中国内地教师的考评观:类型、特点与启示

回顾考评观的概念和国际上有关教师考评观的研究,对中国内地六项考评观研究的方法和结果进行归纳、整理和重构,得出中国内地教师所具有的六类共同的考评观,构建了中国内地教师考评观的模型。通过与国外同类研究的比较、考评观与教师实践的探讨,以及影响教师考评观的要素的分析,可以看出中国内地教师考评观是复杂的、多向度的,考评观对中国内地的教学以及课程改革实践具有一定的启示。     

Comparing different measures of affective attributes relating to sustainability

A survey was developed to benchmark the affective sustainability characteristics of an incoming cohort of students in a Polytechnic in New Zealand, with the intention to monitor changes in these attributes as the students experience higher education over subsequent years. The survey contained a number of research instruments as we were interested in exploring how best to record these attributes. This article reports on the comparative efficacy of four of these instruments in describing the affective characteristics of the students. All the instruments depended on respondents’ self‐reporting in the absence of researchers or interviewers. The results do encourage us to have some confidence that students’ sustainability characteristics may be researched using a variety of survey‐based research instruments, and particular confidence in ongoing use of the Revised New Ecological Paradigm (NEP) scale.     

A Multi-Method Multi-Analytic Approach to Establishing Internal Construct Validity Evidence: The Sport Multidimensional Perfectionism Scale 2

The purpose of the study was to examine the norm-referenced and criterion-referenced reliability and validity of the Back-Saver Sit-and-Reach Test (BSR; Single-Leg Sit-and-Reach; Cooper Institute for Aerobics Research [CIAR], 1999). One hundred seventy-nine elementary school children (87 boys and 92 girls), 6-12 years old participated, with 44 randomly selected participants retested on a second day. The BSR, Modified Schober (MSCH, Low Back Criterion Test), Passive Straight Leg Raise (PSLR, Hamstring Criterion Test), Active Knee Extension, True Lumbar Extension, True Lumbar Flexion, and Double-Leg Sit-And-Reach were administered in random order. Intraclass correlation coefficients (norm-referenced reliability) for the BSR were extremely high (.98-.99) for both boys and girls. Pa and Km (criterion-referenced test-retest reliability) for the right leg was .90 and .80, respectively, for boys; and .91 and .82 for girls, indicating the participants were classified consistently across days. Norm-referenced validity coefficients (Pearson product-moment correlations, r) of the BSR as a measure of hamstring flexibility were moderate for boys (.67 and .68, right and left legs, respectively) and moderately low for girls (.47 and .44, right and left legs). Correlation coefficients of the BSR as a measure of low back flexibility were extremely poor for boys and girls, with coefficients ranging from .003 to .06. Criterion-referenced validity of BSR for hamstring flexibility was low and unacceptable for right and left legs (Km: .48, .58, respectively), for both boys and girls (Km: .40, .22). The BSR appears to be similar to the Double-Leg Sit-and-Reach in that it is a test of hamstring flexibility but not low back. The criterion-referenced standards for both BSR and PSLR should be re-examined and adjusted to provide a better degree of classification agreement between the BSR and the criterion measure (PSLR).     

Assessing the Validity of a Stage Measure on Physical Activity in a Population-Based Sample of Individuals With Type 1 or Type 2 Diabetes

This study was designed to test the validity of a transtheoretical model's physical activity (PA) stage measure with intention and different intensities of behavior in a large population-based sample of adults living with diabetes (Type 1 diabetes, n?=?697; Type 2 diabetes, n?=?1,614) and examine different age groups. The overall specificity (classified correctly as inactive) for Type 1 diabetes was 69.3% based on the percentage of individuals in precontemplation, contemplation, and preparation not meeting Canada's PA guidelines. Sensitivity (classified correctly as active) was 82.5% based on the proportion of active participants in action and maintenance. In the Type 2 diabetes group, the overall specificity and sensitivity was 63.9% and 88.2%, respectively. No significant differences were found between the diabetes groups for stage distribution patterns, and sensitivity and specificity values. The majority of the study hypotheses related to intention and behaviors were confirmed, providing further supportive evidence for the utility of this PA staging measure for the diabetes population.     

Gymnastics

The 16 highest‐scored Roche vaults (G1) performed during the 2000 Olympic Games were compared with those receiving the 16 lowest‐scores (G2). A 16‐mm motion picture camera operating at 100 Hz recorded the vaults during the competition. The results of t tests (p < .05) indicated G1, compared to G2, had (a) shorter time of board support, greater normalised average upward vertical force and backward horizontal force exerted by the board, greater change in the vertical velocity while on the board, and greater vertical velocity at board take‐off, (b) comparable linear and angular motions in pre‐flight, (c) smaller backward horizontal impulse exerted by the horse, smaller loss of the horizontal velocity while on the horse, and greater horizontal and vertical velocities at horse take‐off, (d) greater height and larger horizontal distance of post‐flight, (e) higher body mass centre at knee release, and (f) higher mass centre, greater normalised moment of inertia, and smaller vertical velocity at mat touchdown. Therefore, gymnasts and coaches should focus on sprinting the approach; blocking and pushing‐off the take‐off board rapidly and vigorously; departing the board with a large vertical velocity; exerting large downward vertical force and small forward horizontal force from the handstand position while on the horse; departing the horse with large horizontal and vertical velocities; and completing the majority of the double salto forward near the peak of trajectory and releasing the knees above the top of the horse to prepare for a controlled landing.     

Creating culturally responsive environments: ethnic minority teachers' constructs of cultural diversity in Hong Kong secondary schools

One of the challenges facing Hong Kong schools is the growing cultural diversity of the student population that is a result of the growing number of ethnic minority students in the schools. This study uses semi-structured interviews with 12 American, Canadian, Indian, Nepalese and Pakistani teachers working in three secondary schools in the public sector to examine how school teachers are handling this challenge. The study uses these interviews to establish a model for the creation of culturally responsive environments that may help to improve the academic performance and promote the personal growth of students in Hong Kong's secondary schools. Five aspects of cultural responsiveness are identified: conceptualising cosmopolitanism, raising sensitivity to “minor acts of racism”, managing the diverse learning needs of students, promoting a deep understanding of cultural values and helping students deal with the challenges of trilingualism. This study argues that ethnic minority teachers are engaged in a continuing cross-cultural process through which they make sense of the cultural diversity of students and re-learn their own beliefs and practices. The implications for the creation of a culturally responsive environment are also presented.     

Mapping the terrain: Teach For America,charter school reform,and corporate sponsorship

In this paper we illustrate the relationships between Teach For America (TFA) and federal charter school reform to interrogate how policy decisions are shaped by networks of individuals, organizations, and private corporations. We use policy network analysis to create a visual representation of TFA’s key role in developing and connecting personnel, political support, and financial backing for charter reform. Next we examine how the networks unfold at a local level by zooming in on a case study of New Orleans. By mapping out these connections, we hope to provide a foundation for further investigation of how this network affects policies.     

Using innovative teaching practices to inspire critically engaged reading and writing in a neoliberal university environment

ABSTRACT

This article presents the authors’ successful experiences with Cirrus, a purpose-built Digital Humanities teaching and learning platform developed at The University of Queensland between 2016 and 2018. Our case studies in teaching the crafts of close reading, critical analysis, and writing show that Cirrus’s annotation tools enable teachers to push students towards close critical engagements with the material they are studying – across textual, image, audio, and video formats – while the exhibition-building software allows for the transformation of the classic essay into a multi-faceted online presentation combining words, images, and other resources. However, we problematise our own involvement in the development of the platform by considering the ways such tools may become implicated in the negative impacts of neoliberalisation on the university sector in Australia and internationally. We are concerned that universities are using digital tools and innovative teaching practices to further reduce their investment in teaching.     

An examination of the CTONI utilizing Gc‐Gf theory: A comparison of the CTONI and WJ‐III

The present investigation examined the validity of the Comprehensive Test of Nonverbal Intelligence (CTONI) with the Woodcock‐Johnson III Tests of Cognitive Abilities (WJ‐III COG) by administering these instruments in counterbalanced order to 60 college students. Results indicated that the mean CTONI NIQ score was not significantly different from the mean WJ‐III COG General Intellectual Ability (GIA) score. However, mean score differences were found between the CTONI NIQ and the WJ‐III COG Verbal Ability, Thinking Ability, Comprehension‐Knowledge, and Fluid Reasoning cluster scores. Although the correlations between the CTONI and the WJ‐III COG cluster scores were generally of small magnitude, the CTONI Geometric Nonverbal IQ composite score demonstrated construct specificity, whereas the CTONI Pictorial Nonverbal IQ scale did not. The implications of the findings are discussed and practitioners are asked to use caution when using this instrument to assess the fluid reasoning abilities of college students. © 2007 Wiley Periodicals, Inc.     

TELEVISION AND THE EDUCATION OF THE YOUNG

This paper, from the 1979 Conference, ‘Television In Society’ begins by defining the educational process as one of persisting, despite initial failures, to acquire understanding or mastery, and underlining the uniqueness of each individual learner. The author reports on the results of a one‐year study of the viewing habits of pre‐school children. Little ‘rising fives’ are such heavy viewers that they must feel a sense of loss when school attendance deprives them of ‘their’ television, perhaps the most valuable ‘child‐minder’ of all. Television delights these veteran under‐five viewers and provides an aid that parents and teachers can welcome; it also seems to stimulate little or no ‘participation’ and to inhibit language skills. Older children are also voracious viewers, but the author's experience suggests that television does not of itself inhibit reading and that to blame violent behaviour on viewing of violence is humbug. In conclusion it is suggested that educators are as yet failing to recognize the paramount importance of television in children's lives: there is an urgent need for education to acknowledge this in its curricula and for children (and adults) to find out more about how television is created. The Educational Television Association could play an important role here.