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21.
The Course ExperienceQuestionnaire (CEQ) and a short form of theApproaches to Studying Inventory (ASI) wereadapted for use in distance education and wereadministered to students taking six differentcourses with the Open University. Theconstituent structure of the CEQ was preservedin this distinctive context, and a second-orderfactor analysis confirmed its status as ameasure of perceived academic quality. Thestudents' scores on the individual scales ofthe CEQ and the ASI shared almost half of theirrespective variance. It is concluded thatapproaches to studying in distance educationare strongly associated with students'perceptions of the academic quality of theircourses. 相似文献
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Understanding the knowledge bases of mathematics teachers is an important task in working towards the construction of adequate models for: (i) teacher education and development, and (ii) teacher operations in the classroom. To date, little systematic attention has been focused on this task. The primary aim of this study is to obtain a view from the field of mathematics teacher knowledge with respect to content knowledge in mathematics, content‐specific pedagogical knowledge in mathematics and curriculum knowledge relevant to teaching tasks. This study has used data obtained from a survey of primary teachers and secondary mathematics teachers. Analysis of the results has indicated that less than half of the teachers in the study believed that they were sufficiently prepared in mathematics content, and that almost two‐thirds of the teachers in the sample believed that their level of knowledge in contemporary teaching methodologies in mathematics is not sufficient for their role as school teachers. Key differences emerge between the primary and secondary sectors and also within the secondary sector. Implications for preservice and in‐service mathematics teacher education are drawn. 相似文献
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This paper begins by discussing the relationship between democracy and development in Africa and The Gambia in particular. It then examines the potential role of the school inspectorate in the Gambia in helping to put education for democracy on a sustainable footing. The inspectorate not only evaluate and advise teachers but also provide ongoing support and monitoring. This paper describes a project which explored whether democratic practice could be integrated into the work of inspectors and discusses evidence on both its possible impact and general issues concerning democracy and education in The Gambia. 相似文献
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Steve Mcdonald Libby Taylor Clive Adams 《Health information and libraries journal》1999,16(3):151-156
Journal coverage is one factor that affects the retrieval of relevant information from bibliographic databases. The aims of this study were to investigate the coverage of databases for psychiatry journals, and to assess the overlap between databases. Psychiatry journals were identified using Ulrich’s International Periodicals Directory and then analysed to see which bibliographic databases indexed the most journals. A total of 213 abstracting and indexing services were listed as indexing at least one of the 977 psychiatry journals identified. The four most frequently cited databases (PsycLIT, EMBASE, BIOSIS and MEDLINE) indexed 506 (52%) of the psychiatry journals. Of these 506 journals, PsycLIT indexed 367 (73%), EMBASE 337 (67%), BIOSIS 243 (48%) and MEDLINE 236 (47%). Combining the databases with the highest yields (PsycLIT and EMBASE) increased the number of journals indexed to 461 (91%). The four databases combined accounted for 90% of all psychiatry journals found to be indexed by at least one abstracting and indexing service. More than 400 journals were not indexed at all. Variations in the overlap between PsycLIT, EMBASE, BIOSIS and MEDLINE, and the high proportion (35%) of journals indexed in only one of these four databases emphasize the importance of searching more than one or even two databases to ensure optimal coverage of the literature. 相似文献
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Chris J. Cookson 《Assessment & Evaluation in Higher Education》2018,43(6):930-942
As the parameters of the field of educational assessment have extended past testing into learning, assessment concepts have evolved and become ever more nuanced. It is frequently lamented in the English language literature that there is insufficient conformity and clarity in the way they are defined and used. This paper offers a survey of the problem over the past five decades and scrutinises conceptualisations of a number of key assessment terms. Additionally, it argues that some of these may not, or may no longer, be necessary, and recommends the phrase ‘evaluation for learning’ as the most suitable term for embodying the spirit of using testing for improving learning and teaching. It closes by offering suggestions for tackling the problem. 相似文献
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MBA alumni are exceptionally well placed to evaluate management education in terms of its real impacts on students against current, and expected, needs. This paper reports the results of a survey of graduates of one MBA course to identify which aspects of the course its graduates valued highly and the extent of the contribution of their MBA to career changes that have followed their completion of the course. The benefits of the program to graduates, in terms of relevance, knowledge gained, behaviour changed and outcomes achieved were judged to be substantial. The MBA is seen as a significant factor in career change and development. 相似文献
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