The Technical Quality of Performance Assessments: Standard Errors of Percents of Pupils Reaching Standards     

Wendy M. Yen 《Educational Measurement》1997,16(3):5-15

How accurate is the reported percent of students’reaching standards at the school level? How are standard errors for these statistics computed? How do estimates vary with choice of generalizability model?  相似文献   

Policies for responding to allegations of fraud in research   总被引：1，自引：0，他引：1  

Greene PJ  Durch JS  Horwitz W  Hooper VS 《Minerva》1985,23(2):203-215

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The deployment,training and teacher relationships of teaching assistants supporting pupils with autistic spectrum disorders (ASD) in mainstream secondary schools     

Wendy Symes  Neil Humphrey 《British Journal of Special Education》2011,38(2):57-64

Growing numbers of pupils with autistic spectrum disorders (ASD) are attending mainstream schools, and increasing numbers of additional staff are being deployed to support them. Recent research has cast doubt on the effectiveness of this support, by highlighting issues relating to deployment and training, and to relationships with class teachers. This study, conducted by Wendy Symes, who is a Research Associate at the University of Manchester, and Neil Humphrey, who is Professor of Education in the same university, interviewed 15 teaching assistants supporting pupils with ASD in four mainstream secondary schools in the north‐west of England to explore these issues. Analysis yielded several key findings. The majority of teaching assistants worked with just one pupil at a time and worked in a variety of lessons. Their role primarily involved helping pupils to stay focused and follow instructions. Many teaching assistants had no experience of ASD prior to starting their job. The amount of training received varied, but all felt that generic training about ASD was not helpful. A lack of time for joint planning with teachers was raised as a key concern. These findings are discussed in relation to the growing literature on inclusive education for pupils with ASD.  相似文献   

Restorative Practice in New Zealand Schools: Social development through relational justice     

Wendy Drewery 《Educational Philosophy and Theory》2016,48(2):191-203

This article proposes that restorative justice practices (RJPs), as used in New Zealand schools, are better understood as an instrument of social development than a behaviour management practice. Concerns about the achievement of Māori students are relocated, from an individualised psychological and pedagogical problem to an interdisciplinary context of historical and social development. Social constructionist theory is suggested as a lens through which RJPs in schools may be seen as the intentional production of respectful social relationships, rather than as behaviour management. A restorative process has the productive capacity to restore healthy relational functioning, both for those who have been offended against and those who have offended. It is argued that the primary function of restorative justice in schools is not about resolving specific conflicts, but rather, about the production and maintenance of respectful relationship, which is the antithesis of colonised relationship. Such a position reflects accountability on a communal, rather than individualised basis, and accords with recent moves in the United Nations Development Programme to look at Human Development as building agentive capacity.  相似文献   

Being and becoming a university teacher     

Wendy McMillan 《高等教育研究与发展》2017,36(4):777-790

This study examined how one academic framed the enablements and constraints to her project of being and becoming an academic. Complexity facilitated reflection in that it provided a visual representation of data, which was used to generate a concept map, which represented as equal all the component parts of her landscape. Five spaces with emancipatory potential to assist the academic in her professional development emerged, namely: communities of practice, academic freedom, position statements, development opportunities and a supportive environment. Rather than suggesting any generalisability in the findings, the authors argue that the significance of this study is theoretical and methodological. Complexity theory has the potential to help academic development practitioners understand the landscapes in which their academics operate, and guide appropriate development opportunities.  相似文献   

Expert and Novice in the Pupil‐Teacher System of the later Nineteenth Century     

Wendy Robinson 《Journal of educational administration and history》1996,28(2):129-141

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Linking Community,Industry and Tertiary Education Community‐based Student Units in Social Work Education     

Jill Volard  Wendy Weeks 《高等教育研究与发展》1991,10(2):133-149

Professional social work education in Australia requires students to undertake supervised and assessed field practice in addition to theoretical classroom‐based education. Field education placements take place in a wide range of social and community service organisations ‐ often partly funded by these organisations. However, in a climate of economic restraint and cutback, the social and community services sector increasingly looks to education for resources for field education. One solution is the development of student units, especially designed to offer practice‐based experience for students. This paper is motivated by the high value Phillip Institute of Technology places on student units in field education. It addresses the question, “What are student units?”, presents a tentative categorisation of types of social work student units and concludes with a possible framework for evaluation.  相似文献   

Factors associated with exclusive breastfeeding 2 to 4 weeks following discharge from a large, urban, academic medical center striving for baby-friendly designation     

Difrisco E  Goodman KE  Budin WC  Lilienthal MW  Kleinman A  Holmes B 《The Journal of perinatal education》2011,20(1):28-35

Substantial evidence documents the superiority of breastfeeding for mothers and breastmilk for babies. Although the American Academy of Pediatrics and the U.S. Healthy People 2010 initiative promote breastfeeding, current breastfeeding rates often fall short of recommendations. This study determined factors associated with exclusive breastfeeding 2 to 4 weeks following discharge from a large, urban, academic medical center striving for Baby-Friendly designation. Results indicated that mothers who breastfed within the first hour of birth (61%) were significantly more likely to be exclusively breastfeeding 2 to 4 weeks after discharge. Incorporating care practices that include a number of the "Ten Steps to Successful Breastfeeding," as recommended by the Baby-Friendly Hospital Initiative, may increase the duration of exclusive breastfeeding after discharge.  相似文献   

Analysis and Application of the Concept of Modesty to Breastfeeding     

Meghan Moran 《The Journal of perinatal education》1999,8(4):19-26

Modesty may be a significant variable impacting breast- feeding outcomes in western cultures, yet this term has received minimal attention in the breastfeeding literature. An analysis of the concept of modesty was conducted to gain greater understanding of the potential impact of modesty on breastfeeding outcomes. Various uses of the term modesty and particularly modesty in the context of breastfeeding are discussed in this paper. The defining attributes of breastfeeding modesty are identified and examples are provided. Implications for research and clinical practice are suggested.  相似文献   

基于ANP的毕业要求达成度评价解析     

瞿英  范默苒 《现代教育管理》2019,(5):71-76

毕业要求达成度是基于成果导向教育模式(Outcomes--based Education,OBE)的核心概念,对其评价的合理性直接影响到OBE教育模式的实施效果。传统的相关评价中存在教育过程性因素考查不充分、指标不独立引起的信息损失过多、评价方法使用受限、评价结果不准确等问题,而基于网络层次分析法(ANP)的毕业要求达成度评价可在一定程度上解决这些问题。该评价方法不仅有效融入了教育全过程因素,而且充分考虑了各指标间的关联性,能够反映出全部指标的相对重要度,减少了信息损失,更符合OBE中毕业要求达成度的评价要求。  相似文献