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Harriet Hartman 《Compare》1991,21(2):153-163
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Harriet L. Schwartz Elizabeth L. Holloway 《Mentoring & Tutoring: Partnership in Learning》2013,21(1):115-135
Meaningful academic relationships between adult master’s students and their professors can both deepen students’ learning and serve as a regenerating force for professors. This study employed grounded theory methods to explore the question, “What goes on in relational practice between master’s students and professors?” I interviewed 10 matched pairs of recent alumni and professors who identified as having “a meaningful academic relationship”. Dimensional analysis surfaced two core dimensions: reconstructing and regenerating. In reconstructing, the students’ core dimension reveals the student experience of reconstructing, or understanding more deeply, theory or one’s self. In the case of regenerating, the professor’s core dimension identifies the professors’ experience of “giving back” through their teaching and extending their professional reach by training others. These experiences serve to reinvigorate professors over the course of their careers. In addition, findings in this study resonate with sensitizing concepts including relational cultural theory and relational practice. Finally, the analysis surfaced evidence supporting authentic teaching concepts and connected these concepts to faculty and student learning partnerships. 相似文献
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Effective and efficient assessment is essential to support school improvement, the progress of individual pupils and teachers’ classroom management. A group of educational psychologists used the items for measuring pupils’ emotional and behavioural development found in Supporting school improvement: Emotional and behavioural development (2001) to develop a questionnaire for use in their schools. Following the introduction of the Behaviour Questionnaire (BQ) its usefulness, ease of completion and potential as a tool to monitor intervention were evaluated. Most users found the Behaviour Questionnaire useful and easy to complete. Changes in the behaviour of pupils were identified indicating that the Behaviour Questionnaire has potential for use in monitoring and evaluating interventions. 相似文献
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This article outlines a methodology for characterising features of programme‐level assessment environments so that the relationship between features of the assessment environment and students’ learning response can be studied. The methodology was developed through the detailed case study of nine undergraduate degree programmes: one in each of three contrasting discipline areas in each of three contrasting universities. Each case study involved examination of course documentation, interviews with academics and interviews with students, following which each degree programme was coded in relation to a range of features of the assessment environment, such as the proportion of marks derived from examinations and the volume and timeliness of feedback on assignments. Programmes were found to differ profoundly in terms of variables that are known to have implications for student‐learning processes. They also differed widely in the extent to which they illustrated the application of conventional wisdom about curriculum design, embodied in national quality assurance guidelines and the Bologna Agreement. Programmes were found to have either a high volume of summative assessment or a high volume of formative‐only assessment, but never both at the same time. Programmes also differed in the mechanisms used to make goals and standards clear, having either highly explicit curriculum design or high volumes of written and oral feedback, but never both at the same time. The findings suggest that there are distinctive programme‐level assessment environments that operate in quite different ways despite all programmes studied being subject to the same quality assurance code of practice. 相似文献
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