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51.
Nortvedt Guri A. Wiese Eline Brown Martin Burns Denise McNamara Gerry O’Hara Joe Altrichter Herbert Fellner Magdalena Herzog-Punzenberger Barbara Nayir Funda Taneri Pervin Oya 《Educational Assessment, Evaluation and Accountability》2020,32(1):5-27
Educational Assessment, Evaluation and Accountability - Across the world, teachers’ classroom assessment tasks and responsibilities are becoming more diverse due to increased migration. In... 相似文献
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Liebert, Burt and Liebert, Marjorie, (1979) A Schoolwide Stcondary Reading Program: Here's How. Holbrook, David (1980) English for Meaning Ahuja, G. C. and P. (1979) How to Increase Reading Speed 相似文献
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Ideally, school effectiveness research and school improvement might have a relationship with a surplus value for both. In reality, this relationship is often troublesome. Some problems can be attributed to the intrinsic differences between effectiveness and improvement, such as different missions. However, an analysis of the current situation in effectiveness and improvement shows that there are many possibilities at all stages of research studies and improvement projects for a more fruitful relationship. In this article, stronger links between effectiveness and improvement are advocated. Such links can be achieved by better‐guided processes of application and reconstruction of knowledge during effectiveness research and improvement. These processes, illustrated by some successful projects which have started recently, are described under the heading of sustained interactivity. 相似文献
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Bernadet de Jager Margo Jansen Gerry Reezigt 《School Effectiveness & School Improvement》2013,24(2):179-196
Constructivist ideas have influenced recent major innovations in Dutch secondary education and new curricula for reading and math in primary education, for example, pay much more attention to metacognition than before. In our study, we compared the growth of student metacognition in varying learning environments, direct instruction, and cognitive apprenticeship in primary school. The study also included a control group of teachers. In order to measure metacognition we developed a questionnaire, with separate parts for metacognitive skills and metacognitive knowledge. In the item selection procedure we made use of item response modeling. It was found that in the direct instruction and the cognitive apprenticeship group the pupils had higher scores on metacognitive skills and metacognitive knowledge compared to the control group pupils. No clear differences were found between direct instruction and cognitive apprenticeship. Interactions of learning environment and student intelligence were non-significant for both output measures. 相似文献
55.
Binta Abubakar Tekle Shanka Gerry Nkombo Muuka 《Journal of Marketing for HIGHER EDUCATION》2013,23(1):49-68
This paper identifies and analyzes factors that influence international student selection of universities and the role that education marketing plays in the process. The research for the paper was inspired by work done by Canterbury on education marketing, published in the Journal of Marketing for Higher Education. The study empirically tests key constructs in service marketing. According to Canterbury it is time that higher education marketing theoreticians and practitioners alike looked beyond our similarities to other applications of service marketing to understand how some of our markets and our services might differ. To this end, the current study examines the views of international students undertaking their studies in two universities, one on the east coast and the other on the west coast of Australia. It reports the findings of international students’ choice factors in selecting an Australian university environment. 相似文献
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The key purpose of this paper is to offer an exploration of the career paths of a number of Irish school principals. The information presented is part of a comparative study in the area, involving three island states: Cyprus, Malta and Ireland. The study provides an insight into how individuals become principals and how they perceive themselves in the role. The information is sourced through personal narrative. Qualitative in-depth interviewing is employed as the primary method of data gathering. Participants are posed a range of open-ended questions about their personal lives and about their initiation into their professional responsibilities. The results show that participants offer a variety of reasons for becoming teachers initially and a variety of reasons for seeking and achieving promotion to the post of school principal after a time. Family members and family experiences have an important function in influencing the lives of prospective leaders. With no formal training to prepare newly appointed principals for their roles, most report significant difficulties initially, particularly with managerial tasks and bureaucracy. In spite of these difficulties nonetheless, all participating principals report that they enjoy their roles. The results of the study demonstrate that the Irish principals interviewed in this research, experience similar challenges and rewards to those interviewed in earlier and concurrent studies internationally. 相似文献
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Discerning Pedagogical Quality in Preschool 总被引:1,自引:0,他引:1
Margaret Kiley Corresponding author Gerry Mullins 《Scandinavian Journal of Educational Research》2013,57(3):245-262
A well‐developed and researched conceptual framework exists for identifying undergraduate students' conceptions of learning. In addition, research has been reported on teachers' conceptions of teaching as they relate to their conceptions of learning. The research reported in this paper takes the existing framework into a new area, postgraduate supervisors' conceptions of “research”. It is hypothesized that the development of a conceptual framework that identifies postgraduate students' conceptions of “research”, and how these articulate with the conceptions of research held by their research supervisors, will enable support mechanisms to be developed and used to assist students early in their candidature. In addition, supervisory practice will benefit from being aware of, and sensitive to, the variety and potential effect of these conceptions. While it is recognized that there are strong cultural influences on conceptions of research, this project has focused initially on the conceptions of research generally adopted by Western academic institutions. However, the students involved in the study were not necessarily of a Western educational background. This paper outlines the results of research undertaken to date in identifying supervisors' conceptions. In addition, it discusses supervisors' views on: the purpose of research and what characterizes “good” research and good researchers. Various strategies reported by supervisors to assist their students to develop more comprehensive and sophisticated conceptions of research are also discussed. 相似文献