高等教育情景中的全面质量管理

全面质量管理旨在通过TQM的目标管理来实现人力和物力资源的有效利用,虽然它最初起源于工业企业,但近年来却引起了高等教育领域的关注.本文结合高等教育的特点,对其在高等教育领域的实施原则进行了分析扣探索.     

从兴盛到衰落:西方高等教育中的全面质量管理

西方高等教育中的全面质量管理正在从兴盛走向衰落,其主要原因在于全面质量管理概念的含混、学术文化与全面质量管理文化的冲突、全面质量管理未能聚焦于高等教育核心领域而被边缘化等。西方高等教育中的全面质量管理困境理应引起我们对全面质量管理的警惕。     

Flipping the 4th grade social studies course in a cooperative way: Effects on academic achievement and motivation

In this study, through using the flipped classroom and cooperative learning methods both together and separately, this study examines the changes in the motivation and academic achievement levels of 4th-grade students in primary school. Three experimental groups and one control group were used in the research. As a result of this work, the flipped classroom, the cooperative learning method in the flipped classroom environment and the cooperative learning method used separately achieved both a positive and significant effect on the students' levels of academic achievement and motivation in both the pre-experiment and post-experiment groups, when compared with the control group. At the end of this study, we've provided recommendations on how to use the flipped classroom and cooperative learning methods, both together and separately.     

TQM:现代远程高等学校质量控制新观

现代远程高等学校实施全面质量管理（TQM）是非常必要的，也是完全可行的，远程高校TQM具有不同于企业和普通高校TQM的特点，因此实施TQM时要遵循符合远程高等教育实际的基本原则和基本方法。     

新时期提高工科专业课课堂教学效果的途径探索与思考

要提高专业课的课堂教学效果,离不开一支高素质的师资队伍.本文从教学备课、教学方法、教学手段、教学艺术、产学研相结合等方面进行了探讨,分析了新时期提高专业课课堂教学效果的有效途径和方法,并指出提高教师的敬业精神、学术水平和综合素质是提高专业课课堂教学效果的关键所在.     

Enforcing academic rules in higher education: A total quality management approach

Two key principles of total quality management (TQM) are increasing customer satisfaction and driving out fear. Enforcing academic rules, however, frequently induces fears and lowers student satisfaction. This case study shows how TQM was used in an MBA program to prevent infractions rather than punish students. Prevention became possible only after TQM techniques revealed the causes of rule violation. Techniques included run charts, forecasting, cause and effect analysis, multiple regression, customer surveys, and breaking down barriers between departments. Follow-up shows no new rule infractions for several academic terms. Presented at the 1993 AIR Forum, Chicago, May 1993.     

A review of challenges in South African education and possible ways to improve educational outcome as suggested by decades of research

Despite many positive developments in South Africa (SA), the education system and educational outcome face many challenges and require further improvement. This is reflected by elevated school dropout rates and suboptimal annual pass rates in various grades (Grades 7–12). Over the years, a plethora of studies has identified methods through which academic performance/educational outcome can be improved. However, from a practical point of view it might be difficult to implement these methods in for example a classroom or school, particularly because these methods are mainly discovered upon thorough online literature searches, and therefore published methods to improve educational outcomes are not always within reach of schools or teachers. Our aim is thus to provide a review paper that contains a collation and overview of the possible methods that can be used by various education stakeholders in order to contribute to better educational outcome. Essentially, we are attempting to answer the questions, “What does decades of research tell us about possible ways in which educational outcome can be improved in SA? Can we use these methods in the classroom or school?” This review therefore demonstrates (1) demonstrates various ways education stakeholders/influencers (teachers, learners, parents, government, non-governmental organisations and school governing bodies) can contribute to improved educational outcome, and (2) provides a useful overview of these methods that can be used within or without the classroom.     

课堂学术：为创造而教的高校教学

我国高校教学质量颇受质疑的主要而又隐蔽的原因,是课堂教学中学术精神的稀少或缺失,师生还不习惯于把教学上升到主动创造的学术层面。课堂学术在性质上属于模拟创造,课堂各要素相互作用,构成一种具有生成性的探索过程。高校课堂学术性应当采用智能生成教学模式来实施,教师在课堂教学的过程中促使学生运用智能并发展他们的智能。     

将学术训练融入课堂教学的探讨——以《桃花源记》“悉如外人”问题为例

将学术训练融入课堂教学很有必要.以《桃花源记》“悉如外人”问题为例,改变传统教学方式,从培养学生质疑精神和指导学生学术探索两个方面考虑将学术训练融入课堂教学,促进了学生质疑精神的养成、自主钻研能力的增强,实践证明将学术训练融入课堂教学的教改措施是可行的.     

Implementing embodied learning in the classroom: effects on children’s memory and language skills

The relationship among bodily movements, cognitive abilities, and academic achievement in children is receiving considerable attention in the research community. The embodied learning approach is based on the idea of an inseparable link between body and mind in learning, aiming for teaching methods that promote children’s active engagement in the classroom. This study implements embodied learning as a part of the classroom curriculum in a real classroom environment using motion-based games. A total of 52 elementary students engaged in embodied learning in-class activities for four months. The data-set included standardized pre-post testing for children’s cognitive and academic performance, general learning analytics from games’ usage, interviews, and observations from the teachers involved. Findings showed significant effects both on children’s cognitive abilities (i.e., short-memory skills) and academic performance (i.e., expressive vocabulary). This article contributes to the educational technology community by providing an example of implementing embodied learning via use of motion-based technologies in a real classroom environment.     

EVALUATION OF THE CLASS PASS INTERVENTION FOR TYPICALLY DEVELOPING STUDENTS WITH HYPOTHESIZED ESCAPE‐MOTIVATED DISRUPTIVE CLASSROOM BEHAVIOR

The aim of this study was to evaluate the Class Pass Intervention (CPI) as a secondary intervention for typically developing students with escape‐motivated disruptive classroom behavior. The CPI consists of providing students with passes that they can use to appropriately request a break from an academic task to engage in a preferred activity for preset amount of time. In addition, students are incentivized to not use the class passes by continuing to engage in the academic task and instead exchanging them for a preferred item or activity. Using an experimental single‐case withdrawal design with replication through a concurrent multiple‐baseline across‐participants design, the CPI was shown to reduce disruptive behavior and increase academic engagement in three students who engaged in hypothesized escape‐motivated behavior. Results also revealed that the effects of the CPI were maintained at a two‐week follow‐up probe and consumers found it to be acceptable. The limitations and implications of the findings for future research on effective classroom‐based interventions are discussed.     

从认知角度透视大学英语网络课程论坛交互学习的“情绪化”

良好的学业情绪对网络课程论坛的使用效果具有积极的作用。基于目前学业情绪的研究多是局限于传统课堂的师生关系,该研究借鉴Garrison等人提出的认知性存在维度来分析大学生在英语网络课程论坛中的交互,以此探究了大学生在英语网络课程论坛交互学习中所产生的学业情绪现状,探讨了其内在的原因及应对措施。     

省级教育科学规划课题的全面质量管理

以现代管理科学原理为依据，探讨树立全面质量管理的基本理念，采取双层管理、活动管理、载体管理等有效形式，抓好规范化管理、学术性管理、标准型管理等全面质量管理的内容，以提高省级规划谭题的研究质量，促进“科研兴教”、“科研兴校”。     

课堂评定:学生学业评价的重要方式

随着基础教育学生评价改革的深化,学业考核已经向关注学习过程的形成性评价扩展。课堂评定作为形成性评价的一种重要方式,对于提高学生学习质量和改进教师教学方法具有重要的作用。课堂评定能够考查学生的知识理解、分析与推理、综合与批判、问题解决、学习方法和学习情感。教师可以通过书面反馈、课堂观察、学习日志和学生同伴检查来开展课堂评定。要提高课堂评定的有效性,教师应当清楚确定评价内容,运用多样化评价手段,精心组织评价活动,及时反馈和使用评定结果。     

高等学校人才培养全面质量管理探析

高等学校人才培养质量是高等教育大众化能否顺利实现的关键。高等学校实施全面质量管理 (TQM)是完全可行的。高校人才培养 TQM思想包括 :人才培养质量始终贯穿于人才培养的全过程 ;教育质量不仅是教学质量 ,而且包括人才培养质量有关的所有工作质量 ;全体教职员工都参与质量管理 ;TQM采取的是多种多样的质量管理方法。TQM的特色反映在“事前管理 ,防患于未然”。 TQM体系是整个学校管理体系的中心环节。     

Quality Improvements of Teaching and Learning in Higher Education: a comparison with developments in industrial settings

Abstract

As is the case in many areas of society, quality issues have come into focus also in higher education. One expression is that there are a number of institutions in higher education where a Total Quality Management (TQM) perspective has been adopted. However, most of these examples are found in non‐academic activities. This article discusses the possibility to achieve improvements in teaching and learning from the adoption of a TQM perspective. The discussion will be based upon an analogy with one particular development common in trade and industry, namely the transition towards process orientated structures, and towards less reliance on screening, rework, and scrapping of non‐conformances. The basic argument is that a similar change in higher education accompanied by the adoption of a TQM perspective comprising elements as focus on customer needs, process orientation and continuous improvements could result in improvements in teaching and learning     

Plan the Introduction of a TQM System in an Education Establishment

The successful of total quality management(TQM) apply in industry have prompted people to think about the usage of total quality management in education.This is a challenge for education system to accept a new system in able to improve themselves,and also it is a new stage for them going to a new education quality control era.In education system,the productivity of teacher could be enhanced,teachers and students may find enjoyable in academic life,and leaving students positive contribution in society gain reputation for education institutions.     

Using effective teaching practices in the special education classroom

Abstract

Research on effective schooling has led to conclusions regarding classroom practices. This research has implications for special educators, who need to become familiar with it. The implications which are discussed in this article are related to the need for planning, high expectations of student performance, monitoring student progress and providing feedback, establishing classrom routines, grouping, academic learning time, personal relationships and the use of incentives and rewards. These conclusions regarding effective teaching can be used diagnostically by teachers to evaluate and improve their own performance in the classroom. In this article some conclusions based on a review of effective teaching research will be outlined and implications for the special education classroom will be discussed.     

Classroom management,school staff relations,school climate,and academic achievement: testing a model with urban high schools

Urban learning environments pose distinct instructional challenges for teachers and administrators, and can lead to lower achievement compared to suburban or rural schools. Today’s educational climate increasingly emphasises a need for positive academic outcomes, often measured by standardised tests, on which student educational opportunities, teacher benefits and school funding can be based. By applying an ecological framework to the urban school environment, it could be possible to better understand and ultimately improve the educational context at multiple levels. This study examined how classroom management, staff relations and school climate contribute to academic achievement, as measured by ACT scores. In a large urban American public school system, 208 teachers from 38 high schools were surveyed. A model was tested in which, when academic achievement was accounted for over time, classroom management and staff relations contributed positively to school climate, and climate in turn contributed to academic achievement. Structural equation modeling revealed that the data fitted the proposed model. Results illustrate the roles of school and classroom factors related to academic performance and underline the importance of classroom management strategies and positive learning environments. Results suggest avenues for interventions to increase academic achievement by supporting students through the lens of an ecological framework.