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Robin Wills Sue Kilpatrick Biddy Hutton 《British Journal of Sociology of Education》2006,27(3):277-291
This research investigated social and academic outcomes from single‐sex classrooms in a Tasmanian coeducational government primary school. Interviews, observations and surveys formed the basis of the evidence. Teachers, parents and children reported positive benefits from the class organisation, but these differed according to gender. Staff identified increased confidence and higher self‐esteem among girls, whereas boys developed increased motivation and more commitment to schoolwork. Teachers and parents noted that boys’ accountability and self‐discipline improved. Teachers adopted different strategies from those used with mixed‐gender classes and gained higher levels of satisfaction from teaching, attributable to increased children’s time ‘on task’. Paradoxically, standardised school testing indicated no increase in academic achievements. However, there may be an extended lag between establishing changed social relationships and measurable academic outcomes, suggesting that if the new class structure is to achieve its full potential, it should be established early in primary school and continue to adolescence. 相似文献
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Anthony Hutton 《Assessment & Evaluation in Higher Education》1981,6(3):263-270
This is a report of a small study of non‐response to an evaluation questionnaire. Evidence is provided in support of the view that non‐response is independent of the questions. Some practical advice is provided for conference evaluators. 相似文献
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This study was grounded in the belief systems and physical activity literature and investigated preservice teachers' belief systems toward curricular outcomes for physical education programs. Preservice teachers (N = 486; men = 62%, women = 38%) from 18 U.S. colleges/universities shared their beliefs about curricular outcomes. Preservice teachers completed a previously validated belief systems instrument designed to measure the relative importance of four outcome goals for programs (physical activity/fitness, self-actualization, motor skill development, and social development). Internal consistency reliability for the instrument was .98. A confirmatory factor analysis demonstrated a good fit of the current sample to the hypothesized outcomes model. Multivariate analysis of variance results revealed a significant interaction in outcome preservice teachers' priorities for year in school by region. The teachers' views also differed on the important outcome goals for physical education. Two critical “tensions” are discussed: (a) the need to examine more fully the consistency of preservice teacher/teacher belief systems, and (b) implications for teacher education and professional development programming. It is important to heed prospective teachers' voices and address their belief systems in teacher education programs. 相似文献
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Abstract This study was designed to investigate the effect of an interactive videodisc motor skill assessment training program on the development of preservice and inservice teachers' qualitative assessment proficiency on two motor skills: the overhand throw and catch. Twenty-seven preservice and 27 inservice physical education teachers were randomly assigned to one of three treatment conditions: interactive videodisc (IVD), teacher-directed (TD), or self-directed (SD). Motor skill qualitative assessment accuracy was evaluated on a pre- and post-test basis using a 50-item motor skill assessment accuracy test (10 performances rated on 5 components) for each skill. Analysis of covariance results indicated significant main effects for treatment for both skills. Post hoc tests revealed that for the over hand throw, the IVD and TD groups were superior to the SD group but not different from each other. For the catch, the IVD group was found to be superior to both the TD and SD groups. These findings are discussed in relation to the advantages of interactive videodisc in terms of efficiency and user independence and with comparable findings in other educational applications. 相似文献
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Recent policy in England has suggested that educational outcomes will be raised if schools specialise in particular subjects. In contrast, calls for the reform of 16–19 education have suggested that these outcomes will be improved if students become less specialised in their studies. At present, there is a limited evidence base from which to judge these arguments. In particular, we do not know the extent to which students’ achievements in 16–19 education are higher when they choose subjects which play to their perceived strengths. We also do not know whether students are more likely to choose to study subjects taught by more effective departments. That is, outcomes may be affected by the relative strengths of students or departments in circumstances where there is freedom to choose. In this paper we provide evidence of the existence and strength of these relationships. This evidence suggests that reducing the scope within schools for specialisation or competition will reduce average student attainment and these effects ought to be taken into account when evaluating alternative curriculum policies. 相似文献
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George Hutton 《Higher Education Quarterly》1993,47(1):52-60
This paper outlines some of the early work of the Australian Business/Higher Education Round Table modelled partly on the British Council for Industry and Higher Education and the Business-Higher Education Forum in the United States. The main results of two surveys of employer and university opinions are summarized and they show considerable consensus about the objectives of secondary and higher education, desirable characteristics of university graduates and their current standards. 相似文献
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