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231.
Adolescent risk-taking behaviour has potentially serious injury consequences and school-based behaviour change programmes provide potential for reducing such harm. A well-designed programme is likely to be theory-based and ecologically valid; however, it is rare that the operationalisation process of theories is described. The aim of this paper is to outline how the theory of planned behaviour and cognitive behavioural therapy informed intervention design in a school setting. Teacher interviews provided insights into strategies that might be implemented within the curriculum and provided detail used to operationalise theory constructs. Benefits and challenges in applying both theories are described with examples from an injury prevention programme, Skills for Preventing Injury in Youth. 相似文献
232.
Ben D. Chapman 《Religious education (Chicago, Ill.)》2013,108(10):922-927
233.
Up until the 1960s, Catholic schools throughout most of the English‐speaking world were dominated by members of religious teaching orders, including female religious. For over a century following their establishment in 1866, one of the most prominent female religious teaching orders in Australia was that of the Sisters of St Joseph of the Most Sacred Heart of Jesus. The first part of this paper contextualises the emergence of this particular religious order in terms of the development of Catholic education internationally and in Australia, and the associated ‘religious formation’ of nuns as teachers. Part two is centered on the most significant text used to guide the ‘religious formation’ of members of this order both as religious and as teachers, namely, that of their ‘rules and customs’. Drawing on an analytic approach based on a theory of social semiotics, it analyses both the sets of practices and the textual mechanisms through which the identity of members of the order as teachers was constructed. 相似文献
234.
235.
Keith Chapman 《Higher Education》1997,33(2):137-153
Evidence of variability in degree results in UK universities from 1973 to1993 is presented for eight subjects. This variability is not random. Thereis a clear tendency in all subjects for certain universities to awardpercentages of Good degrees (i.e. Firsts and Upper Seconds) consistentlyabove or below the corresponding national average. These differences maypartly reflect entry qualifications with universities acceptingbetter-qualified students awarding more Good degrees. Other plausibleexplanations may, however, be offered including institutional differences inteaching and assessment practices and in the definition of class boundaries.It is important, in the context of the current debate about 'standards', totest these explanations by conducting qualitative research within thedepartments responsible for the delivery of teaching and for the assessmentof students. 相似文献
236.
237.
David W. Chapman Audrey Schuh Moore 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》2010,40(4):547-565
What insights and generalisations can be drawn from looking across the work of multiple governmental and non-governmental
organisations aimed at supporting basic education in low and medium income countries? To address this question, this study
analysed findings of nine evaluation meta-studies completed by international assistance organisations, each of which was examining
the effectiveness of their work in basic education over a multi-year period. The value of the underlying project activities
reviewed in these evaluations represents $6–$6–8 billion. Studies analysed with respect to (a) the criteria each used to judge
success of their underlying projects, (b) the extent to which these studies focused on outcomes and impacts, (c) the extent
to which projects were judged sustainable, (d) the adequacy of the project-level evaluations being reviewed, (e) what the
underlying projects accomplished, (f) weaknesses identified in underlying project designs and (g) cost. A major weakness identified
in almost all of the meta-studies reviewed was the paucity of evidence regarding the impact of the project activities in promoting
student learning outcomes. 相似文献
238.
What was accomplished and what was learned from United States Agency for International Development’s (USAID) investment of over $733 million aimed at strengthening basic education systems in the developing world? These questions were addressed through an analysis of 286 documents drawn from 33 projects sponsored by the USAID between 1990 and 2005. Findings indicated that USAID projects during this time made important contributions to improving student access, retention, and learning. However, more attention was given to tracking the extent that clients were satisfied and system-level inputs were delivered than in assessing projects accomplishments against stated goals. Some projects were over-promised at the design stage and results were overstated in subsequent evaluations. Based on data from USAID and similar World Bank projects, the authors suggest levels of improvement in student achievement and retention that might serve as reasonable benchmarks in planning future basic education projects. 相似文献
239.
240.
To best influence policymakers, researchers need to provide information and measures of effects that reflect the nature of policy decisions. Specifically, policymakers are often interested in factors associated with changes in the number of cases or rate of disorders in a community. Regression/analysis of variance (ANOVA) models, which focus on the prediction of means, slopes, and variances, do not directly address such questions. In contrast, epidemiological statistics, which focus on differences in proportions of cases, do provide such information. Three epidemiological measures of effect (the risk-ratio, the odds-ratio, and the population attributable fraction) are reviewed; their value as tools for informing public policy is discussed; and examples are provided illustrating their use. Researchers are encouraged to consider adopting an epidemiological perspective as part of their work. 相似文献