The Effect of a National Initiative on Exam Results

ABSTRACT

This paper considers the examination results of TVEI and non TVEI pupils in the database established at the University of Newcastle in 1985‐87. The pupils took national exams in the summer of 1987, when they were about 16 years old. Their average grades (Exam Means) and their accumulated grades (Exam Totals) were considered separately.

The Exam Mean and Exam Total scores were generally worse for TVEI than non TVEI pupils, even when pupils with the same ability test scores and aspirational scores were compared. However, it is possible that non TVEI factors caused the discrepancy in results and it is these factors which are the subjects of this paper.

The paper considers firstly whether the differences are an artefact of regression analysis. Secondly, the data are considered using various multilevel models. Both analyses suggest that there was no TVEI effect on the Exam Mean score and a negative TVEI effect on the Exam Total. Various explanations for these findings, concerning internal school allocational and curriculum policies, are considered and discussed.     

Media Education in Primary Schools in Austria: Teaching Materials

Abstract

This article describes the questionnaire by which the Austrian Ministry of Education investigated the state of media education in primary schools, and briefly summarizes the results. It then describes the teaching materials that have been and are being produced.     

Technology's impact: symbiotic or asymbiotic impact on differing cultures?

Over the past three years or more, the authors have been examining the impact of technology interventions on students and teachers – from cultures where English is a second language. It is their hypothesis that students and teachers from non‐English speaking nations suffer severe disadvantages when technological interventions are superimposed on existing traditional pedagogical models. This paper is the latest in a series that examines extent pedagogies, primarily in Asia, and the pressures of having to re‐conceptualize what has been a tradition for centuries. It traces significant educational origins to their cultural roots and examines contemporary initiatives that, if implemented, may well disrupt. It offers possible solutions that, if approached with reconciliation as its focus, might offset catastrophic results and, in fact, achieve pedagogical symbiosis.L'impact de la technologie: symbiotique ou asymbiotique selon des cultures différentes. Durant les 3 dernières années ou plus, des auteurs ont examiné les interventions sur les étudiants et les enseignants appartenant à des cultures où l'anglais est une seconde langue. C'est une hypothèse que les étudiants et enseignants de pays non anglophones souffrent de plusieurs d´esavantages quand les interventions technologiques sont imposées sur les modèles pédagogiques traditionnels. Cet article est le plus récent d'une série qui examine plusieurs pédagogies, particulièrement en Asie, et les pressions de revoir la conceptualisation qui a été la tradition pendant des siècles. Il met les origines éducatives significatives depuis leurs racines culturelles et examine les initiatives contemporaires qui, si elles sont en oeuvre, peuvent aboutir à des ruptures. L'article offre des solutions possibles qui, si elles sont approchées dans un esprit de conciliation comme point de mire, permettent d'éviter des résultats catastrophiques et, en fait, aboutir à une symbiose pédagogique.Die Wirkung der Technik: Symbiotische oder Asymbiotic Wirkung auf unterschiedliche Kulturen? Über die letzten drei Jahre oder mehr haben die Autoren die Wirkung von Technikeingriffen auf Studenten und Lehrer aus Kulturen geprüft, in denen Englisch eine zweite Sprache ist. Es ist ihre Hypothese, daß Studenten und Lehrer aus nicht englisch sprechenden Nationen schwerwiegende Nachteile erleiden, wenn mit technologischen Eingriffen vorhandene traditionelle pädagogische Modelle überlagert werden. Dieses Papier ist das letzte einer Serie, die umfangreiche pädagogische Gebiete untersucht, in erster Linie in Asien, und den Zwang prüft, das wieder konzeptualisieren zu müssen, was Jahrhunderte eine Tradition gewesen ist. Es verfolgt signifikante Bildungsursprünge hin zu ihren kulturellen Wurzeln und prüft zeitgenössische Initiativen, die, wenn durchgeführt, das gut unterbrechen können. Es bietet mögliche Lösungen an, die, mit dem Ziel der Aussöhnung, katastrophale Ergebnisse ausgleichen und in der Tat eine pädagogische Symbiose erreichen könnten.     

清代北方家族商业出版探究——以山东聊城叶氏家族为中心

清代北方商业出版开始兴起并达到繁盛,其中山东聊城叶氏家族祖孙三代积极参与坊刻举业书的编纂引人注目。叶氏一族从叶葆自行编刻,到其子叶锡麟、其孙叶祺昌与"聊城四大书庄"之一的书业德密切合作,祖孙三代的商业出版活动,贯穿清代乾隆至光绪,内容上集中于试帖诗、律赋作法的讲解,及墨卷选集,为参加科举考试的士子们服务,针对性极强。聊城叶氏一族成为北方坊刻业中家族参与商业出版的重要典型,充分体现了清代山东坊刻业的繁荣与兴盛。聊城叶氏的商业出版活动,对深入了解和研究清代北方坊刻业有重要的启发意义。     

Assessing working students' college experiences: a grounded theory approach

This study explores working students' college experiences using the grounded theory approach. Focus groups were conducted to allow working students to elaborate on their college experiences, clarifying issues not easily addressed through surveys. Two theoretical propositions are offered to describe how working students are constantly searching for meaningful work as well as meaning in their work. It is important for institutions to consider work as an educationally purposeful activity outside classroom and to create job opportunities that benefit students academically, socially and financially.     

从新课标看自主学习

学习必须主动、独立、创新,培养实际能力.自主学习是指具有自觉的意识和反应的学习方式.自主阅读是自主学习的关键.总结能力是自主学习非常重要的一个方面.自主学习是指教学条件下的学生的高品质的学习.     

高校辅导员在自媒体中的自我形象管理——基于新浪微博的调查

高校辅导员在新媒体微博形象中的形象管理重视程度差异较大、"职业形象"不够清晰、"专家形象"数量极少、"个人形象"缺乏鲜明特征等问题。高校辅导员可以从形象管理意识的觉醒、运用好形象管理中的理想化技术、做好微博内容管理和信息整合,成为"主题信息源"、加强和学生、辅导员同行以及专业人士的互动等四方面加以改善。     

Scientific communication – on the brink of the next evolution?

Key points

• Publishing is fixated on the format of the scholarly article, and this is stifling innovation.
• Content should be presented in a way that adapts dynamically to the reader's needs.
• A lot of interdisciplinary research is needed to transform reading, writing, and publishing processes.

     

影响远程教育交互的因素分析

随着远程教育的发展,交互问题日益受到重视,从各个方面探讨交互的文章层出不穷,本文就影响远程教育中交互的因素进行分析,从科技文化、人员特征以及支撑环境三个方面着眼,综合所有因素,以期全面的了解远程交互的影响关系,为更好的开展远程教学打下基础。