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31.
This paper analyses recent educational reforms on teachers’ work in Sweden following the 2010 Education Act, and up to the School Commission Report released in April 2017. We draw upon key policy texts and associated documents from the Ministry of Education, and the Swedish National Agency for Education (Skolverket). We consider the background to the reforms, their relations with one another and how they have played out in the Swedish educational policy context. We argue that these reforms exhibit features of ‘fast policy’ in terms of how they have taken on an increasingly centralised and neoliberal character, and the rapid-fire way they have been directed at teachers as individuals, rather than broader schooling structures. We show how the fast policy reforms have recentralised schooling and teachers’ work—effectively de-professionalising educators. 相似文献
32.
Karin Scager Sanne F. Akkerman Albert Pilot Theo Wubbels 《Teaching in Higher Education》2017,22(3):318-335
Students need to be challenged to stimulate their learning. Applying challenge in practice however is not straightforward. Challenging students may conflict with other teacher responsibilities, creating potential dilemmas for teachers. This study discloses dilemmas teachers encounter when challenging students as well as the considerations accompanying their actual choices for action when coping with these dilemmas. Based on interviews with teachers, first, a dilemma analysis instrument was developed. Seven main categories of dilemmas were found. One of the main dilemmas encompassed maximizing challenge versus keeping all students on board. University students differ in their ability, confronting teachers with the feeling that choosing to serve one group could be detrimental to the learning of others. The diversity of choices and considerations brought forward by the teachers indicates that it matters who the teacher is, and what he or she stands for and is able to do. 相似文献
33.
Reading and Writing - The inclusion of technology in schools, coupled with the importance of promoting reading for students with difficulties in particular, has increased the need for investigating... 相似文献
34.
Christine Edwards-Groves Peter Grootenboer Ian Hardy Karin Rönnerman 《School Leadership & Management》2019,39(3-4):315-333
ABSTRACTEducational researchers have invested much in isolating the specific ‘drivers’ that influence school change and teacher professional development. In this vein, this article draws attention to necessarily situated understandings of practice development through research into the nature of ‘middle leading’ for site based education development in one primary school district in regional Australia. Drawing on practice theory, the analysis reveals how developing and sustaining change in schools is contingent on middle leaders’ insider knowledge, shared responsibility and capacity to sustain and ‘drive’ teachers’ learning. The article argues more situated understandings of middle leading practices are essential for sustainable educational reform. 相似文献
35.
A randomized controlled trial of a home-visiting intervention aimed at preventing relationship problems in depressed mothers and their infants 总被引:1,自引:0,他引:1
This study examined the effect of a mother–baby intervention on the quality of mother–child interaction, infant–mother attachment security, and infant socioemotional functioning in a group of depressed mothers with infants aged 1–12 months. A randomized controlled trial compared an experimental group ( n = 35) receiving the intervention (8–10 home visits) with a control group ( n = 36) receiving parenting support by telephone. There were assessments pre, post, and follow-up after 6 months. The intervention had positive effects on the quality of mother–infant interaction. Infants in the experimental group had higher scores for attachment security and for one aspect of socioemotional functioning, namely, competence. The intervention proved successful in preventing deterioration of the quality of mother–child interaction. 相似文献
36.
Faculty Perspectives on Course and Teacher Evaluations 总被引:2,自引:0,他引:2
Schmelkin Liora Pedhazur Spencer Karin J. Gellman Estelle S. 《Research in higher education》1997,38(5):575-592
Student ratings of instruction have been the subject of numerous studies with much of the research focusing on the validity and reliability of the ratings themselves. Comparatively little empirical investigation has been devoted to the perceptions of the individuals who are the subjects of the ratings, that is, the faculty. The current study explored faculty perspectives on the usefulness of student ratings for formative and summative purposes, and the actual use of student ratings for summative purposes. Contrary to what might have been deduced from the anecdotal literature, the results of this study do not portray a great deal of resistance to student ratings in general or to their use for formative and summative evaluation. It was also found that student ratings are actually being used for the latter purpose. The usefulness of the student feedback was viewed differentially by the faculty, with feedback on their interaction with students seen as most useful, followed by feedback on their grading practices, global ratings of instructor and course, and finally structural issues of the course. 相似文献
37.
Germany is one of few countries in which the monetary compensation for inventors is not only determined by negotiations between employer and employee-inventor, but also by relatively precise legal provisions. In this paper, we describe the characteristics of the German Employees’ Inventions Act (GEIA) and discuss which incentives it creates. We rely on responses from a recent survey of 3350 German inventors to test hypotheses regarding this institution. We conclude from our data that the law creates substantial monetary rewards for productive inventors. The qualitative responses from our survey confirm this view, but also point to a number of dysfunctional effects. 相似文献
38.
Karin Ploegh Harm H. Tillema Mien S.R. Segers 《Studies in Educational Evaluation》2009,35(2-3):102-109
With the increasing popularity of peer assessment as an assessment tool, questions may arise about its measurement quality. Among such questions, the extent peer assessment practices adhere to standards of measurement. It has been claimed that new forms of assessment, require new criteria to judge their validity and reliability, since they aim for specific goals and address different aspects of learning. But although new criteria have been formulated, little is known about how they are deployed and operate in actual peer assessment practices. This study intends to explicate the quality criteria relevant to the context of peer assessment. We conducted a survey in vocational education on peer assessment quality criteria applied in classrooms. Fifty-six teachers using peer assessment rated several quality criteria as relevant to their teaching practice. The findings suggest that peer assessment practices entail many of the quality criteria recognized in measurement and evaluation, although in an embedded way: the generic quality criteria are tuned or adapted to the peer assessment setting. The findings also show that peer assessment is very much in the hands of the teacher, who organizes and orchestrates the appraisal process in which students receive clear guidelines to appraise one another's work. Our results indicate that quality criteria hardly differ from the function peer assessment serves in classrooms, either within a summative or formative evaluation context. By gaining insight on the specific criteria of peer assessment and their precise purposes, we believe it becomes possible to help teachers improve its measurement quality. 相似文献
39.
40.
Karin Riegler 《Zeitschrift für Hochschulrecht, Hochschulmanagement und Hochschulpolitik: zfhr》2010,9(6):157-167
Externe Qualit?tssicherung hat sich in den letzten zehn Jahren von einem kaum beachteten Aspekt zu einem Leitmotiv der europ?ischen
Hochschulreformen entwickelt. Nicht zuletzt durch die geplante Neuordnung der externen Qualit?tssicherung hat dieses Thema
auch in ?sterreich an Bedeutung gewonnen. So wichtig verschiedene europ?ische Initiativen für diese Entwicklungen waren und
sind, so existieren doch keine rechtsverbindlichen Normen auf supranationaler Ebene. Die EU kann aufgrund der Subsidiarit?t
im Hochschulbereich ihre Positionen nur in Empfehlungen an die Mitgliedstaaten und in Berichten ausdrücken; innerhalb des
zwischenstaatlichen Bologna-Prozesses einigten sich die Signatarstaaten freiwillig auf eine Reihe von Prinzipien zur Qualit?tssicherung
sowie auf einen Katalog von Standards und Leitlinien (ESG), die die interne Qualit?tssicherung an den Hochschulen, die externe
Qualit?tssicherung durch Agenturen sowie die Meta-Qualit?tssicherung der Agenturen betreffen. Der Beitrag schildert die verschiedenen
EU- und Bologna-Initiativen und skizziert Fragestellungen, die sich aus den bisherigen Entwicklungen für Qualit?tssicherung
auf der europ?ischen und nationalen Ebene ergeben. 相似文献