The extent to which students profit from a university course depends on the lecturers?? approach to teaching, with a student-focused approach being more supportive for student gains in competences than a teacher-focused approach. Little is known, however, about how to foster a student-focused approach to teaching. In this paper, we want to investigate how to frame the feedback lecturers obtain from students?? course evaluations in such a manner that a student-focused approach to teaching is encouraged. In two studies using either a qualitative or a quantitative methodology it can be shown that providing lecturers with a feedback on students?? subjective gain in competences (output-focused teaching evaluation) is more effective in promoting a student-focused approach to teaching than a feedback on how satisfied students were with the lecturer (process-focused teaching evaluation). Results are discussed in the context of the Bologna reforms which demand a continuous evaluation of all university courses. 相似文献
The present study assesses the performance of 54 participating countries in PISA 2006. It employs efficiency indicators that
relate result variables with resource variables used in the production of educational services. Desirable outputs of educational
achievement and undesirable outputs of educational inequality are considered jointly as result variables. A construct that
captures the quality and quantity of educational resources consumed is used as resource variables. Similarly, environmental
variables of each educational system are included in the efficiency evaluation model; while these resources are not controllable
by the managers of the education systems, they do affect outcomes. We find that European countries are characterized by weak
management, the Americans (mainly Latin Americans) by a weak endowment of resources, and the Asians by a high level of heterogeneity.
In particular, Asia combines countries with optimal systems (South Korea and Macao-China); countries with managerial problems
(Hong Kong, China-Taipei, Japan and Israel); others where the main challenge is the weak endowment of resources (Jordan and
Kyrgyzstan), and, finally, others where the main problem is in the long run since it concerns structural conditions of a socioeconomic
and cultural nature (Turkey, Thailand, and Indonesia). 相似文献
Educational Psychology Review - Both children and adults have been shown to benefit from the integration of multisensory and sensorimotor enrichment into pedagogy. For example, integrating pictures... 相似文献
Education and Information Technologies - Research on impact in student achievement of online homework systems compared to traditional methods is ambivalent. Methodological issues in the study... 相似文献
Education and Information Technologies - The educational use of portfolios has been increasing in the last few years, especially as technology has also developed electronic versions of portfolios.... 相似文献
Responding to mathematical problems is a core activity in classrooms. The problems that teachers select determine the mathematical content, processes and nature of mathematical inquiry occurring in classrooms and thereby contribute to the development of mathematical skills and dispositions. Selecting, designing or reformulating mathematical problems is a critical skill, then, for prospective and practising teachers. This study explores the influence of a mathematical letter writing initiative in developing the problem posing skills of 28 prospective primary teachers. We examine the characteristics of mathematical problems designed by prospective teachers, and their understandings of what constitutes a good mathematical problem, prior to and following completion of a 12-week letter writing initiative with 10–11-year-old children. Analysis of the data reveals the benefits of engaging in the initiative as evidenced in improvements in several problem characteristics. There was an increase in the number of multiple approach and multiple solution problems and in the level of cognitive demand of problems posed. The challenge of posing non-traditional problems, alongside the competing demands of building in opportunities for success, may have diminished participants’ ability to evaluate and attend to the cognitive demand of problems.
Polynesian Languages and Culture (PLC) lessons in primary schools focus on, among other things, passing on Tahitian legends and linguistic content that is specific to the Polynesian languages (Reo mā'ohi). A co-analysis of the PLC teachers' culture of origin conducted with the teachers to identify the dimensions of their actual activity revealed a strong connivance between the teaching object and the teacher/pupils relationship (notably through gestures, postures and proxemics). This relationship was representative of the 'rapports de place' (relationships of place) found in particular in the non-school sphere. Respect for the roles and statuses of 'elders' and 'magisters', the importance of a commitment to learning, the valorisation of speaking up and the benevolence of encouraging pupils to persevere in their learning were all fundamental values of belonging in the Tahitian community. Beyond the Polynesian context, this research contributes to a conceptual enlargement of the theoretical field of 'didactique professionnelle' because it demonstrates that taking into account the influence of the context and its inherent values better identifies the resources that teachers implicitly draw on and that they refer or do not refer to in an interactive situation with learners. 相似文献