Quality assessment of service bundles for governmental one-stop portals: A literature review     

Thomas Kohlborn 《Government Information Quarterly》2014

Service bundles, in the context of e-government, are used to group services together that relate to a certain citizen need. These bundles can then be presented on a governmental one-stop portal to structure the available service offerings according to citizen expectations. In order to ensure that citizens utilise the one-stop portal and comprised service bundles for future transactions, the quality of these service bundles needs to be managed and maximised accordingly. Consequently, models and tools that focus on assessing service bundle quality play an important role, when it comes to increasing or retaining usage behaviour of citizens. This study focuses on providing a rigorous and structured literature review of e-government outlets with regard to their coverage of service bundle quality and e-service quality themes. The study contributes to academia and practice by providing a framework that allows structuring and classifying existing studies relevant for the assessment of quality for government portals. Furthermore, this study provides insights into the status quo of quality models that can be used by governments to assess the quality of their service bundles. Directions for future research and limitations of the present study are provided as well.  相似文献   

数独世界冠军专栏     

Thomas Snyder 《大学生》2014,(11):70-70

三届数独世界冠军托马斯聿德（ThomasSnyder）为《大学生》读者们专门设计数独题。辛德曾三次获得数独世界冠军,五次夺得美国数独冠军,他的专业是化学,本科毕业于加州理工学院,在哈佛大学取得博士学位,现是斯坦福大学生物工程学助理研究员。  相似文献   

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

  相似文献   

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

  相似文献   

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

  相似文献   

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