This paper discusses how assessment practices in higher education can improve or hinder learning. An example is given to illustrate
some common educational practices that may be contributing to underpreparation and underperformance of students. Elements
of effective learning environments that may better address underlying metacognitive issues are discussed. The principles of
the Berkeley Evaluation & Assessment Research Assessment (BEAR) System are introduced, and their use to improve learning is
described in the context of the UC Berkeley ChemQuery project. 相似文献
Kinesiology researchers have long had an interest in physical activity, fitness, and health issues and in the professional education and work practices of teachers and coaches. The professional development needs and practices of “fitness professionals,” however, have not been a major concern for researchers in the field. The purpose of this article is to provide an overview of the evidence on fitness professionals, their role in physical activity for health agendas, and the professional education and training that is available to support them. The analysis indicates that there is a mismatch between the expectations placed upon fitness professionals and the training and professional education that is available to them. It is argued that pedagogy researchers in kinesiology could usefully turn their attentions to this occupational group. 相似文献
Within the Sudanese context, education retention and completion are major challenges that have not been seriously and sufficiently addressed. In order to understand in more depth how and why children drop out of primary school in Sudan, six empirical studies were planned as part of an EU-funded national programme focused on primary education and retention in the five states with the lowest basic education completion rates: Blue Nile, Gedaref, Kassala, South Kordofan, and Red Sea. This article discusses the second study (looking at the factors affecting the education and retention of girls in Red Sea State) with the aim of providing a deeper and more comprehensive understanding and analysis of the challenges that girls, in particular, face in accessing schooling, staying in school, and completing the primary cycle (grades 1–8). Specifically, the article provides insights into the processes of dropout and indicators of risk factors that one can use to predict dropout for girls.
Shy children are less likely to interact with peers and teachers, ask questions, and participate in classroom activities. Children low in attention and inhibitory control also perform worse academically. Although research indicates children’s relationships with teachers may be protective for children at risk for academic difficulties, less is known about the role of dependent teacher-child relationships and the consequences for learning. This study examines the interplay of inhibitory control, attention, shyness, and dependency as predictors of preschoolers’ expressive- and receptive-language skills. The sample is 104 children in 22 classrooms. Research Findings: Multilevel models revealed four findings. First, both parent and teacher ratings of children’s attention were positively associated with language skills. Second, the association between teacher ratings of shyness and children’s language skills was contingent on the level of teacher-child dependency. Third, teacher-child dependency was positively linked to more expressive-language skills in the teacher-report model. Fourth, dependency and inhibitory control worked synergistically in the parent-report model to predict expressive language. Results suggest that dependency may have protective aspects for some children in early childhood but could also be negative for other children. Practice and Policy: Teachers can organize their relationship style depending on child’stemperament to provide nurturing environment for children’s language skills. 相似文献
This paper examines the relevance of constructive‐developmental models, particularly Kegan's (1994) recent application and expansion of his earlier theory, to higher education's over‐arching aims for student learning and development. We describe why and how such theories might effectively be used to frame assessments, thus serving the goal of enhancing quality. We also explore ethical concerns associated with using development theory as a basis for educational assessment. 相似文献
A national needs assessment survey is described that gathered information on current practices in physical education in both center-based schools for the deaf and mainstream programs serving deaf and hard of hearing students, grades K-12. The manner in which deaf and hard of hearing students are being served in physical education programs, the depth and breadth of curricula, and the credentials needed to teach are described. The study compares similarities and differences among physical education programs in center-based deaf institutions and mainstream schools. In summary, the study identifies areas of concentration needed in curriculum, and methods of teaching appropriate for student teacher candidates. This information has value for physical education programs that are considering revising their curricula to prepare teacher candidates who wish to work with deaf students. 相似文献