EVALUATING AN INNOVATION

Investigations into EATE's particular style of development, and its effectiveness of approach in introducing and sustaining innovations, were thought to be important aspects in the identification of noteworthy strategies for bringing about change in issues relating to enterprise, economic and industrial awareness in institutions of initial teacher education. This article describes the composite thinking and support underpinning the eclectic evaluations of EATE‐funded initiatives. It discusses two essential, and sequential, steps — initial thinking about issues which need to be clarified before embarking on an evaluation, and the strategies for action, i.e. the practical activities which can then be carried out. The article is written with reference to the EATE initiative but ideas and considerations could, with ease, be applied to other innovations.     

Evaluate to Improve Learning: Reflecting on the role of teaching and learning models

Focusing attention on models of teaching and learning during design and development phases can become the key to integrating evaluation in a teaching development project. This article reflects on an experience in planning and conducting an evaluation of a prototype of a new technology-based teaching initiative. The learning experiences designed as part of the prototype were explicitly built on a model of teaching and learning. This had implications for evaluation not recognised in many evaluation manuals. Aligning evaluation to a model of teaching and learning is revealed to be complex in the sense that an initial model needs to be interpreted and extended to include reference to underlying epistemological assumptions. Yet aligning evaluation with an extended model of teaching and learning simplifies and assists the process of evaluation including the choice of methods, analysis of the data and determining improvements. It directly links evaluation to design and development.     

Roots and Wings Community Mentoring: An Evaluation of the Manchester Pilot

This article is a continuation of the exploration started by Sylvia Ashley in Mentoring and Tutoring, Autumn 1994, of the ‘Roots and Wings' mentoring initiative. The Roots and Wings programme is a Business in the Community initiative using the principles of community group mentoring. Sylvia Astley reported on the London and Bristol pilots. We follow this through with a digest of the evaluation of the Manchester pilot. In this pilot the British Telecom Personal Communications division offered mentoring support to the pupils from a Manchester high school. The evaluation attempted to capture the experiences of the mentors and mentees and the perspectives of the teaching staff involved. Recommendations were made with a view to expanding the scheme into other schools and businesses.     

走向对话：促进学校内外部评价的互动与合作

学校内部评价与外部评价是学校评价的两种主要形式,但任何一种方式都不能单独完成促进学校的效能发展与改革的作用。建立一种融合内外部评价的优点,强调学校成员的自发、自主,与外部评价专家的合作协助,内外互动：一—共同促进学校发展的发展性学校评价就成为当前国内外学校评价发展的新趋势。但要形成内外互动、合作共促的良好氛围,还需要双方先就评价的概念、方法与过程等方面的理解达成一定的共识。     

ENTERPRISE AWARENESS IN TEACHER EDUCATION: AN EVALUATION OF THE RELATIONSHIP BETWEEN INSTITUTIONAL POLICY MAKING AND IMPLEMENTATION

Investigations into EATE's particular style of development, and its effectiveness of approach in introducing and sustaining innovations, were thought to be important aspects in the identification of noteworthy strategies for bringing about change in issues relating to enterprise, economic and industrial awareness in institutions of initial teacher education. This article describes the composite thinking and support underpinning the eclectic evaluations of EATE‐funded initiatives. It discusses two essential, and sequential, steps — initial thinking about issues which need to be clarified before embarking on an evaluation, and the strategies for action, i.e. the practical activities which can then be carried out. The article is written with reference to the EATE initiative but ideas and considerations could, with ease, be applied to other innovationsThe processes of formulating a policy statement on enterprise education, undertaking a course audit and introducing enterprise education and economic awareness into college courses are discussed. In particular developments within Professional Studies in the BEd Primary Education course are examined. The respective contributions of college staff and business representatives are assessed. The interaction between Institutional policy‐making and implementation in enterprise education is seen as opportunistic and organic as much as rational and systematic.     

突出学生主体性的口腔医学教学改革探究

口腔医学教学改革突出学生主体性,在于充分发挥学生的自主性、能动性和创造性。本文从教学目标、教学内容、教学方法、教学手段、教学环境和教学评价等方面构建突出学生主体性的改革策略,以此提高口腔医学教学的有效性。     

KEEPING IT LIVE: STAFF DEVELOPMENT AS AN ESSENTIAL PART OF THE CHANGE PROCESS

This cross‐institutional evaluation assesses the effectiveness of promoting staff development as the central strategy for change within the EATE initiative. Increasingly, in institutions of initial teacher education as elsewhere, accountability requires output‐oriented staff who are able to attain given targets at reasonable cost. This “impact” case study is both explanatory and confirmatory, justifying the process of change specified by EATE in relation to organisational efficiency, current relevance and need.

The evaluation demonstrates how change can be effectively managed to improve teaching and learning within a short time scale and how EATE has played a critical part in opening up institutions to working with the business community, an integral element of the EATE strategy previously seldom encountered within initial teacher education.

The EATE initiative sought behavioural changes in participants through raising awareness, identifying the catalysts, better networking, the critical support of management and the business community, in order to keep it live and consequently embed thechange. Whilst staff in differing institutions perceived and defined some changes differently, the evidence suggests that strategies employed by EATE have been and are being efficient and effective contributors to the process of change.     

On the Learner-Centered Teaching Approach-The Reflection Getting from New College English By ZheJiang University

This paper first focuses on a brief evaluation of the teacher-centered and the learner-centered methodologies and the relevant result and the necessily for changing. Secondly,it represents the practical ways of teaching based on the learner-cen-tered approach in classrooms to show how students' initiative is given .Thirdly , it presents the guidance for fellow teachers and students in group activities .The author of the paper believes that getting students started is the initial step towards active learning and fruitful teaching. It is proposed that efforts made to get students involved should focus not only on forms of activities but also on their contents , skill integration and establishing cooperative relationships between teachers and students or among students.     

Evaluation approaches for a national ICT initiative: the example of laptops for New Zealand teachers

This paper will highlight the successful evaluation approaches deployed for long-term exploration of the impact of a national policy initiative as well as some of the results and outcomes. An interactive feedback process informed decision-making at the national and local level thereby enhancing both the initiative and its implementation in schools. The integration of information and communication technologies (ICT) into schools has been a focus of a plethora of policy initiatives by governments worldwide for over 20 years. The provision of laptops to teachers is one component of the New Zealand compulsory school sector ICT strategy. The evaluation research design was to use a mixed-methods approach incorporating three yearly cycles of annual nationwide surveys, regional focus groups, and school-based longitudinal case studies. Randomized sampling was used to identify 20% of the available laptop schools as potential participants in the survey. The same schools participated in each of the 3 years. A distinctive feature of this evaluation has been the regular feedback loops between the evaluators and the stakeholders. The stakeholders included the Ministry of Education and laptop suppliers as well as schools, school leaders, and teacher unions. In the current accountability, environment schools are increasingly being asked to participate in evaluation studies. In long-term studies, it is important to establish effective relationships with the schools and the policy-makers and to deploy robust evaluation methodologies. This is essential for both validity and reliability of the findings and the useability and utilization of the findings.     

教学评价在高职院体育教学中的策略探讨

教学评价是体育教学的重要组成部分,对体育教学过程进行科学、准确的评价,关系到教师的教学积极性和学生学习的主动性的发挥,还便于教师探明、调节和改善体育教学活动。在高职院的体育教学中,我们只有很好地了解和掌握教学评价这个信息反馈机制,才能保证顺利地完成一定的教学任务。     

NEWS AND REVIEWS

This paper discusses some of the findings of two research projects initiated by the National Union of Teachers (NUT): a survey of all Round One Education Action Zone (EAZ) NUT school representatives, which sought their views on working in an EAZ school and an evaluation of the role of teachers in EAZs on behalf of the NUT by PricewaterhouseCoopers. The paper considers the extent and effectiveness of teacher involvement in the EAZs at all stages of the initiative, from the initial application process to the implementation and delivery of zone programmes.     

课程论文在《普通生态学》教学中的实践与探索

《普通生态学》是生物类和环境类等专业的一门重要的专业基础课,具有理论性强、涉及多学科知识交叉等特点。为了激发学生的学习兴趣和主动学习的积极性,我们将课程论文评价纳入生态学理论教学成绩评价体系。文章主要在课程论文内容选择、题目拟定和批改机制等方面做了一些实践探索,实践结果表明,将课程论文写作纳入高校生态学理论教学成绩评价体系,对于提高学生专业理论课程学习的兴趣,促进其主动学习专业知识具有一定的积极意义。     

初探在大学英语教学中如何让学生形成自主学习的习惯——评教促学

随着外语教学理论研究的深入和发展,已经由研究"怎么教"转为"怎么学"。只有充分发挥学习者的主观能动性,才能收获到最大的教学效果。该文拟从评教促学的角度,通过研究分析,探索如何让学生形成自主学习的习惯。     

新课标下体育课程学生主动学习精神的构建

阐述新课标体育教育不再是由教师单纯地向学生传授知识,主动学习作为新一轮体育教改的核心目标,着重从转变教育观念,提高教师的人文素质,灵活、综合地应用教学方法,开发人性化课程资源,建立科学的评价体系,营造人性化教学环境等方面,对学生主动学习精神的构建进行探讨。     

关于体育教学形成性评价的探讨

教学评价对教学具有不可忽视的诊断、导向、调控等功能，本通过对新的体育教学考核评价方式-体育教学形成性评价的探讨说明它能提高体育教学效果，调动学生学习的积极性，促进学生全面发展。     

A police-led community response to Child abuse and Youth Sexual Violence and Abuse in Indigenous communities in Far North Queensland: “Speak Up. Be strong. Be Heard.”

BackgroundChild abuse and Youth Sexual Violence and Abuse (YSVA) are persistent social issues across the globe. The development and implementation of effective prevention strategies are a common focus for those working at the coalface. The Cairns Child Protection Investigation Unit of the Queensland Police Service (QPS) developed and implemented the “Speak Up. Be Strong. Be Heard.” (SUBSBH) initiative. This police-led multi-component child abuse prevention initiative has been implemented in 26 Aboriginal and Torres Strait Islander communities across the Far North Queensland Police District since June 2016.ObjectiveThe aim of this research was to evaluate the success of the SUBSBH initiative.Participants and settingExisting data held by QPS were examined. These data include statistics on reporting of YSVA offences, internal program documents and reports, and evaluation feedback forms completed prior to this evaluation study. Information collected via these sources pertained to 26 Indigenous communities within the Far North Queensland Police District. The above-mentioned feedback forms were completed by 307 participants, of whom approximately 90% are Indigenous.MethodsThis study adopted desktop analysis and triangulation through a range of qualitative and quantitative data to ensure robust and rigorous evaluation of the SUBSBH initiative.ResultsThe study found that the initiative was successful in meeting basic accepted practice for child abuse and YSVA prevention programs, receiving positive participant feedback on the educational program, achieving the initiative’s objective to increase reporting of YSVA, and achieving cost-efficiency in meeting outcomes. Importantly, the increase in reporting of YSVA was statistically significant.ConclusionThis study contributes to current understanding regarding the implementation of multi-component child abuse prevention initiatives and provides an example of a cost-efficient police-led community response to child abuse and YSVA in Indigenous communities. The findings may guide responses in other communities which grapple with this critical social issue.     

Developing indicators of classroom practice to evaluate the impact of district mathematics reform initiative: A generalizability analysis

This paper reported results from a generalizability study that examined the process of developing classroom practice indicators used to evaluate the impact of a school district's mathematics reform initiative. The study utilized classroom observational data from 32 second, fourth, eighth, and tenth grade teachers. The study addresses important measurement issues in developing classroom practice indicators used as evaluation outcome measures. This study also demonstrates that the G-theory measurement framework has important applications in practice-oriented settings. Namely, the use of G-theory provides insights into the tradeoffs between number of observations and number of raters when using observational data to conduct evaluation. The use of decision analysis provided a procedure for forecasting the optimum mix of the two for each situation.     

Mapping government reforms in quality against higher education theory: is the relationship symbiotic?

In Australia, a review of the higher education sector is usually triggered by a change in government leadership, followed by the development and implementation of the government’s response in the form of a reform package to enact change. The aim of this study was to conduct an independent evaluation of a large-scale national government policy implementation. This article concludes that the 2003 Government Reform Package was successful in bringing attention to learning and teaching practice in the Australian higher education sector through three national initiatives: (1) Learning and Teaching Performance Fund; (2) Australian Learning and Teaching Council; (3) Australian Universities Quality Agency. These initiatives were implemented with the full delivery of the initial funding cycle, each initiative applied a different model of quality and these models were found to be aligned to Bigg’s theoretical model of teaching and learning and to have a symbiotic relationship.     

Collaborative reflective practice: An instructional design architecture for the Internet

This paper outlines and discusses the instructional design architecture of a graduate study program in Open and Distance Learning that is fully and only accessible via the Internet. The paper also presents the results of an initial evaluation by staff and students of the first offer of the program in 1996. This study program was mounted with funds from the Commonwealth Government (Cathie Committee), a global learning initiative of the American Telegraph and Telecommunications Company (AT&T) and the International Council for Open and Distance Education (ICDE). The program aims to meet the needs of those who are seeking skills in the design and development of open and distance learning systems. The experiences of the first student intake suggest that the program is meeting an identified need very successfully. The program developers describe this program as challenging and clearly trail‐blazing the push for increasing flexible learning opportunities among institutions of higher learning.     

The Way They See It: An Evaluation of the Arts Across the Curriculum Project

This article reports on an evaluation to interrogate the efficacy of a Scottish Government sponsored initiative to introduce an arts‐infused education model to primary (elementary) and secondary (high) schools called Arts Across the Curriculum. Between April 2005 and December 2007 the evaluation team gathered data about this three‐year pilot project, using a variety of instruments including surveys, structured observations, interviews and video diaries. This article presents some of the findings from the evaluation and in particular it focuses on the artists' views of the efficacy of the project; in short we wanted to know how they ‘saw it’. It should be noted that the research team that evaluated the initiative had no say in the design of the project.