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Pavlo D. Antonenko Craig A. Ogilvie Dale S. Niederhauser John Jackman Piyamart Kumsaikaew Rahul R. Marathe Sarah M. Ryan 《Education and Information Technologies》2011,16(4):323-342
This paper describes the ways that students’ problem-solving behaviors evolve when solving multi-faceted, context-rich problems
within a web-based learning environment. During the semester, groups of two or three students worked on five physics problems
that required drawing on more than one concept and, hence, could not be readily solved with simple “plug-and-chug” strategies.
The problems were presented to students in a data-rich, online problem-based learning environment that tracked which information
items were selected by students as they attempted to solve the problem. The students also completed a variety of tasks, like
entering an initial qualitative analysis of the problem into an online form. Students were not constrained to complete these
tasks in any specific order. As they gained more experience in solving context-rich physics problems, student groups showed
some progression towards expert-like behavior as they completed qualitative analysis earlier and were more selective in their
perusal of informational resources. However, there was room for more improvement as approximately half of the groups still
completed the qualitative analysis task towards the end of the problem-solving process rather than at the beginning of the
task when it would have been most useful to their work. 相似文献
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Kenneth D. Peterson Christine Wahlquist Julie Esparza Brown Swapna Mukhopadhyay 《Journal of Personnel Evaluation in Education》2003,17(4):317-330
Parent or guardian perceptions play a specialized role in the evaluation of school teachers. Parents are important stakeholders
in teacher success, they are in some instances partners in the teachers' work, parents have unique personal information about
student learning, and they can report on the teacher duties to inform parents about the classroom and child progress. This
study analyzed the responses of parents to 12 survey items concerning teacher performance in 201 classrooms. The surveys were
used as part of an innovative teacher evaluation program in which teachers elected to include parent feedback as one objective
data source for annual review. In this study three factors emerged as important concerns for parents: humane treatment of
students, support for pupil learning, and effective communication and collaboration with parents. Recommendations for use
of specific survey items can be based on the empirical results of this sampling. The data gathered by parent surveys define
one dimension of quality which may vary in importance from one teacher to another. 相似文献
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Banibrata Mukhopadhyay Shashikant Chinchole Valentine Lobo Sishir Gang Mohan Rajapurkar 《Indian journal of clinical biochemistry : IJCB》2004,19(2):14-19
Serum creatinine does not distinguish between various causes of graft dysfunction. Serial assay of proximal tubular enzymes
N-Acetyl-D-glucosaminidase (NAG), Alanine aminopeptidase (AAP) and Gamma glutamyl transferase (GGT) in urine was done to assess
their usefulness in distinguishing various causes of graft dysfunction. Daily serum creatinine and enzymuria were measured
in 32 consecutive renal allograft recipients for first 15 postoperative days. Graft dysfunction was defined as >20% increase
in serum creatinine and >100% increase in enzymuria over the baseline. The diagnosis of graft dysfunction was based upon clinical
criteria, ultrasonography, cyclosporin trough level, allograft biopsy, response to anti-rejection therapy and alteration of
cyclosporin dosage. Fifteen episodes of graft dysfunction were identified in 15 patients. The sensitivity and specificity
of the enzymes (NAG, AAP and GGT) for predicting graft dysfunction were 87.5%, 86.9%, 88.5% and 98.2%, 98.2%, 97.9% respectively.
There was a significant increase in enzymuria during acute tubular necrosis (ATN) and acute rejection episode compared to
cyclosporin nephrotoxicity (p<0.01). Enzymuria assay provides a simple, reliable and noninvasive method to distinguish cyclosporin
nephrotoxicity from acute tubular necrosis and acute rejection in renal allograft recipients. 相似文献
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Rahul Mukhopadhyay 《教育政策杂志》2013,28(3):306-321
This paper critically examines the ways in which inclusion and equity are constituted through education development policies in India. Programmes implemented under global and national Education for All (EFA) policies have largely involved the quantification of ‘equity’ whereby schooling processes are measured against broad targets for school outcomes – focused mainly on student attendance, retention and academic achievement. Drawing on perspectives from Actor Network Theory, the paper puts forward the view of development reforms as ‘networks of translation’ in order to trace the shifts and vicissitudes of educational ideals. Reporting on ethnographic data of two reforms in the south Indian state of Karnataka, we show how narrow understandings of equity are produced through target-driven approaches to EFA. In doing so, the paper highlights the performative effects of education development policy and its potentially counterproductive consequences in contexts of poverty and marginalisation. 相似文献
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