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31.
This paper presents a comparative research study as a model for assessing undergraduate education. This evaluation model used
Factor Analysis to create scales, tested the reliability of these scales, and used Analysis of Variance to compare the primary
institution with five types of comparable institutions. The value of this statistical/methodological evaluation model was
shown. Results are based on Class of l998survey responses from 244 graduating seniors at the primary institution and 1481
students at 39peer institutions. Comparative analyses identified business courses, faculty, career preparation and impact
on students’ technological skill as strengths and students’ knowledge of arts and foreign languages and campus social life
as areas for improvement at the primary institution. Recommendations advocated publicising students’ superior satisfaction
with courses, faculty and career preparation; using these results as baseline data for future curriculum evaluation; and continuing
efforts to enhance campus social life.
This revised version was published online in June 2006 with corrections to the Cover Date. 相似文献
32.
Puolakanaho A Ahonen T Aro M Eklund K Leppänen PH Poikkeus AM Tolvanen A Torppa M Lyytinen H 《Journal of learning disabilities》2008,41(4):353-370
The authors examined second grade reading accuracy and fluency and their associations via letter knowledge to phonological and language predictors assessed at 3.5, 4.5, and 5.5 years in children in the Jyv?skyl? Longitudinal Study of Dyslexia. Structural equation modeling showed that a developmentally highly stable factor (early phonological and language processing [EPLP]) behind key dyslexia predictors (i.e., phonological awareness, short-term memory, rapid naming, vocabulary, and pseudoword repetition) could already be identified at 3.5 years. EPLP was significantly associated with reading and spelling accuracy and by age with letter knowledge. However, EPLP had only a minor link with reading fluency, which was additionally explained by early letter knowledge. The results show that reading accuracy is well predicted by early phonological and language skills. Variation in fluent reading skills is not well explained by early skills, suggesting factors other than phonological core skills. Future research is suggested to explore the factors behind the development of fast and accurate decoding skills. 相似文献
33.
Olson Joanne K. Cox-Petersen Anne M. McComas William F. 《Journal of Science Teacher Education》2001,12(3):155-173
Journal of Science Teacher Education - 相似文献
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35.
What makes marking reliable? Experiments with UK examinations 总被引:2,自引:0,他引:2
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This paper explores the changing terrain of disability support policy in Australia. Drawing on a critical disability framework of policy sociology, the paper considers the policy problem of access to education for people with disabilities under recent reform by means of the National Disability Insurance Scheme (NDIS), which commenced full roll-out across the country from July 2016. The paper reviews NDIS reports, legislation and associated literature to consider how eligibility to scheme participation and education services are shaped, and how education is positioned in the development and implementation of the NDIS. The analysis highlights tensions that exist for people with disabilities and their families who both access the scheme and who might draw on its provision to support their education, because of the way the policy is oriented towards pathological categorisation, standardised outcomes and service delineation rather than integrated support and informed involvement. The paper concludes by arguing that despite the policy priority across Organisation for Economic Co-operation and Development countries of increasing lifelong learning opportunities, fragmented NDIS policy in Australia prevents people with disabilities from achieving this ideal. 相似文献
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Anne Turvey Corresponding author 《Changing English: An International Journal of English Teaching》2005,12(1):3-18
This paper is about the progress of newly qualified teachers of English in London classrooms. Using a case‐study approach, it explores the ways teachers' knowledge of their subject is developed in specific situations and in relation to particular learners. In contrast to media representations of successful teaching that focus on questions of personality and inspiration, the picture of progress offered here is one of negotiation and accommodation, leading to fundamental change and to new understanding of the content and purposes of English. 相似文献