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741.
742.
本文概述了一种评核概念和理论,即基于标准的评核。这种评核模式通过把学生的成绩和他们的知识、课程标准联系起来,给学生的学习成绩赋予意义。它有效地将评核的焦点从对成绩排名的关注(仅仅把学生的表现与同学相比较)转移到了对学生学习进步的关注上来。本文关注这一转变过程,并为这一评核方式的实施提供可能的策略。同时,本文认为这一评核体系将会对教育中人力资本和能力提升产生深远的影响。 相似文献
743.
Carolyn Anderson 《British Journal of Special Education》2011,38(1):9-18
This article presents research undertaken as part of a PhD by Carolyn Anderson who is a senior lecturer on the BSc (Hons) in Speech and Language Pathology at the University of Strathclyde. The study explores the professional learning experiences of 49 teachers working in eight schools and units for children with additional support needs in Scotland. In particular, she examines the professional learning experiences of teachers working with children with speech, language and communication needs (SLCN) combined with moderate‐to‐severe learning difficulties. While the teachers under study predominantly engaged with informal professional learning, she observes that they often expressed a lack of confidence in this form of professional development, tending to value formal learning regardless of impact. In response she raises a number of important questions about the role of Initial Teacher and Postgraduate Education and the ways in which schools understand reflective practice. 相似文献
744.
Judy C. Pearson Jeffrey T. Child Jody L. Mattern David H. Kahl Jr. 《Communication quarterly》2013,61(4):507-521
Current conceptions of communication and ethics were investigated in the top ten public speaking textbooks in the communication discipline. Content analysis was used to examine eight ethical topic areas within each textbook. Results indicate the textbooks by Lucas, Jaffe, Beebe and Beebe, and Brydon and Scott provide the most overall coverage to ethics. In addition, plagiarism, ethnical listening, honesty, and ethical research are discussed most frequently while freedom of speech, hate words, and codes of ethics are least discussed among the top ten selling public speaking books. Each author references different philosophers, defines ethics, and describes the consequences of cheating in diverse ways. The implications of how ethics is not given the same amount of space in the top ten best-selling public speaking textbooks are discussed. 相似文献
745.
Carolyn Jackson 《牛津教育评论》2013,39(3):331-346
This paper examines the degree and nature of universities’ interaction with their communities from the perspectives of individual academics. It considers whether academic values and practice tend toward a ‘detached’ or ‘universalist’ perspective in which location is largely redundant and any perceived ‘community’ has a global character, or whether values and practice in fact indicate a significant perhaps substantial degree of community engagement at a local, regional or national level. We explore interaction with the community which takes a broadly ‘civic’ form, and that which is of more specifically economic relevance. This issue is of great importance at a time when higher education has become a more obvious object of political scrutiny, both in terms of its use of public funds and its more general social and economic purpose. Our findings are based on a postal questionnaire administered to a sample of academics, and a series of follow‐up interviews with a smaller sub‐sample of respondents. We conclude that academics exhibit a strong commitment to engagement and interaction with their communities both in principle and practice; that such interaction often takes place at a variety of geographical levels; and that it is often accomplished under less than propitious circumstances. 相似文献
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747.
Carolyn Gutman Shira Hantman Miriam Ben-Oz Wendy Criden Roxana Anghel Shula Ramon 《Educational gerontology》2013,39(3):186-197
This article examines the contribution of older adults as co-researchers to the evaluation of a gerontological social work course. The evaluation was conducted at an Israeli college as part of a collaborative project with a United Kingdom university. Here, we follow the older adults who are service users through their transition to the role of co-researchers and reflect on their experiences in the process. Insights gained by the different stakeholders from the co-researching experience are discussed, and the growing interest in service-user contributions to social work education in various fields such as aging and disabilities is recognized. 相似文献
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749.
Matthew Pearson 《International journal of qualitative studies in education》2013,26(4):519-539
There is currently strong interest among policy‐makers internationally in the idea of transformative learning, and considerable evidence that existing educational institutions are not equipped to provide this kind of learning experience for young people. Definitions of transformative learning are problematic, however, and few take full account of the radical sociocultural changes resulting from the introduction of digital technologies such as the Internet, wireless connectivity and digital imaging. This paper derives from research carried out collaboratively between university‐based researchers, teachers and students in four schools, spanning the age range 8–16. A working definition of transformative learning is the starting point for an investigation into new ways of planning learning events using a generic pedagogic framework derived from activity theory. The paper explores the implications of the outcomes of this empirical work, and develops a theory of transformative learning, grounded in sociocultural theories including the work of Turkle, McLuhan and Wartofsky. 相似文献
750.