In Australia, a recent Review of Efficiency and Effectiveness in Tertiary Education (Hudson, 1986) has produced an interest in formal staff appraisal schemes designed to assess performance of academic staff members for feedback and decision‐making purposes.
This paper outlines five principles which seem, after review of the literature on staff assessment schemes in the USA, to be important for the development of valid and reliable staff evaluation schemes. While the suggestions for Australian universities which have been made by the recent report are compatible with some of these principles, other principles are clearly violated, even in the sketchy outline of the scheme which has appeared to date.
It is suggested that these principles need to be emphasised once again in the hope that the Australian universities are able to gain from experiences which exist in the literature to date. 相似文献
This study compares US and Chinese elementary mathematics teachers' beliefs about how students learn mathematics. Interviews with teachers in each country revealed that Chinese and US teachers have distinct ways of thinking about how mathematics should be taught and how students learn. Many Chinese teachers talked about developing students’ interest in mathematics and relating the content of mathematics lessons to real-life situations. The US teachers talked about students' learning styles and using hands-on approaches to learning mathematics. Furthermore, these beliefs may be widespread and persistent within each country because the set of ideas among teachers appear to be internally consistent. Implications for teacher change and the study of teachers' beliefs are discussed. 相似文献
Recent developments in early childhood teacher education have seen the inclusion of curricula designed to serve the concept of continuous professional renewal through educating undergraduates in the interpretation, execution, and use of research. The challenge for educators is to “demystify” research and teach in ways that are professionally meaningful as well as intellectually acceptable. In this study, we follow three groups of early childhood students as they engage in a one-semester research subject. Focus groups and individual interviews showed considerable shifts in student attitudes about the value of research and in their development toward becoming active researchers who see research as a tool for answering questions in education. 相似文献
Oral language is the foundation on which literacy initially builds. Between early developing oral language skills and fluent
reading comprehension emerge several types of metalinguistic ability, including phonological and morphological awareness.
In this study, a developmental sequence is proposed, beginning with receptive language followed by phonological awareness,
morphological awareness, and a new metalinguistic task measuring oral morphophonological accuracy (MPA), followed by decoding
and culminating in reading comprehension. MPA is a measure of accurate primary stress placement in the production of derived
words with non-neutral, stress changing suffixes (e.g., -ity). A path analysis with data from 76 third graders was used to evaluate the direct and indirect effects of these variables.
The developmental model was confirmed, and a metalinguistic continuum, with MPA emerging after both PA and MA, was supported.
Decoding and receptive language were the best unique predictors of reading comprehension. Surprisingly, MPA was more important
to decoding than was PA, whereas MA was only indirectly implicated in both decoding and reading comprehension. 相似文献
A multiple-probe across-subjects design was used to examine persuasive writing performance of six 2nd- through 5th- grade students with emotional/behavior disorders (EBD). Students’ writing was evaluated before and after self-regulated
strategy development (SRSD) instruction for the POW (Pick my idea, Organize my notes, Write and say more) + TREE (Topic sentence,
Reasons – three or more, Ending, Examine) strategy. Students’ essays written during and immediately after instruction indicated
that the students had learned to write independently a persuasive essay with five parts. Generalization and maintenance performance,
however, varied across students and appeared to be associated with behavior as opposed to the inability to transfer or remember
the strategy. 相似文献
This study was designed to determine the influence of resequencing general science content on sixth grade students' science achievement, attitudes toward science, and interest in science. Resequencing content was accomplished for experimental group students through revising the order of textbook chapters in a general science course, in order to clarify content structure and establish interrelationships among major concepts. The subjects were 203 sixth grade learners randomly assigned to the two treatment groups of resequenced content and nonresequenced content. The findings revealed that students for whom content structure was clarified through resequencing general science chapters exhibited significantly higher science achievement, significantly more positive attitudes toward science, and significantly greater interest in science than students for whom general science content was not resequenced. 相似文献
Resting respiratory sinus arrhythmia (RSA) may confer infant susceptibility to the postpartum environment. Among infants with higher RSA, there may be a positive relation between depressive symptoms across the first 6 months postpartum (PPD) and later behavior problems, and toddlers’ dysregulation during mother–child interactions may partially explain the effects. Among a sample of low-income Mexican-American families, infant RSA (N = 322; 46% male) was assessed at 6 weeks of age; mothers (Mage = 27.8, SD = 6.5) reported PPD symptoms every 3 weeks from 6 to 24 weeks and infant behavior problems at 36 months. Dysregulation was observed at 24 months. PPD was positively associated with behavior problems only among infants with lower RSA; however, this relation was not mediated by dysregulation. 相似文献
ABSTRACTHistorical pageants were important sites of popular engagement with the past in twentieth-century Britain. They took place in many places and sometimes on a large scale, in settings ranging from small villages to industrial cities. They were staged by schools, churches, professional organisations, women’s groups and political parties, among others. This article draws on contemporary studies of heritage and performance to explore the blend of history, myth and fiction that characterised pageants, and the ways in which they both shaped and reflected the self-image of local communities. Pageants were important channels of popular education as well as entertainment and, although they are sometimes seen as backward-looking and conservative spectacles, this article argues that pageants could be an effective means of enlisting the past in the service of the present and future. 相似文献
The Teaching Excellence Framework (TEF), originally proposed in the UK government’s Higher Education White Paper, now the Higher Education and Research Act 2017, is a national mechanism to assess teaching quality in universities. This article provides a critical account of the TEF, underpinned by an overview of the policy context and marketisation and employability agendas exploring the rationale for implementing TEF within universities. We argue, first, that the White Paper’s narrative, the rhetoric of the TEF, seems positive but its implementation appears to be conceptually flawed. Second, its complex quality metrics system demands yet another layer of bureaucracy in an already micro-managed system of higher education. Third, claims made by the White Paper must be supported by evidence-based research to ensure that the objectives are clear. We conclude by questioning whether the quality of the student experience can be improved by the TEF reforms. 相似文献