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951.
Testing for hypothesized equality 总被引:1,自引:0,他引:1
952.
D. E. Eagleson 《International journal for the advancement of counseling》1989,12(4):273-279
Nineteen years ago, funded by a Charitable Trust, based in Scotland but with Northern Ireland interests, the then Northern Ireland Council of Social Service established the Educational Guidance Service for Adults, the first Service of its kind in Europe. The Service, now a grant-aided independent organisation, has twin roles, to provide information on all kinds of learning opportunities for adults, and to offer continuing support, guidance and counselling to clients. It is increasingly involved in meeting demands from the growing number of unemployed adults and in co-operation with providers of adult education in promoting appropriate learning opportunities.
相似文献
相似文献
953.
Peer-feedback content is a core component of peer assessment, but the impact of various contents of feedback is hardly studied. Participants in the study were 89 graduate students who were assigned to four experimental and a control group. Experimental groups received a scenario with concise general (CGF) or elaborated specific (ESF) feedback by a high or low competent peer. ESF by a high competent peer was perceived as more adequate, but led to more negative affect. Students in CGF groups outperformed ESF groups during treatment. Groups with a low competent peer outperformed groups with a high competent peer during the posttest. Feedback perceptions and performance were uncorrelated. 相似文献
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Kirk D. Anderson 《School Effectiveness & School Improvement》2013,24(1):97-113
As part of a comprehensive qualitative study of 6 schools noted for teacher leadership 28 respondents were interviewed. It was noted that teacher leadership often involved the mutual influence between teacher leaders and principals. These influences are discussed from the perspectives of each of the 6 schools and respondent status as teacher leader, teacher nominator, and administrator. Further to these influences, the data suggest relationships between teachers, teacher leaders, and principals, in these schools, which are reflective of 3 models of “leadership reciprocity” based on unique features found to be typical of these schools. 相似文献
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This paper reports on a paper and pencil concept‐sorting strategy that enables trainee teachers to restructure their knowledge in any one domain of science. It is used as a self‐study tool, mainly to enable them to break down and understand the progression of concepts beyond the level at which they have to teach. The strategy involves listing key ideas in an increasingly complex and inclusive fashion such that a ‘chain’ is developed where the initial statements are simple and the final ones more complex. Evaluation of the strategy with trainees over a five‐year period revealed promising potential for the strategy as a self‐study tool, as well as an audit tool, enabling tutors to more easily identify misconceptions. There was some evidence that trainees found the strategy useful in preparing themselves to teach in the classroom, possibly by enabling meaningful learning to take place according to the Ausubel–Novak–Gowin theory. 相似文献
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