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排序方式: 共有87条查询结果,搜索用时 15 毫秒
61.
In this article a number of elements of a general model of quality assessment in higher education are presented. On the one hand these elements are put in a historical context of quality assessment in Medieval universities and, on the other hand, deduced from the recent experiences with quality assessment in both North-American and Western European countries. With respect to the historical context a distinction is made between the intrinsic and the extrinsic values of higher education. Two types of quality assessment related to these values are also distinguished. Concerning the recent experiences with quality assessment systems, the practices in the U.S.A., Canada, France, the Netherlands and the United Kingdom are explored. In the final section the general mode of quality assessment is discussed in the context of the distinction between the intrinsic and the extrinsic values of higher education. 相似文献
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63.
Aniek Draaisma Frans Meijers Marinka Kuijpers 《Journal of Vocational Education & Training》2018,70(1):27-46
Schools are increasingly acknowledging their responsibility to guide students in their career development. However, the guidance that is provided in the Netherlands, as well as in other Western countries, focuses for the most part on helping students towards their academic achievement, and not on helping them to develop competencies to manage their own career. In order to promote this type of career guidance, 37 secondary vocational schools in the Netherlands participated in a project that offered a training programme, aiming to teach teachers how to conduct career dialogues with students. The programme offers expert guidance to integrate a dialogical approach to career guidance and a more enquiry- and practice-based curriculum in the school’s vision and policy. In this article, the results of semi-structured interviews with 50 teachers who participated in the project are presented. These interviews were conducted right after the start of the project, to study how teachers perceive the initial situation regarding career development in their schools, as well as their perception of the initiated plans and ambitions for development, both in their own learning environment and the learning environment of their students. 相似文献
64.
Niek Frans W. J. Post C. E. Oenema-Mostert A. E. M. G. Minnaert 《Assessment in Education: Principles, Policy & Practice》2020,27(1):87-108
ABSTRACTStandardised tests play an important role in early childhood (EC) education in many countries. Although teachers’ conceptions largely determine whether and how these instruments are used, research on this topic is scarce. As a result, factors that influence conceptions of standardised testing have remained largely unexplored. To examine teachers’ conceptions of standardised testing and aspects that may influence these conceptions, Brown’s CoA-III-A questionnaire was distributed to 97 EC educators. Based on their responses, a selection of six preschool/kindergarten teachers participated in a series of semi-structured interviews. Analyses of the questionnaire and the interviews indicated that the teachers did not see these tests solely as instruments for accountability or improvement. While some perceived the test as pleasant confirmation, others perceived the results as negative opposition to their own observations. The teachers’ conceptions were influenced by classroom population, management team, and the ascribed purpose of the test. 相似文献
65.
Annemieke van Hest Frans van Haaren Pieter Kop Frank van der Schoot 《Learning & behavior》1986,14(2):168-172
Two groups of 6 pigeons were exposed to either a fixed-time (FT) or a variable-time (VT) schedule of response-independent food presentation. The interval between two successive food presentations (food-food [FF] interval) was either 20 or 40 sec. The duration of stimulus presentation (stimulus-food [SF] interval) was varied relative to the FF interval. All subjects were exposed to different information ratios (IRs; IR = SF/FF; IR = 1.00, 0.50, 0.15). To study the relative contribution of sign- and goal-tracking behavior to keypecking observed in standard autoshaping procedures, pigeons were autoshaped in a long-box. In the long-box, the stimulus key and the feeder are located 60 cm apart. Stimuli were always presented at one end of the box, and food was presented at the other end. Locomotor behavior and keypecks were recorded. Pigeons engaged in sign-tracking behavior when IR = 0.15, but only when presentation of the food was unpredictable on the basis of other variables (e.g., the passage of time since the last food presentation, as in FT schedules). In the case of FT schedules, subjects engaged in feeder-directed activities. No effects of varying the FF interval were found. Keypecking was observed only when the SF interval was short (IR = 0.15) and food was presented on a VT schedule. 相似文献
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Frans A. Van Vught 《Higher Education in Europe》1991,16(3):57-77
This article explores the relationship between higher education research and the study of public administration, the concpetual perspectives of which are useful for understanding the links between government policy‐making and higher education. A short introduction to the study of public administration is followed by the presentation of six newly evolved concepts of public administration which are labeled as follows: comprehensive rationality, the community action approach, the public choice approach, political systems theory, policy sciences, and contingency and inter‐organizational approaches. All of these have contributed to the eclecticism and the conceptual pluralism of the discipline of public administration as a whole. Having been adapted to the theoretical underpinnings of the administration of higher education, these six concepts have stimulated the development of four theoretical models for the analysis of decision‐making processes in higher education: the analytical or rational actor model, the garbage can or organized anarchy model, the collegiality model, and the political model. Specific problems in higher education administration have been addressed, as they have arisen, with reference to one or more of the six concepts and the four decision‐making models. For the future, the public administration approach to higher education will be most likely to draw upon the study of co‐ordination mechanisms in collective decision‐making processes and the comparative analysis of the external functions and performances of government. 相似文献
68.
Joost Jansen in de Wal Lisette Hornstra Frans J. Prins Thea Peetsma Ineke van der Veen 《教育心理学》2016,36(7):1303-1322
This study’s aim was to examine the prevalence, development and domain specificity of fifth- and sixth-grade elementary school students’ achievement goal profiles. Achievement goals were measured for language and mathematics among 722 pupils at three points in time. These data were analysed through latent profile analysis and latent transition analysis. Results indicated that three similar goal profiles could be discerned at all measurement waves for both language and mathematics. Profiles were labelled ‘multiple goals’, ‘approach oriented’ and ‘moderate/indifferent’. In both mathematics and language, around 80% of the participants remained stable in their goal profiles across measurements. Students who transitioned between goal profiles mostly moved from less to more favourable profiles. Profile membership and transitions between profiles were found to be relatively domain general with 60% overlap between domains. The high level of stability over time and across domains suggests that students’ goal profiles represent relatively stable personal dispositions. 相似文献
69.
Bas T. Agricola Frans J. Prins Dominique M. A. Sluijsmans 《Assessment in Education: Principles, Policy & Practice》2020,27(1):6-25
ABSTRACTIn higher education, students often misunderstand teachers’ written feedback. This is worrisome, since written feedback is the main form of feedback in higher education. Organising feedback conversations, in which feedback request forms and verbal feedback are used, is a promising intervention to prevent misunderstanding of written feedback. In this study a 2 × 2 factorial experiment (N = 128) was conducted to examine the effects of a feedback request form (with vs. without) and feedback mode (written vs. verbal feedback). Results showed that verbal feedback had a significantly higher impact on students’ feedback perception than written feedback; it did not improve students’ self-efficacy, or motivation. Feedback request forms did not improve students’ perceptions, self-efficacy, or motivation. Based on these results, we can conclude that students have positive feedback perceptions when teachers communicate their feedback verbally and more research is needed to investigate the use of feedback request forms. 相似文献
70.
In this article, we focus on the role and actions of individual school leaders in initiating and governing the process of
reculturing. First, we elaborate on the core elements of the process of reculturing, referring to a complex learning process
of finding a new balance between cognitions and emotions both individually and collectively. We then review the literature
for issues related to school leaders’ roles and actions during reculturing. We argue that the role of leadership power largely
has been left out of the picture so far while at the same time leadership power is so crucial for teachers’ roles and actions
in educational innovation processes. To illustrate our line of thinking, we analyse the stories of three school leaders about
their roles and actions during successful processes of reculturing and retrospectively analyse the role of leadership power
during these processes, building on a framework of Hetebrij (2006) for judging the quality of power use. 相似文献