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Boaz Shulruf Roger Booth Heather Baker Warwick Bagg Mark Barrow 《Journal of Further & Higher Education》2017,41(3):425-434
Decisions about progress through an academic programme are made by Boards of Examiners, on the basis of students’ course assessments. For most students such pass/fail grading decisions are straightforward. However, for those students whose results are borderline (either at a pass/fail boundary or boundaries between grades) the exercise of some discretion by university staff is required. In the interests of the transparency of the exercise of this discretion and to increase the chances that the ‘right’ decision is made, we tested the validity of the second version of the Objective Borderline Method (OBM2) decision-making tool in a medical programme. Our results suggest that application of OBM2 provides valid data to help university staff make robust decisions about a student’s progression through a programme, and with which to defend these decisions if that should be required. 相似文献
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Boaz Shulruf 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》2010,38(1):591-612
Secondary schools tend to sponsor a large number of extra-curricular activities (ECA) yet little is known about their contribution
to students’ educational outcomes. This meta-analysis aims to determine what it is about ECA participation that supports positive
educational outcomes. Furthermore, this study challenges the theoretical assumptions about the benefits of participation in
ECA. 29 studies (all except for one based on data collected in the United States) met the search criteria for inclusion in
the analysis. Most effect sizes on academic achievements yielded from non-specific ECA, academic clubs and journalism were
small, as were participation in performing arts, sports and leadership activities on a range of educational outcomes. Although
the results show associations between participation in ECA and educational outcomes, causal effects could not be confirmed.
It is concluded that the lack of evidence supporting the causal effects, and thus the common theoretical assumptions about
the effects of ECA on educational outcomes, is due to methodology limitations in these studies. 相似文献
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The purpose of this study is to identify school factors that affect students’ achievements at the secondary and tertiary levels
of education. The analysis included data of 9,894 students who studied in Auckland regional secondary schools in 2004. The
results indicate that, although student demographic characteristics are associated with students’ pathways and achievements,
schools’ demographic composition did not affect student outcomes. It was found, however, that schools’ organisational factors
do have an effect. At the university level, none of the schools’ characteristics was related to students’ achievements at
the higher end of the achievement scale (GPA ≥ 4). However, students from private or state-integrated schools were found to
be more likely to achieve low GPA (<2) than students who came from state schools. In conclusion, it is suggested that interventions
targeting at-risk populations based on demographic factors should focus on individuals or groups rather than on institutions;
while school-based interventions should identify the schools by their structure and function rather than by their demographic
characteristics.
相似文献
| Boaz ShulrufEmail: Email: |
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New Zealand's standard-based assessment for secondary schools (NCEA): implications for policy makers
The objective of this study was to identify the different features of New Zealand's National Certificate of Educational Achievement (NCEA) that can affect student outcomes. Despite the huge public debate surrounding its implementation, very little research has been carried out on the features and effectiveness of the NCEA. By analysing the national dataset of the first cohort of NCEA students this study suggests that the current implementation of the NCEA is less than optimal. New models for analysing NCEA data are introduced. Models based on quality of learning were more equitable and demonstrated higher predictability of university achievement than models based on mere accumulation of credits. Recommendations for improving the way the NCEA is conducted and implications for different groups of students are discussed. 相似文献
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Yaacov Boaz Yablon 《Cambridge Journal of Education》2010,40(4):341-351
Religion could play a positive role in intergroup relations. However, this potential is usually overlooked and religion is often perceived as divisive and polarizing, perhaps even a source of intergroup conflict. This study examined religion as a possible tool for achieving positive intergroup encounters. A randomized control trial research design was used to study the contribution of religion to the enhancement of positive relations between Jewish and Arab high school students in Israel. The 255 eleventh‐grade students were randomly assigned into three groups: encounters based on religious content, encounters based on social content, and a control group. Findings revealed that the religion‐based intervention was more effective than the social‐based one, which merely slowed down the deteriorating relationships between the groups. The results suggest that religion can serve as a common denominator for different national and social groups and be used for enhancing tolerance and understanding between conflict groups. 相似文献
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Although schools are usually regarded as important agents for social inclusion, research has shown that they may also function as agents of exclusion itself. The goal of this paper is to deepen our understanding of how schools function as agents of exclusion and how they can become more effective agents of inclusion. It is based on action research carried out with the ‘New Education Environment’, a programme aimed at helping secondary schools in Israel work more effectively with ‘at-risk’ pupils. This research led to the discovery of a self-reinforcing ‘cycle of exclusion’ that involves both pupils and staff in these schools and ‘frames’ of thinking and action that keep it in place. This paper also describes the cycle of exclusion and its frames as well as an alternative frame that has been used to help school staff to step out of the cycle of exclusion and act more effectively to foster inclusion. 相似文献
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This article presents a “child-centered” model of the teaching–learning process—the challenge kindergarten model. The model is an attempt to deal with the limitations of the “child-centered” approach without giving up its benefits. In this model, the teachers enable the children to direct their activities and improve their independent learning thanks to careful planning and consistent implementation. The model focuses on two learning-related skills that are most likely to bring about independent learning and two teaching strategies designed to promote these skills. The learning-related skills are self-regulated learning and cooperative behaviors. The integrated strategies are allowing children to direct body-movement and using it as an opportunity for setting up personal and group scaffolding. 相似文献
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Charles K. West Martha Boaz Kelly Warnken Robert Atwan Barry Orton William Vesterman 《Communication Booknotes Quarterly》2013,44(11)
Charles K. West, The Social and Psychological Distortion of Information (Chicago: Nelson-Hall Publishers, 1981---$17.95/8.95) Martha Boaz, ed. Strategies for Meeting the Information Needs of Society in the Year 2000 (Littleton, Colo.: Libraries Unlimited, 1981---$22.50/$27.00 outside of the U.S.) Kelly Warnken, The Information Brokers: How to Start and Operate Your Own Fee-Based Service (New York: R.R. Bowker, 1981---$24.95) Information Industry Market Place 1982 (New York: Bowker, 1981--- 337.50, paper) Robert Atwan, Barry Orton, and William Vesterman, eds. American Mass Media Industries and Issues (New York: Random House, 1982---price not given, paper) 相似文献
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Boaz Shulruf Phillippa Poole Philip Jones Tim Wilkinson 《Assessment & Evaluation in Higher Education》2015,40(3):420-438
A new probability-based standard setting technique, the Objective Borderline Method (OBM), was introduced recently. This was based on a mathematical model of how test scores relate to student ability. The present study refined the model and tested it using 2500 simulated data-sets. The OBM was feasible to use. On average, the OBM performed well with specificity .88, sensitivity .51, false positive rate 3.4% and false negative rate 26%. These indices were insensitive to the borderline score range. This probability-based standard setting may be a useful addition to the range of standard setting methods available. 相似文献