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91.
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Pat Drake 《Assessment in Education: Principles, Policy & Practice》2002,9(2):205-220
From May 2001 all teachers qualifying in England must be successful in computer-based skills tests in numeracy and literacy. The first test to be developed was the QTS Skills Test in Numeracy, which was a paper and pencil test taken on 1 June 2000 by approximately 22,000 trainee teachers. In this article I argue that the pilot test signals an unjustified departure from performance-based assessment, provides an example of inconsistency between national imperatives and teacher certification and was not robust. A small study of trainee teachers of secondary English was undertaken to explore perceptions of professional numeracy in relation to their experience in training, what was tested in the skills test and what is known about testing mathematics through questions set in pseudo-real contexts. I conclude that theoretically it would be difficult to devise an appropriate examination type test of professional numeracy and that in the event the pilot test was not successful. 相似文献
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Pat Bazeley 《高等教育研究与发展》1994,13(2):121-132
Prompted by the provision of special funding for research development from the Department of Employment, Education and Training, an analysis of the research status and development needs of staff one network member of a newly amalgamated University was undertaken. It was found that many staff were without research‐based qualifications and had limited research experience. Teaching and curriculum development were dominant activities, the latter being particularly so in some of the newer disciplines. It was felt by many that there was a lack of institutional support for research by senior management in general and in some faculties in particular, as people in those positions took time to adjust to the changing climate of expectations in the transition from College to University. Specific research skills needing development were identified, including submission writing, statistical data analysis and reporting research. The availability of time and money for research were, predictably, seen as critical. In a conclusion unanticipated at the commencement of the study, the emergence of a widely recognised and supported research ethos was perceived as perhaps the most significant element to contribute to the development of research in a new university. 相似文献
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Tricia Shelton Corinne Benatowicz Pat Healy Neal D. Ryan Judy L. Cameron 《Mind, Brain, and Education》2023,17(1):53-60
Adolescence is a key developmental period for developing and strengthening brain circuits that underlie effective decision-making skills, which profoundly impact lifelong health and academic, professional, and economic achievement. But decision-making skills are learned rather than inherent. School presents an ideal environment for the direct instruction and frequent practice of decision-making skills, however, finding time in the school day is a challenge for contemporary educators. We have developed a learning curriculum that involves active student participation to strengthen decision-making skills that is sufficiently flexible and adaptable to be utilized in a wide variety of content-specific classwork. Using this curriculum, students show evidence of improved decision-making skills, including increased consideration of the number of factors that are relevant to their decision, the resources needed to make a particular decision, and both the short-term and long-term consequences of decisions. 相似文献
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Community engagement in natural hazard preparedness is crucial to ensure sustainable initiatives. Children are important members of communities, and can actively contribute to community preparedness. This article presents research undertaken with 11- to 12-year-old students from a school in Auckland, New Zealand, and leaders associated with the school community regarding their perceptions of the role of schools, communities and children in natural hazard preparedness. The findings show that the students believe they can be effective in promoting preparedness in their school, homes and community, and act as leaders in this capacity. Community leaders stated that preparedness actions should be culturally relevant, community initiated and owned and inclusive of child perspectives. From the combined perspectives of students and community leaders, this work concludes that emergency management must engage in culturally responsive ways with Māori and Pacific communities to enable community preparedness initiatives that are tailored to the cultural values and practices of communities most at risk from natural hazards. Further, it concludes that children have an important voice in community preparedness, which could be encouraged through school and community initiatives. 相似文献
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Pat Hutchings 《About Campus》1996,1(5):4-8
The search is on for new and powerful ways to engage students, but today's campuses need more than new techniques. They need to build a culture where these new approaches can take hold and thrive. 相似文献
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