Approaches to Evaluate Senior English Textbook

Since 2003,various new senior English textbbooks are permitted to be used in China.Then how to choose a best textbbook?How to evaluate on new senior English textbook?This article discusses these problems.     

扩展认识论的两种进路

20世纪中国哲学家不满于在西方近代产生的仅仅局限于知识经验的狭义认识论观点,主张把形上智慧纳入认识论研究的视野,阐发了一种扩展认识论的形上进路.在20世纪西方哲学中,存在着一条重要的思想线索,它在对知识经验的分析中强调knowing-how的重要性,展示了一种扩展认识论的实践进路.扩展认识论的这两种进路之间,存在着实质性的关联,比方说,在对人类认识及其成果的表达问题上,实践进路对于形上进路就能有所补正.     

评估合并院校的"两把尺子"

在高度集中的计划体制下,我国出现的部门办学已不适应科学技术发展的要求,难以培养出科学巨匠。将部门举办的高校合并,组建新的综合性大学,是形势发展的需要,也是我国科学发展的需要。在评估合并院校时,要将学科融合的广度与深度、降低办学成本与提高办学效益作为"两把尺子"进行量度。合并高校的事实说明,在学科优势组合、前沿交叉科学研究、资源共享等方面取得了明显效果。     

Assessment of Person Fit Using Resampling‐Based Approaches

De la Torre and Deng suggested a resampling‐based approach for person‐fit assessment (PFA). The approach involves the use of the statistic, a corrected expected a posteriori estimate of the examinee ability, and the Monte Carlo (MC) resampling method. The Type I error rate of the approach was closer to the nominal level than that of the traditional approach of using along with the assumption of a standard normal null distribution. This article suggests a generalized resampling‐based approach for PFA that allows one to employ or another person‐fit statistic (PFS) based on item response theory, the corrected expected a posteriori estimate or another ability estimate, and the MC method or another resampling method. The suggested approach includes the approach of de la Torre and Deng as a special case. Several approaches belonging to the generalized approach perform very similarly to the approach of de la Torre and Deng's in two simulation studies and in applications to three real data sets, irrespective of the PFS used. The generalized approach promises to be useful to those interested in resampling‐based PFA.     

Using Student-Determined Needs to Evaluate Environmental Education Programs

Abstract

All too often, evaluation is not used as the important management tool it could be, because educators feel inadequately prepared to use complex evaluation techniques. “Direct evaluation,” as a research concept, is based on the idea of “research as an intermediate technology,” developed by Steven and Rachel Kaplan in Cognition and Environment (1982: Praeger). Direct evaluation means you ask what you need to know of those who are participants in a program you wish to evaluate. The results, when collated, can be used for justification as well as modification of programs.     

Using the ACEI Global Guidelines Assessment to Evaluate the Quality of Early Child Care in Greek Settings

In recent years, there has been a significant growth of interest in ensuring that child care provision for children is of a high quality. This interest has been stimulated by research evidence according to which good quality child care has a positive influence on children’s overall development. The global quality in Greek preschool and infant/toddler classrooms was assessed with ACEI Global Guidelines Assessment (GGA), Early Childhood Environment Rating Scale-Revised (ECERS-R) and Infant Toddler Environment Rating Scale (ITERS). Our research data, confirm previous research results from Greece, and suggest that Greek child care centers provide low quality care and education. Comparisons between the tools employed revealed great similarity between the ACEI GGA and ECERS-R ratings on issues relating to environment and physical space, program evaluation, communication with families, opportunities for family and community participation, recognition of diversity, curriculum and activities, etc. On the other hand the ACEI GGA and ITERS seem to measure different aspects of process quality, as far as infant care and education are concerned. Research results indicate the need for immediate improvement and revision of the policies employed by Greek state, as far as young children’s education and care are concerned.     

Contrasting Two Approaches to Distance Language Learning

In this article we contrast two distance foreign language programs developed at two European institutions of higher education (the Modern Languages Program at the Open University, UK; and the English Program at the Universitat Oberta de Catalunya, Spain) as instances of two pedagogical models used to address the many challenges posed by teaching languages at a distance. A detailed analysis of both approaches reveals that the pedagogical choices made by both universities are in great measure determined by the historical and cultural contexts in which both institutions are embedded. In addition, we discuss the similarities and differences between the two and draw several conclusions regarding the appropriateness of the two distance universities' general educational, administrative, and technological models for distance language learning.     

Teacher Reactions to Two Approaches to School-Based Psychological Consultation

One hundred twenty-eight female teachers were classified by degree of dogmatism, locus of control, and teaching experience, and then were randomly assigned to view a videotape of either a 'mental health' consultant or a 'behavioral' consultant. The tapes were originally used in a study by Medway and Forman (1980) who reported that, at least in the early stages of consultation, teachers preferred behavioral consultation over mental health consultation. Our findings are essentially in agreement with those of Medway and Forman and were expressed via significantly higher teacher ratings on scales measuring satisfaction with consultation, teacher strength, and the resolution of the referral problem. Several interaction effects are also discussed.     

对两种"按贡献分配"衡量标准的评析

目前，多数学者对生产要素“按贡献分配”衡量标准问题的探讨。主要是依据西方的要素价值论并形成了两种观点：一是将生产要素的边际产出作为衡量要素贡献的标准；二是将生产要素的市场价格作为衡量要素贡献的标准。这两种标准都是想尽量体现其客观性和公正性。但却因为追求其客观性而偏离了公正性，这无论是在理论上还是实践中都是行不通的。在现实经济生活中可行的“按贡献分配”的衡量标准只能是人们普遍认可和接受的相对合理公正的标准，而这样的标准必须要体现“效率与公平并重”。     

Using Class Climate Scales to Evaluate Gifted Inservice Programs

This study represents a novel approach to evaluating the effectiveness of an inservice program designed to help teachers enrich classroom instruction to make it more appropriate for gifted students. Results indicate that the number of inservice courses taken by teachers over a two and one‐half year period was associated with increased emphasis in their classes on higher‐level thinking skills and illustrates the use of class climate scales as a tool for program evaluation.     

Using Rasch Measurement Theory to Examine Two Instructional Approaches for Teaching and Learning of French Grammar

ABSTRACT

A new model of reflective practice for student teachers on school placement was implemented into a teacher education program. The model aimed to encourage critical reflection that challenged hegemonic assumptions and power relations. In contrast to this, the analysis of the student teachers’ reflections revealed a desire to fit in and conform. Reflections portrayed student teachers’ allegiance to conventional practices rather than a critique of them. Issues associated with power relations remained uncontested. The authors explore possible reasons for these low levels of critique and examines the normative effect of cultural practices on student teachers’ reflections.     

教学理论知识增长的两种理路

基于对教学理论“知识传统”及文本的省察,教学理论研究知识增长分为两种合法理路:1.传统。认为教学理论传统的功能一方面在于作为一种源泉、一种背景,在持续的积累和扩展中推动教学知识的发展;另一方面在于提供一种批判和扬弃的契机,通过不断变革创新促进教学知识的发展;2.理念(先行结构)。认为教学知识增长是对各种教学理念的整合与吸纳过程,一种范式之间不断流变的过程。教学理论知识增长两种路向的探讨意在表明教学理论研究的“爱”教学智慧的柢质。     

Using Performance Indicators to Evaluate Training Effectiveness: Lessons Learned

There is always a general interest in the evaluation of the effects of training on the overall goals of an organization. This paper describes an approach being taken in the nuclear power industry concerning the effectiveness of training on safety. Several approaches to the development of performance indicators as means for monitoring this effectiveness are described. We conclude that the structured use of the opinions of subject–matter experts is virtually the only way to permit success.     

Approaches to Classroom Assessment Inventory: A New Instrument to Support Teacher Assessment Literacy

Teacher assessment literacy has become a central priority across many educational systems in North America and elsewhere in response to growing accountability demands. Although many scholars have aimed to measure teacher assessment literacy, recent research has identified that current assessment literacy instruments do not fully reflect current transformations in the assessment landscape and remain predicated on dated standards for teacher classroom assessment practice. Given significant shifts in classroom assessment over the past 20 years, the purpose of this article is to construct a reliable instrument reflective of contemporary assessment practices and contexts. Specifically, this article describes our instrument development process including construct validation and reliability testing with more than 400 teachers. The result of this research is the Approaches to Classroom Assessment Inventory, which can be used by researchers and practitioners to support teacher assessment literacy in relation to the current accountability framework evident across educational systems.     

A Contrastive Study of Two Approaches to Teach Grammar

There are many kinds of methods of teaching grammar, no matter what they are, these approaches can generally be classified into two approaches--deductive and inductive. What an appropriate grammar teaching approach is by examining the inductive and deductive approaches to grammar teaching and learning. It starts with the definitions of inductive and deductive approaches to grammar teaching, followed by a contrastive study of these two approaches in terms of both the bases and the application. Finally, it explores the inductive approach and outlines the benefits of this approach and suggests an alternative view of grammar teaching.     

寻求生活意义的两种哲学进路——以西西弗神话为例

以西西弗神话为出发点,寻求生活的意义具有两种基本的哲学进路。一种进路是旨在通过为人类生活找到一个最终的目的来解释生活的价值与意义,主要有宗教的解释和虚无主义的解释;另一种进路是在生活的内部,即我们所从事的事情本身中寻找生活的意义。其中具有代表性的是泰勒所提出的主观主义进路,针对伍尔芙的批评,通过援引法兰克福的动机理论可以对泰勒的观点提出一种可能的修正。     

Methodological Approaches to Comparing Pedagogical Innovations Using Technology

The study of educational innovations has become increasingly important in education research as many countries around the world have embarked on education reforms that aim to change both the goals and practices in education. There is also a general expectation that such innovations can be leveraged or supported by the use of information and communication technology (ICT) in the learning and teaching process. However, comparative studies of innovations are relatively rare. SITES M2, as an international comparative study of innovative pedagogical practices involving 28 participating systems, thus faced important methodological challenges the solution of which was no less an innovation in itself. This paper examines the methods of analysis used and the kind of research findings that resulted from the work of three research teams that had conducted comparisons of the case studies of innovation collected, including the work of the SITES M2 International Coordinating Centre (ICC). Even though all three studies attempted to examine similarities and differences across multiple case studies, the analysis conducted by the ICC looked for characterizations of the innovations while the other two studies developed meaningful ways to compare the cases in terms of levels of innovation across a number of dimensions. In discussing the methodological differences across these studies, this paper pays special attention to how one could compare different innovations in terms of their levels or extents of innovation and what such comparisons may contribute to our learning from technology-supported education innovations.