various approaches to the international recognition of professional qualifications and attempts an evaluation with respect to engineering, technology and the sciences. It continues with an examination of the challenges currently facing the international professional federations in these respects.  相似文献   

Users as Currency: Technology and Marketing Trials as Naturalistic Environments     

Derek William Nicoll 《The Information Society》2000,16(4):303-310

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Framing the Problem: effects of wording on children's statistical inferences     

Sik Hung Ng  Margaret‐Ellen Pipe  Bruce Beath  Derek Holton 《教育心理学》1999,19(4):489-499

ABSTRACT A total of 96 children aged 11 to 12 years were given statistical inference problems (base‐rate and law of large numbers) designed to test the effects of wording on their answers. The wording of the problems was manipulated to make the information on base‐rates and on the law of large numbers either more salient or less salient. The latter condition was established by adding extraneous information to base‐rates, or, in the case of the law of large numbers, making the context unfamiliar or focusing choice on a particular person rather than on the group. A significant main effect of wording was found across all problems in favour of the salient condition. The results indicated that the children had a high level of statistical intuition and that they knew when to reason statistically and when not to.  相似文献   

Validity of the activPAL and Height-Adjusted Curvilinear Cadence-METs Equations in Healthy Adults     

Myles W. O’Brien  Jarrett A. Johns  Jonathon R. Fowles  Derek S. Kimmerly 《Measurement in physical education and exercise science》2020,24(2):147-156

ABSTRACT

The activPAL is a widely-used measure of sedentary time but few studies have evaluated its ability to estimate physical activity intensity. This study determined the accuracy of the algorithm used by the activPAL to predict metabolic equivalents (METs) from cadence and a curvilinear cadence-METs equation individualized for height. Thirty-six healthy adults (25 ± 6 years) completed a progressive walking protocol. Stepping cadence was video recorded and METs were determined via indirect calorimetry. Manually-counted cadence was input into the activPAL and curvilinear equations. The internal activPAL equation overpredicted METs at slower cadences (<120 steps/minute) but underpredicted METs at faster cadences (>120 step/minute) (proportional bias, p < .001). Conversely, the curvilinear equation exhibited neither fixed (p = .37) nor proportional bias (p = .07), and a lower absolute MET difference [0.87 ± 0.65 (range:0.0–3.2) vs. 0.56 ± 0.45 (range:0.0–2.7) METs]. The linear activPAL equation poorly estimates METs from stepping cadence but these inaccuracies may be lessened through the use of an individualized curvilinear equation.  相似文献   

The IDEA Model as a Best Practice for Effective Instructional Risk and Crisis Communication     

Deanna D. Sellnow  Derek R. Lane  Timothy L. Sellnow  Robert S. Littlefield 《Communication Studies》2017,68(5):552-567

This study presents the IDEA (internalization, distribution, explanation, action) model as an easy-to-use and situationally generalizable framework for quickly developing effective messages instructing people on how to protect themselves before and during high-risk events, crises, disasters, and other emergencies. The model consists of four elements: helping message recipients internalize the potential impact of the risk or crisis event, identifying appropriate channels and strategies for distributing the risk or crisis event messages, offering a brief and intelligible explanation of the nature of the risk or crisis, and providing specific self-protective action steps for people to take. The model may be used to design messages in any risk, crisis, or emergency context. Through a posttest-only quasi-experimental cross-sectional research experiment, this study measured the perceived message effectiveness, cognitive understanding, and behavioral intentions of those viewing a television news story about a crisis situation employing the IDEA model compared to those viewing a similar story replicating typical crisis event news stories delivered to general publics. This comparative examination revealed that the message designed according to the IDEA model was significantly more effective than the status quo message and resulted in greater behavioral intentions to engage in appropriate self-protective actions in the event of an acute risk or crisis situation. Strategies for implementing the model are also provided.  相似文献