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Melanie C. M. Ehren Nichola Shackleton 《Educational Assessment, Evaluation and Accountability》2016,28(4):299-321
In most countries, publicly funded schools are held accountable to one inspectorate and are judged against agreed national standards. Many inspectorates of education have recently moved towards more proportional risk-based inspection models, targeting high-risk schools for visits, while schools with satisfactory student attainment levels are excluded from inspections. This paper looks into these newer inspection models and aims to enhance our understanding of the potential effectiveness of such targeted models on student attainment and other performance indicators. Random effects models, analyzing changes in schools over time, indicate that targeted inspections particularly have an effect on student attainment in literacy in weak schools, while also impacting on student satisfaction, student numbers and student-staff ratios. 相似文献
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In two studies, we examined the strength of relationship between internal and external visual imagery with kinaesthetic imagery. In Study 1, 56 participants completed the Vividness of Movement Imagery Questionnaire and the Movement Imagery Questionnaire. Pearson's product–moment correlations failed to reveal a significant correlation between external visual imagery and kinaesthetic imagery. However, the correlation between internal visual imagery and kinaesthetic imagery approached significance. In Study 2, the instructional set of the Vividness of Movement Imagery Questionnaire was changed to make the participant the ‘agent’ of the external visual perspective images rather than somebody else. Sixty-four participants completed the two questionnaires. The results indicated a significant correlation between external visual imagery and kinaesthetic imagery (r?=?0.60, P?<0.01). However, the correlation between internal visual imagery and kinaesthetic imagery was non-significant (r?=?0.23, P?>0.01). The results are discussed in relation to who is the agent of the image and the processes that may underlie kinaesthetic imagery. The implications for researchers trying to establish the functional, behavioural and neurological differences within, and across, imagery modalities are considered. 相似文献
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Nichola Gretton 《Open Learning》2013,28(2):190-191
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Melanie Ehren Jane Perryman Nichola Shackleton 《School Effectiveness & School Improvement》2013,24(2):296-327
With decentralisation becoming increasingly widespread across Europe, evaluation and accountability are becoming key issues in ensuring quality provision for all (Altrichter & Maag Merki, 2010; Eurydice, 2004). In Europe, the dominant arrangement for educational accountability is school inspections. The purpose of this research is to identify and analyse the ways in which school inspections in The Netherlands impact on the work of schools. The results of 2 years of survey data of principals and teachers in primary and secondary schools show that inspection primarily drives change indirectly, through encouraging certain developmental processes, rather than through more direct and coercive methods, such as schools reacting to inspection feedback. Specifically, results indicate that school inspections which set clear expectations on what constitutes “good education” for schools and their stakeholders are strong determinants of improvement actions; principals and schools feel pressure to respond to these prompts and improve their education. 相似文献
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After a long period of neglect, the study of teaching in nonhuman animals is beginning to take a more prominent role in research
on social learning. Unlike other forms of social learning, teaching requires knowledgeable individuals to play an active role
in facilitating learning by the naive. Casting aside anthropocentric requirements for cognitive mechanisms assumed to underpin
teaching in our own species, researchers are now beginning to discover evidence for teaching across a wide range of taxa.
Nevertheless, unequivocal evidence for teaching remains scarce, with convincing experimental data limited to meerkats, pied
babblers, and tandem-running ants. In this review, our aim is to stimulate further research in different species and contexts
by providing conceptual and methodological guidelines for identifying teaching, with a focus on natural populations. We begin
by highlighting the fact that teaching is a form of cooperative behavior that functions to promote learning in others and
show that consideration of these key characteristics is critical in helping to identify suitable targets for future research.
We then go on to discuss potential observational, experimental, and statistical techniques that may assist researchers in
providing evidence that the criteria that make up the accepted operational definition of teaching have been met. Supplemental
materials for this article may be downloaded from http://lb.psychonomic-journals.org/content/supplemental. 相似文献
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In two studies, we examined the strength of relationship between internal and external visual imagery with kinaesthetic imagery. In Study 1, 56 participants completed the Vividness of Movement Imagery Questionnaire and the Movement Imagery Questionnaire. Pearson's product-moment correlations failed to reveal a significant correlation between external visual imagery and kinaesthetic imagery. However, the correlation between internal visual imagery and kinaesthetic imagery approached significance. In Study 2, the instructional set of the Vividness of Movement Imagery Questionnaire was changed to make the participant the 'agent' of the external visual perspective images rather than somebody else. Sixty-four participants completed the two questionnaires. The results indicated a significant correlation between external visual imagery and kinaesthetic imagery (r = 0.60, P < 0.01). However, the correlation between internal visual imagery and kinaesthetic imagery was non-significant (r = 0.23, P > 0.01). The results are discussed in relation to who is the agent of the image and the processes that may underlie kinaesthetic imagery. The implications for researchers trying to establish the functional, behavioural and neurological differences within, and across, imagery modalities are considered. 相似文献