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运用“增值”评量指标评估学校表现 总被引：6，自引：0，他引：6
运用“增值”评量方法能增强学校效能评估的效度,同时也为教育评估提供了有关的新理念。进行“增值”评量时,有必要收集学生的学习成绩、学生的学习能力基线、学校背景和情境信息、学校教育环境信息等。在研究学校效能的领域里比较常用的几种统计分析方法各有其优缺点。为得到学校的真实情况,需要分析不同类型“增值”评量指标。有关人员需了解“增值”评量方法的局限性,以做到有效使用。一个旨在促进学校评价方法创新和学校教学质量提高的中一英合作“增值”评量试验项目正在中国进行。 相似文献
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Elizabeth L. W. Mckenney Julie Dorencz Ryan M. Bristol Lacey P. Hall 《Psychology in the schools》2015,52(3):265-283
Recent years have seen a rise in the number of students identified with autism spectrum disorder (ASD), with increasing estimates of prevalence still emerging from cohorts monitored by the Centers for Disease Control and Prevention. However, dissemination to a school psychology audience about these students’ needs has been disparate, with publications being idiosyncratic in the extent to which certain areas have received focused and sustained attention and other areas receiving much less attention. A structured review of the literature examined the extent to which research on children and adolescents with ASD was published within school psychology journals from 2002 through 2012. Results indicate that published studies relating to ASD can be grouped in seven categories, with some being deeply investigated, whereas other topics have been minimally discussed within the field. The most surprising of these findings is the relative lack of publication on the development and psychometric properties of assessment tools used to evaluate students with ASD. 相似文献
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Ian Hardy Peter Grootenboer Laurette Bristol 《International journal of qualitative studies in education》2016,29(7):925-945
In this article, we utilise recent theorising on praxis and educational development to explore how academics in universities can foster public, institutional and more personal development, even as they are challenged by what are sometimes described as more ‘managerial’ and ‘neoliberal’ conditions. The research draws upon a variety of sources of data, including publicly available correspondence on the university sector in Australia, interviews with colleagues, and personal reflective journals. These data reflect three instances of educational praxis development in the Australian university context, and at three scales/levels: nationally; unit-wide (university/faculty/institute); and sub-unit/individually. The findings reveal such development in the form of: academics using mainstream media to inform the general public about the nature of university industrial relations and funding at a national level; junior and senior academics collaborating and engaging in mentoring practices to build institutional research capacity at a university/institutional level; and, individual academics meeting to develop individual teaching practice. Through explicating the characteristics and value of educational development for and as praxis, we provide resources for hope for better understanding how the work of universities, including their broader mission to inform the public, might be enacted more educationally. 相似文献
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改进学校和学生评价的方法是提高教育质量的关键杠杆。研究发现,增值评量普遍被认为可在评价中国教育质量上提供一种有效且相关的度量,这一结论与其他国家,譬如英国的有关研究结果相类似。在中国现有的学校和教师评价体系中,增值评量的概念与其测量的方法被视为是一种较为科学且受欢迎的评价方法。在运用任何新的评价体系时,需要考虑到地方情境以及优先考虑事项。增值评量法是否可在公共问责体制的框架下,为学校效能评价体系提供一种最有用或最适当的方法,向学校提供保密性反馈信息,提高学校自我评价与改进的能力,值得讨论。 相似文献
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Laurette Stacy Maria Bristol Launcelot Brown Talia Esnard 《Journal of educational administration and history》2014,46(1):17-37
This paper utilises an interpretivist framework and recent developments in practice theory to examine the conditions which influence practices of socialising into the role of school principal in Trinidad and Tobago. The results indicate that for the 11 early career primary school principals, role socialisation occurs within complex practice landscapes, where the practices of preparing classroom teachers for the principalship materialise within a context of contest. There is conflict between historical antecedents and the expectations and practices of socialising institutions such as the church, the school, the community and the Ministry of Education. This small-scale study has implications for leadership preparation practices and highlights principal socialisation as a challenge of context and history. 相似文献
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Laurette Bristol 《International Journal of Inclusive Education》2013,17(8):802-820
In Australia, recent policies for educational development have emphasised the importance of stakeholder involvement and advocacy in the promotion of student outcomes. There is robust support for the promotion and development of inclusive educational communities able to respond to the various educational needs of students, communities and staff. This paper advocates a practice perspective and establishes a direct correlation between leading practices and the formation of more inclusive school communities. It provides a consideration of the practice architectures which co-construct the ways in which six educational leaders draw on the potential of teacher talk as a vehicle for practice modification. Teacher talk, as a characteristic of leading practice, responds to the increasing dynamism in the profile of schools, students and teachers in rural New South Wales (NSW), socially, cognitively, economically, linguistically and culturally. This paper uses the medium of teacher talk to: explore the relationship between leading and inclusion – leading-for-inclusion – and interrogate socially just (inclusive) practices in the domain of the professional advocacy of the community. The paper reflects upon the practices of leading-for-inclusion (in the context of change management) and the development of more inclusive school cultures. 相似文献
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Laurette Bristol Anne E. Adams B. Gloria Guzman Johannessen 《Mentoring & Tutoring: Partnership in Learning》2013,21(5):396-414
In this paper, we examined the collaborative mentoring processes of a transnational network. A narrative approach was employed to explore the mentoring practices and experiences of 19 women involved in the CURVE-Y-FRiENDs (C-Y-F) network. Their mentoring practices go beyond transnational, ethnic, discipline, and university borders. The processes employed in the network can be conceptualized as pathways to professional relationships. The narratives of C-Y-F members illustrated collaborative mentoring as an expression of the personal and professional dimensions of support, which must be part of academic life. Collaborative mentoring relationships and discourse provided a response to the current inconsistencies in faculty mentoring practices and have implications for the ways in which administrations and faculty in general initiate more empathetic structures and procedures that better meet the mentoring needs of women and minority faculty in academia. 相似文献
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John L. Bristol 《Journal of Experimental Education》2013,81(3):57-61
The acquisition of decoding skills ( sound-symbol correspondence, visual analysis, and blending ) was studied with twelve Ss who scored below average on a battery of psychomotor tests. A group of twelve “no treatment” control Ss were shown to be superior to the experimental Ss in reading simple sight words on a laboratory pretest. Each experimental S required an average of 4 1/2 hours of tutorial time, distributed across forty-three sessions, in learning the program content. Posttest results showed the experimental Ss to be superior to the controls on all measures of decoding and demonstrated that experimental Ss could apply decoding skills to unfamiliar content. The major conclusion drawn is that so-called dyslexic children can learn basic reading skills. The success was attributed to the highly-structured, programmed approach. 相似文献
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