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291.
As educators, we need to stop fearing data and embrace its power. This article discusses how classroom teachers can design, implement, and analyze longitudinal assessments to diagnose issues related to student achievement and meet the demands of our evolving data-driven educational culture. Practical advice on exam production and data analysis provide a footprint which allows teachers to begin the process locally and immediately. 相似文献
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Dr. Jacob S. Golub 《Journal of Jewish Education》2013,79(3):165-172
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Women and science careers: leaky pipeline or gender filter? 总被引:1,自引:0,他引:1
Jacob Clark Blickenstaff 《Gender and education》2005,17(4):369-386
Women are under‐represented in science, technology, engineering and mathematics (STEM) majors and careers in most industrialized countries around the world. This paper explores the broad array of explanations for the absence of women in STEM put forth in the literature of the last 30 years. It is argued that some proposed explanations are without merit and are in fact dangerous, while others do play a part in a complex interaction of factors. It is suggested that the very nature of science may contribute to the removal of women from the ‘pipeline’. Recommendations for reform in science education to address this problem are also provided. 相似文献
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Decreasing public spending, new accountability measures and calls for broader ranges of services to society have combined to encourage the reorganisation of European universities. Universities are asked to restructure themselves along lines suggested by corporate management. This paper examines this proposal by looking at four management models in the light of new and traditional universities. The paper discusses the principle of ‘heterarchical organising’, which has emerged spontaneously within the university, and argues that this appears to be a more appropriate model for university organisation. 相似文献
298.
John Jacob Cannell 《Educational Measurement》1988,7(4):12-15
In the summer 1988 Issue of EM, John Cannell presented evidence Indicating that most states and schools are scoring above average on nationally normed elementary achievement tests. This phenomenon has come to be known as the Lake Wobegon Effect after the mythical town of Lake Wobegon where all children are above average. The summer 1988 Issue also Included commentaries on Cannels work by representatives of major test publishers and officials In the U.S. Department of Education. In this follow-up article, Cannell responds to criticisms of his previous work. 相似文献
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