基于语言磨蚀角度的外语测试与评估的思考     

夏章洪 《齐齐哈尔师范高等专科学校学报》2011,(2):132-134

语言磨蚀是指双语或多语使用者运用该语言的能力会随着时间的推移而逐渐减退,从语蚀理论出发,本文对目前外语测试评价提出一些思考建议：测试时间要保持一定的连续性、提高考试水平级别、优化外语能力评价体系、合理运用社会情感因素、引入多元化课堂评价体系等,希望形成科学合理的测试评估体系,以促进语言学习、减少语言磨蚀,经济有效地保持外语学习成果。  相似文献   

美国吸引高质量教师到薄弱学校的新举措     

刘小强  王德清 《外国教育研究》2011,(3):61-66

20世纪90年代以来,美国教师需求存在很大缺口,而薄弱学校由于新教师多、缺乏支持性管理、教师待遇不高导致教师流失率居高不下。在此背景下,美国对薄弱学校教师质量要求却比以前更高了。为了吸引高质量教师到薄弱学校,美国一方面设置专项资金用于吸引和稳定高质量教师,制定政策对学校高质量教师提出硬性要求或通过间接的政策调控迫使薄弱学校吸引和稳定高质量教师;另一方面改善薄弱学校管理,加强对新教师的入职指导和要求,提供支持性管理,给教师以更多的自主权,提供事业发展的机会和前景。  相似文献   

Is teacher attrition a poor estimate of the value of teacher education? A Swedish case     

Rickard Carlsson  Ulla Karin Nordänger 《欧洲师范教育杂志》2019,42(2):243-257

Far from all who complete teacher education end up working as teachers throughout their entire career. At first sight the value of teacher education, in terms of efficiency, seems to be a failure. In the present article we argue that teacher attrition, when defined as whether one is working as teacher or not, is a too blunt measure to gauge whether teacher education has been valuable. With a unique dataset, where we have detailed information on 87 Swedish teacher graduates’ working life across 23 years, we can consider whether activities and/or experiences point to an apparent use of teacher education. In conclusion, we find that in order to get informative estimates of its value it is important to consider it from different perspectives and to consider attrition related to the total working time spent in educational settings across a career rather than percentage leaving teaching after a set of years  相似文献   

Exploring anomalies in Indigenous student engagement: findings from a national Australian survey of undergraduates     

Christine Asmar  Susan Page  Ali Radloff 《高等教育研究与发展》2015,34(1):15-29

Increases in participation by Aboriginal and Torres Strait Islander students in higher education across Australia continue to be promising. However, it is also known that Indigenous students' attrition, retention and completion rates remain areas of concern. In this paper, we report our findings from an analysis of Indigenous student responses to the 2009 Australasian Survey of Student Engagement. Overall, Indigenous Australian students express positive responses in relation to engagement, but are more likely than non-Indigenous students to be planning to depart. We explore this somewhat unexpected anomaly, whilst also suggesting that much more needs to be known about our Indigenous students, including, for example, whom they may interact with at university; where they turn for support; and why they may decide to leave. Our findings strongly indicate that better national and institutional data are needed to address the current gaps in knowledge relating to Indigenous student populations in Australia and around the world.? In this paper, the term ‘Indigenous’ refers to Australian students who are of self-declared Aboriginal and/or Torres Strait Islander background, while ‘non-Indigenous’ refers to all other Australians.  相似文献   

‘It’s very much taken as an insult if I say anything’: do new educators have a right to speak their mind?     

Misty Adoniou 《Cambridge Journal of Education》2015,45(4):401-414

This article describes the challenges beginning teachers face in schooling contexts that have become increasingly subject to direct political intervention. To tell the story it focuses on the experiences of five teachers in their first year of teaching in an urban jurisdiction in Australia, examining the ways in which they taught literacy, and were required to teach literacy. Government-driven political agendas of national testing, teacher standards and performance pay were all gaining traction as they commenced their first year of teaching. The ways in which these new educators felt they were discouraged from voicing their own opinions about these issues are examined and the consequences of silencing new educators are considered. The article concludes with recommendations for teacher education programmes to better prepare teachers for the politics of teaching.  相似文献   

大学英语第二课堂——规避语言磨蚀的有效手段     

吴敏 《科教文汇》2014,(35):79-80

语言磨蚀是语言习得过程中的产物,并已成为英语学习中的制约因素。如何减少和防止语言磨蚀是很多高校英语教师面临的共同问题。本文是基于语言磨蚀理论来探讨大学英语第二课堂建设的重要性,提出了如何通过第二课堂来弥补第一课堂的缺陷以及如何有效规避语言磨蚀。  相似文献   

Persistence factors revealed: students’ reflections on completing a fully online program     

Dazhi Yang  Sally Baldwin  Chareen Snelson 《Distance Education》2017,38(1):23-36

Despite their rapid growth, online programs routinely face student attrition. How to retain students and help them successfully complete is usually a top priority for online programs. This study investigated persistence factors that contributed to students’ successful completion from one of the largest and most successful online programs in the United States of America. Results show that both personal and program attributes contributed to students’ successful completion of a fully online program. Main individual attributes include interest in or career goals related to technology, time and effort invested, and perceived utility of learning. Main program attributes include relevancy of courses to individual or professional needs, satisfaction with courses and program, and ties between coursework and job promotion. Results of this study have implications in terms of prioritizing different attributes and strategizing resources to improve completion and graduation rates for fully online programs.  相似文献   

Graduation and attrition of engineering students in Greece     

C. Caroni 《European Journal of Engineering Education》2011,36(1):63-74

Greek engineering Schools have a high status and attract good students. However, we show that in the leading institution, the National Technical University of Athens, only 27% of the students admitted in 1992–2003 graduated after the nominal five years study: the median graduation time was 73 months (reaching 93 months in one School) and 12% are predicted never to graduate at all, most without withdrawing officially. Results differ between Schools, between routes of admission and by gender (females being better than males). Systematic study of reasons for not completing or delay in completing studies is urgently needed. Overall, 4% of the students withdraw officially during their first year. The percentage of withdrawals by School is negatively correlated with the percentage that gave that School as first choice in the entrance procedure, indicating problems in the admission system.  相似文献   

语言磨蚀视域下的大学英语教学改革     

陈伟红 《丽水学院学报》2014,(4):104-107

语言磨蚀,作为语言习得的逆过程,对英语的教与学有着重要影响。研究语言磨蚀,可以发现克服语言磨蚀的途径,从而更好地指导英语教学。对国内外的语言磨蚀研究进行概述,同时根据大学英语的教学现状,从教学理念的转变、课程设置的优化、教学模式的探究和评估体系的建立等几方面针对大学英语教学改革提出了相关建议。  相似文献   

Mentoring in black and white: the intricacies of cross‐cultural mentoring     

Juanita Johnson‐Bailey Associate Professor 《Mentoring & Tutoring: Partnership in Learning》2013,21(1):7-21

Cross‐cultural mentoring relationships can be sites of struggle around the issues of race, class and gender. In addition, the mentor/protégé relationship offers micro‐cosmic insight into power relations within western society. The authors of this paper, a black woman associate professor and a white male professor, use the example of their mentoring relationship to illustrate six common issues facing academicians involved in these relationships: (1) trust between mentor and protégé; (2) acknowledged and unacknowledged racism; (3) visibility and risks pertinent to minority faculty; (4) power and paternalism; (5) benefits to mentor and protégé; and (6) the double‐edged sword of ‘otherness’ in the academy. Literature is used for review and critique of mentoring in the academy while offering personal examples to illustrate the complexity and success of a 13‐year mentoring relationship between a duo who began their association as teacher/student.  相似文献