Teachers’ conceptions of teacher professionalism in England in 2003 and 2006

Theoretical and political perspectives on the nature of professionalism in teaching are abundant, but little is known about the views of teachers themselves. We asked primary and secondary school teachers in England what teacher professionalism means to them. We explored what teachers think about professionalism, on what dimensions their thinking varies, and how much it varies. We researched how successful the government had already been, and how successful it would be in the future, in changing teachers’ conceptions of professionalism. Two large‐scale national surveys were conducted, with a longitudinal element. We found that teachers’ thinking about their professionalism may be construed as consisting of an inner core of strong, shared beliefs and commitments; an intermediate set of coherent but contested components of professionalism; and an outer layer of disparate elements which are generally highly disputed and which remain unintegrated into broader ways of thinking.     

基于Web的教学软件评价研究

随着网络教学和多媒体课件的广泛应用与迅速发展,评估研究工作显得越来越重要。基于网络的多媒体教学软件的评估涉及评估指标体系的建立,评估专家的选择、评估模式的确定以及评估数据如何采集处理等多种方面的工作。受中央电教馆的委托对esasytech《信息技术》网上课件群(中文解说版)的评估任务,得出了相关结论。     

大学英语教学评价要素体系研究

文章建立了大学英语教学评价要素的一个相对完整的体系,即教学业绩、教学效率、教学效能和教学公平。文章对提出的体系进行分项研究和细化。文章充分利用现代英语教学的评估理论及成果,结合作者的有关实践,对大学英语教学评价要素进行挖掘性的、创造性的研究和分析,形成了一个崭新的评价体系。     

高校教师教学评价多元模式研究

文章从高校教师教学评价存在的问题出发,结合教学过程研究了教学评价多元模式指标体系的设定及评价方式,通过形成性评价手段,引导教师成为教学完整人和教改自觉人,全面激发教师的教学热情,提高教学质量。     

关于评价语气复合形式「シテモイイ」的考察

评价语气复合形式「してもいい」主要存在九种用法。从统语论和语用论的角度来看,「してもいい」不能出现在祈使句中。另外,「してもいい」可以出现在疑问句中,但是不能用第二人称作主语。可以接在「してもいい」前的动词的种类很广,只是状态动词很少出现。「してもいい」句有消极地接受某事态的语感。表达给予许可和提案这两种意义的「してもいい」不适宜对长辈或上司使用。     

Progress in International Reading Literacy Study 2006 (PIRLS): pedagogical correlates of fourth‐grade students in Hong Kong

Reading literacy of fourth‐grade students in Hong Kong showed a remarkable improvement from 2001 to 2006 as shown by international PIRLS studies. This study identified various aspects of the teacher factor contributing to the significant improvement among students. A total of 4,712 students and 144 teachers from 144 schools were randomly selected using probability proportional‐to‐size technique to receive the Reading Assessment Test and complete the Teacher's Questionnaire, respectively. A number of items pertaining to teachers' instructional strategies and activities, opportunities for students to read various types of materials, practices on assessment, and professional preparation and perception, were found to be significantly correlated with the outcome of students' reading literacy. Stepwise regression procedure revealed four significant predictors for students' overall reading achievement. The most powerful predictor was the use of materials from other subjects as reading resources. Suggestions to improve quality of teaching of reading and further studies are made.     

Auto CAD2006在Word 2003文档中的应用

Word2003和AutoCAD2006两种软件在文字编辑功能和绘图功能上各有利弊,如何将Word2003和AutoCAD2006有机结合起来,提高文档编辑效率,是一个值得探讨的实际问题。本文就这个问题给出了AutoCAD2006图形插入到Word2003中的常用方法及图形处理技巧,对一些问题作了分析探讨,并给出了解决办法。     

Measuring The Business Impact of E‐Learning: An Empirical Study

This study fills a gap in the current HRD literature of return on investment (ROI) analysis of technology‐based learning interventions. Using a Type IV control group method as defined by Wang (2002), the study empirically analyzed and measured the learning effectiveness and the business impact of an e‐learning system implemented in General Electric Company. The e‐learning system under study demonstrated significant economic returns in regard to reduced learning response time and reduced project cycle time. The study shows that e‐learning, as a means of technology‐based HRD intervention, can be highly effective as a performance support learning mechanism, although the results also suggest that e‐learning alone is not sufficient to replace the traditional face‐to‐face learning platforms.     

Bursaries and Student Success: a Study of Students from Low-Income Groups at Two Institutions in the South West

This article draws on quantitative and qualitative data from two institutions to compare the student experience of those with and without bursary awards. Using the student life cycle model, the article examines the ways in which bursaries impact on the student experience before they enter the institution, in the early weeks of their studies and as they progress through their programmes. At these two institutions, students with bursaries were more likely to be retained and to perform well during the first year than those without bursaries. The study found that bursaries can ease financial pressures during their transition to higher education (HE) and that institution‐specific bursaries can affect students’ perceptions of an institution and their commitment to succeed. After 2006, those institutions wishing to charge variable fees will be required to provide bursary support for low‐income students. The findings from this article suggest that HE providers should consider the timing of the bursary payments and the implicit message the bursary sends to applicants if they want to ensure that their bursaries have a positive impact on the student experience.     

The Change from Private to Public Governance of British Higher Education: Its Consequences for Higher Education Policy Making 1980–2006

This article argues that in moving from being self governed to being state governed the policy drivers for higher education are no longer those of the system itself but are derived from a set of policies designed for the reform and modernisation of the public sector of the economy. The formation of higher education policy therefore needs to be reinterpreted as an adjunct of public policy, rather than as something intrinsic to higher education. The impact of 'new public management' approaches and of political interventions are explored in illustrating the consequences of the centralisation of the management of the public services and of higher education becoming an issue in national politics.     

Volume 37: January–November 2006

This index is a combined list of authors and reviewers (shown in bold), titles (shown in italic) and subjects of all articles and Colloquium contributions contained in Volume 37. Interspersed with these are the reviewers and first-named authors/editors (bold), titles (italic) and main subjects of books reviewed (excluding those listed as 'Also received').
Entries cite page numbers only: the pagination of each issue was as follows:  

     

'Teaching an inclusive classroom can be rather tedious': an international perspective, Israel, 1998–2000

Inclusion of students with disabilities into regular classrooms has been practised on a voluntary basis in Israel for the past 30–40 years. Special education legislation passed in 1988 included as one of its touchstones the mandate to mainstream students with disabilities into regular classrooms to the maximum extent possible. The 'Plan for Inclusion' began in 1996 and since 2000 it has been implemented in schools all over Israel.