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171.
Jolien van der Geugten Marlies Dijkstra Berno van Meijel Marion H.G. den Uyl Nanne K. de Vries 《Sex education》2013,13(2):113-128
There have been few assessments of sexual and reproductive health (SRH) education programmes in sub-Saharan Africa from the students' and educators' perspective. This study examined students' opinions on an SRH programme in northern Ghana and explored the facilitators and barriers for educators regarding the implementation of the programme. The sample comprised 147 students and 3 educators. Questionnaires were used to collect data from students, and semi-structured interviews were conducted with educators. According to the students, the SRH programme was both important and interesting. Their expectations were moderately well met. They agreed that the main objectives of the programme and most of the objectives regarding the ‘family planning’ sessions had been achieved. Significant differences were found for school type, age and religion, but not for gender. For the educators, important facilitators were a clear manual, the presence of foreign volunteers working as educators, the increased influence of new media, students' eagerness to learn, and the feeling that the SRH programme really benefited students' lives. Important barriers were traditional and cultural influences, lack of funding and poor scheduling of the programme within the schools. The paper concludes by offering recommendations regarding the implementation of future SRH programmes in Ghana. 相似文献
172.
In 2010, the Civilians—a New York based investigative theater company—received a three‐year grant from the National Science Foundation to develop The Great Immensity, a play addressing the complexity of climate change. The rigorous research that the Civilians puts into each production, the balance of scientific content and public engagement, the inclusion of scientists within the artistic development process, and the effort to engage a varied audience via a multi‐platform media approach, make the project a relevant case study for curators working with public science communication. 相似文献
173.
174.
Increasing numbers of schools and districts have expressed interest in interim assessment systems to prepare for summative assessments and to improve teaching and learning. However, with so many commercial interim assessments available, schools and districts are struggling to determine which interim assessment is most appropriate to their needs. Unfortunately, there is little research-based guidance to help schools and districts to make the right choice about how to spend their money. Because we realize the urgency of developing criteria that can describe or evaluate the quality of interim assessments, this article presents the results of an initial attempt to create an instrument that school and district educators could use to evaluate the quality and usefulness of the interim assessment. The instrument is designed for use by state and district leaders to help them select an appropriate interim assessment system for their needs, but it could also be used by test vendors looking to evaluate and improve their own systems and by researchers engaged in studies of interim assessment use. 相似文献
175.
The writers of this paper are currently engaged in research concerning the lives of young adults who are multi-sensory impaired; they are particularly interested in the areas of communication and the development of meaningful relationships. Part of their fieldwork has involved the use of video recordings. The paper considers the use of video technology in qualitative research, together with the technical issues and ethical sensitivities which might be involved. The issue of emancipatory research is explored, with a particular focus on how this might be applied to research with people who have pronounced and complex disabilities and who use modes of communication which are idiosyncratic and mainly non-verbal. Finally, the writers describe their own work-in-progress in this area. 相似文献
176.
Dissidence,difference and diversity in action research 总被引:1,自引:1,他引:0
Marion Dadds 《Educational Action Research》2013,21(2):265-282
This article served two purposes. First and foremost, it gave the author an opportunity to re-visit, and acknowledge, some ways in which her professional relationship with John Elliott and other professional friends influenced her work in action research. Second, it enabled the author to revisit current ideas held in two areas of interest that have, over the years, grown out of departure from, as well as identification with, John's own work. The first relates to the personal and emotional dimensions of theory in action research and the second, to issues of methodological creativity. In re-visiting these two areas of interest, the author tries to synthesise them in a new way in order to explore the connections between the personal, the emotional and the innovative in action research methodology. In this, the article attempts to link issues related to the ‘I’ of the action researcher with the ‘we’ of the collaborative research group. It is argued that our ‘self’ is implicated deeply in action research methodology, whatever form that might take. The emotional and social climate in which the ‘I’ operates is consequential. This means that we need to take a holistic view of the action researcher as person, and of collaborative colleagues as enablers and supporters, if we are to optimise the powers that can be brought to the process of enquiry and change. The article also tries to be ‘true’ to the notion that one's ideas, theories and work are shaped by what Wayne Booth calls ‘the company we keep’. 相似文献
177.
Research in Higher Education - In this study, the effects of academic inbreeding on individual and institutional research productivity are examined to understand its impact as a recruitment policy.... 相似文献
178.
The role of universities as the engines of knowledge-based economies drives global internationalisation of higher education. This contributes to a competitive environment where higher education rankings indicate market value. Even though rankings are influential and are used a lot, ranking systems have been heavily critiqued. One of the problems is that there are few if any external checks on how rankings are created. The purpose of the study on which this article reports was to evaluate ranking systems. Within the scope of the study, we have sought to reveal to what extent current ranking systems comply with the Berlin Principles—prepared to create certain rules for rankings, and to ensure that rankings represent quality. A document analysis of publicly available documents online was carried out together with a review of printed and electronic publications on ranking systems. An evaluation form was prepared and used in this study for field experts to fill in. Findings show that ranking systems comply with the Berlin Principles in terms of methodology, transparency, and acceptability at a level that ranges from moderate to low. Overall, rankings do not consider differences in higher education and are not transparent about the processes by which rankings are developed. Rankings should for this reason be interpreted carefully and methodological weaknesses of rankings that can lead to false inferences should be recognised. 相似文献
179.
Marion Händel Kathrin Lockl Jana Heydrich Sabine Weinert Cordula Artelt 《Metacognition and Learning》2014,9(3):333-352
This study investigated whether and, if so, how metacognitive knowledge can be assessed validly in students with special educational needs in a large-scale assessment like the German National Educational Panel Study. In total, 804 sixth-grade students including both regular school students attending the lowest track of secondary education (Hauptschule) and students with special educational needs in learning participated in the study. A scenario-based test of metacognitive knowledge focusing primarily on different aspects of strategy knowledge was implemented. In order to investigate optimal testing conditions, two conditions that varied in terms of administration mode were compared: autonomous reading as in regular test settings and a read-aloud condition. Reading speed and reasoning abilities were assessed as control variables. As expected, regular school students outperformed students with special educational needs in the metacognitive knowledge test. In addition, higher correlations between metacognitive knowledge and reading speed emerged in the autonomous reading condition compared to the read-aloud condition. Contrary to our expectations, a differential boost due to the testing accommodation of reading aloud was, however, only observed in regular students but not in students with special educational needs. The results are discussed with regard to educational and assessment-relevant approaches. 相似文献
180.
Irina L. Mokrova Marion O’Brien Susan D. Calkins Esther M. Leerkes Stuart Marcovitch 《European Journal of Psychology of Education - EJPE》2013,28(4):1495-1503
The current study examined the role of preschoolers’ motivation, operationalized as persistence, in the formation of language and math skills at kindergarten. The participants were 263 children from diverse ethnic and socio-economic backgrounds. Demographic information, child persistence, and early cognitive-linguistic skills were assessed at age 3; children’s academic skills were assessed at kindergarten. Results indicated that preschooler’s persistence was related to their academic skills two years later over and above demographic factors and early cognitive-linguistic skills. The findings are discussed in terms of the importance of early childhood motivation for later school achievement. 相似文献