基于实践目标与效果反馈的教学效能感研究

教学效能感是教师从事教学活动的重要力量来源,是指导教学活动和进行教学改革的重要观测点。本文在综述教学效能感理论研究成果的基础上,结合工商管理类运筹学课程实践教学的体会,基于实践目标与效果反馈,展开自我效能感和教学效能感的研究。     

The Interactive Effects of Personal Achievement Goals and Performance Feedback in an Undergraduate Science Class

The authors explored whether manipulating feedback influenced cognition, motivation, and achievement in an undergraduate chemistry course. They measured students’ (N = 250) achievement goals, test anxiety, self-efficacy, and metacognitive strategy use at the beginning and end of the semester. After completing the first set of questionnaires, students were randomly assigned to 1 of 4 conditions: (a) control, (b) mastery feedback, (c) performance-approach feedback, and (d) combined mastery/performance-approach feedback. In each condition, students received a raw performance score for each weekly quiz they completed online and, for the treatment conditions, additional feedback reflective of that specific feedback condition. Results provide evidence for the multiple goals perspective (specialized pattern) wherein performance-oriented feedback was beneficial for some outcomes, whereas mastery feedback was beneficial for other outcomes.     

School Goals,Principals, and Achievement

ABSTRACT

Much has been written about the need for schools to engage in activities which promote the academic achievement of students. Two major factors which appear to influence student achievement are an organization's goals and the instructional leadership of the principal. The focus of this study was to investigate whether differences exist between schools which were successful in promoting student achievement and schools which were not successful in promoting student achievement in each of these areas. This paper is based upon a study conducted in an urban school district with a diverse student population. It identified 10 High Achieving Schools and 10 Low Achieving Schools (based upon student gain scores calculated from standardized achievement tests). Data regarding school goals and the instructional leadership of the principal were based upon responses to questionnaires designed to measure staff perceptions of these factors. The findings suggest that no clear differences are evident in the “official” goals selected by schools but differences do appear when the “operative” goals are analyzed. Specifically, the evidence suggests that High Achieving Schools emphasize goals stressing academic excellence to a greater degree than Low Achieving Schools. More important, the evidence from this study also suggests that principals in High Achieving Schools emphasize and engage in activities related to instruction to a much greater degree than principals in Low Achieving Schools. Those activities, which are identified and discussed at length, reinforce the view that a principal's behaviors rather than style are the primary factor in being an instructional leader.     

Learning Goals,Creativity and Personality

In this article, I examine the meaningful relationships which exist between learning goals, creativity and personality. Two hundred and fifty respondents from two local universities in Singapore responded to a survey which contained various psychological scales which measured specific psychological constructs. They included task orientation, ego‐approach orientation, ego‐avoidance orientation, creativity, conformity, autonomous causality orientation, controlled causality orientation, openness to experience, agreeable‐ness and neuroticism. Task orientation was found to be positively associated with creativity, autonomous causality orientation and openness to experience, and negatively associated with conformity. Both ego‐approach and ego‐avoidance orientations were found to be positively associated with conformity, controlled causality orientation and neuroticism, and negatively associated with creativity and openness to experience. In addition, ego‐approach orientation was found to be negatively associated with agreeableness. In the discussion, it was stressed that if educators wished to nurture creative, compassionate and vivacious students who enjoyed the learning process, rather than competitive, conforming and wary students who feared the learning process, then it was necessary to cultivate a learning environment which encouraged students to be task‐involved rather than ego‐involved.     

Goals

In this column, a childbirth educator takes a humorous look at teaching methods and goal setting.     

Personality Types,Learning Styles and Educational Goals

Attempts to broaden conceptions of learning styles to represent more adequately individual differences in motivation/emotion, as well as cognition, are limited by a paucity of relevant theory. Personality theories should, but do not, provide a satisfactory conceptual framework for this endeavour. In an attempt to remedy this situation, a new personality typology is outlined which, it is argued, provides a coherent system within which to construe and conduct research upon learning styles. The implications of the theory for educational goals, couched in terms of learning styles, also are discussed.     

Living Systems and Counseling: Concepts,Goals, Strategies

This article explores the relationship between a general theory of living systems and the conceptualization and practice of counseling. Emphasis is placed on applicability to the individual, because previous systems writing in the counseling field has emphasized families and other multiple-person levels. After providing a rationale for adopting a systems perspective, specific system dimensions are discussed. The relationship of these dimensions to current counseling theories is developed, with an emphasis on the utility of concepts and techniques from a wide array of theories as understood within the context of living system theory.     

简论组织目标与个人目标的协调

组织目标与员工个人目标协调的深度和广度决定了组织发展的深度和广度,也决定了个人发展的深度和广度。无论是从组织的角度或者个人的角度,做好两者的协调对双方的发展都起着关键的作用。从组织和个人两个方面分析了组织目标和个人目标不协调的原因,提出协调两个目标的对策：目标管理、个性化的激励手段、以人为本的管理理念和组织文化建设。     

Goals, components, and factors considered in university development

It is generally known that the general goals of universities are to produce high-quality graduates for the job market, to continuously advance the frontier of knowledge in all the disciplines, and ultimately to advance human civilization. There can, however, be numerous specific goals which differ from one university to the other. Whatever it is, in order to achieve the desired goals, universities need to design a realistic strategic development plan, which must include, among others, the important logistical components and factors of university development. In Malaysia, little is known about university development planning process as a subject area. Annual reports and calendars published by universities do not provide sufficient information about the elements and aspects of high priorities in their strategic development plan. As such, we decided to conduct a study on eleven (11) foremost public universities in Malaysia—a country with a centralized education system—in order to examine the goals, components, and factors considered by university top-management in planning university development. We administered a checklist to 296 respondents, comprising deputy vice-chancellors or deputy rectors, registrars, deans, and directors. The checklist required the respondents to rate the consideration level on a scale of 1 (least considered) to 5 (highly considered) for each of the items on goals, components, and factors. This article reports the main findings of our study. Among other things, the most obvious result revealed by the study was that universities were very concerned with the relevancy of academic programs offered and their performance in research. It was rather surprising, however, that the top-management of public universities in Malaysia placed the goal of providing quality infrastructure and facilities at the lowest ranking. Also, this study revealed that the government, as a factor, exerted its prominence only in terms of university budget and research grants and the execution of some policies of national interest, but university expansion and development was largely driven by the university organization itself, i.e., on where, what, and how it wants to expand and grow. In this regard, public universities in Malaysia still enjoy a large degree of academic autonomy and a strong support by the government.     

我国学校价值观教育:内涵、目标与原则

学校价值观教育是学校德育工作的中心环节,是整个价值观教育体系中的主体部分。在活动与实践基础上通过合作与交往、宽容与理解促进个体在观念和活动上都获得发展是学校价值观教育的基本内涵,在目标方面强调基础性、发展性和理想性三个层次,在基本要求上遵循多样性原则、主体实践性原则和主导性原则。     

Assessment and Feedback: Institutional Experiences of Student Feedback, 1996 to 2007

Attention has recently focused on sectoral concern with assessment and feedback as a result of the National Student Survey. Government, the higher education agencies and the NUS have called for urgent action to address this concern. Existing data from institutional student feedback surveys, using the Student Satisfaction Approach, some dating back well over a decade, shows that the issue is not a new one. Indeed, several institutions have been addressing student concerns and as a result, have seen student satisfaction increase.
This paper explores the existing student feedback data in order to identify not only how students' perceptions of assessment and feedback have changed over time but also the main concerns of students and institutions and what action has been taken by institutions to increase satisfaction.
Several main concerns emerge from the data. Students value feedback as it is re-assuring as an indication of their progress and that it should be timely. Institutions that have used the Student Satisfaction Approach are concerned to clarify their processes to students, to increase their own efficiency in returning work, to monitor and review their assessment and feedback régimes and to share good practice, both internally and externally. Action taken as a result of listening to the student voice results in increased satisfaction but this can take several years.     

Social Goals and Well-Being

Students have various social reasons for doing well in school (social-academic goals). However, most studies have focused on competence-oriented achievement goals with little attention paid to social-academic goals. This study aims to examine the role of social-academic goals in students' general well-being (Study 1) and socioemotional functioning in school (Study 2). High school students from the Philippines (n = 588 for Study 1; n = 1,147 for Study 2) were invited to participate in the study. Results of Study 1 showed that social concern goals were associated with higher levels of well-being. Study 2 showed that social responsibility goals were negatively associated with withdrawal, aggression, and resistance in school. Implications are discussed.     

现代学校发展的目标、核心与管理

一、现代学校发展的目标20世纪90年代中期以来,在“努力建设与一流城市相适应的一流教育”的目标指引下,上海采取了多种方式,从不同角度,不同途径对基础教育资源的扩大与优化作了多方面的有益探索与实践,取得了有价值的进展,在相当程度上满足了人民群众对优质教育的追求。实施“达标工程”。这是针对长期以来上海基础教育法制化、标准化水平不高,学校间办学条件差异过大而采取的一项有效措施,目的是整体提高上海     

Technology Readiness, Learning Goals, and eLearning: Searching for Synergy

More and more business schools are offering classes online or classes using a mix of face‐to‐face and online elements. In this article, we focus on how technology readiness and learning‐goal orientation influence students' preference toward these mixed classes. We conducted a large‐scale survey to determine whether students who are technology ready would place higher utility on enrolling in mixed classes and/or whether there exists a participation bias such that students with low learning‐goal orientation place higher utility on enrolling in mixed classes. We found that overall students who are more technology ready do place higher utility on enrolling in mixed classes, but that learning‐goal orientation does not influence this decision. We conclude with implications and recommendations for business schools that are interested in offering mixed classes.     

教育信息化的目的、要素及意义

要实现教育的现代化,教育信息化是一个关键因素。文章对教育信息化的目的、要素及意义进行了论述和分析。