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In this paper we consider the problems associated with the evaluation of Teaching Company Programmes. These programmes involve Universities and Colleges, together with manufacturing companies, in efforts to improve manufacturing methods and to develop graduates for careers in manufacturing industry. We introduce a framework for the evaluation of these programmes and apply it to one in which the authors have been involved. The paper reports a number of results from the Teaching Company Programme involving Molins Ltd., Brunel University and Henley, the Management College. 相似文献
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Helen Dixon Eleanor Hawe Richard Hamilton 《Assessment & Evaluation in Higher Education》2020,45(3):460-471
AbstractAcademic self-efficacy is critical to academic success. Hence those working in higher education need to make deliberate and substantial attempts to foster academic competence, confidence, persistence and resilience in the students they teach, given they are essential components of academic self-efficacy. Addressing an identified gap in the exemplars literature, this article pays particular attention to how exemplars can be used in an embedded and sustained manner with the intent of fostering and supporting these components. Taking into account the three dimensions of self-efficacy – strength, magnitude and generality – and the various sources of information students draw upon to make judgements about their capabilities, four inter-dependent and inter-related practices and associated experiences are identified. We argue that collectively these practices and experiences can accentuate the positive effects and ameliorate the potential negative effects of exemplar use on student academic self-efficacy. 相似文献
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Maria Araceli Ruiz‐Primo Richard J. Shavelson Laura Hamilton Steve Klein 《科学教学研究杂志》2002,39(5):369-393
We propose a multilevel‐multifaceted approach to evaluating the impact of education reform on student achievement that would be sensitive to context and small treatment effects. The approach uses different assessments based on their proximity to the enacted curriculum. Immediate assessments are artifacts (students' products) from the enactment of the curriculum; close assessments parallel the content and activities of the unit/curriculum; proximal assessments tap knowledge and skills relevant to the curriculum, but topics can be different; and distal assessments reflect state/national standards in a particular knowledge domain. To provide evidence about the sensitivity of the multilevel approach in ascertaining outcomes of hands‐on science programs we administered close, proximal, and distal performance assessments to evaluate the impact of instruction based on two Full Option Science System units—Variables, and Mixtures and Solutions—in a Bay Area school district. Results indicated that close assessments were more sensitive to the changes in students' pre‐ to post‐test performance than proximal assessments. © 2002 Wiley Periodicals, Inc. J Res Sci Teach 39: 369–393, 2002 相似文献
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Student beliefs and cognitive structure 总被引:1,自引:0,他引:1
Colin Gauld 《Research in Science Education》1987,17(1):87-93
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Colin R Boylan 《The Australian Educational Researcher》2005,32(2):49-63
School councils have operated successfully in non-government schools for many years. By contrast, the establishment of school
councils in the government school sector has had a much shorter history. In New South Wales, school council members are elected
representatives of the broader school community. This study focused on government schools in rural areas of southern New South
Wales and specifically examined the professional development and training needs of these school council members. The findings
indicated that school council members expressed concern about their inexperience as council members. Further, they identified
the following areas within which they should specifically seek professional development and training: i) identifying and analysing
the educational needs of the school and its community; ii) enhancing and facilitating better communication between the school
and its community; iii) assisting the principal to understand local community politics; and iv) promoting public education
within the local community. These priority training needs have relevance for policy makers and professional development leaders
at the systemic or departmental level. 相似文献