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111.
Comparability between different educational qualifications is an important issue within policy discourse in the UK. In this context, the comparability of qualification demands has been explored through the use of expert human judgement. The involvement of human judgement in estimating assessment demands has consequences for methodology. This review considered the ways that the Kelly's Repertory Grid (KRG) technique has been used to compare assessment demands over recent years. The review involved the identification and analysis of research documents as well as consideration of the original theory on which the KRG method was founded. This article describes how the technique has been adapted as it has shifted from its original psychotherapeutic context to be used in educational assessment and comparability studies. The review also explored possible disadvantages that stem from these adaptations, leading to recommendations to ensure the validity of findings when using the technique in educational assessment studies. 相似文献
112.
Gabrielle Cliff Hodges 《Education 3-13》2013,41(2):165-176
This article analyses a conversation about reading with three Year 8 students. Drawing on sociocultural theories of learning and elements of discourse analysis, it explores not only details of what the students read, but also how the process of the conversation itself shapes their perception of themselves as readers. Analysis of the data suggests that close attention to conversations such as these can affect our understanding of young readers and the reading practices in which they engage, in ways which may be valuable for classroom teachers of English. 相似文献
113.
Rita C. Richey 《Performance Improvement Quarterly》1995,8(3):96-110
Currently, instructional design theorists are generating new enhancements of traditional design models on both macro and micro levels. This paper summarizes the anticipated changes in instructional design models that will result from today's theoretical activity. It addresses issues such as linearity in the design process, enhanced roles of analysis and evaluation, and the new emphasis on learner control and transfer of training. These model enhancements are being influenced by new interpretations of general systems theory and cognitive learning theory, constructivism, chaos theory, and situated cognition. Predicted model changes also reflect the impact of the new technologies, designer decision-making research, and the performance technology and total quality management movements. These and other intellectual forces are likely to produce diverse models for future designers. 相似文献
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Painting, Poetry and Pots of Basil 总被引:1,自引:0,他引:1
Gabrielle Cliff Hodges 《English in Education》1995,29(3):3-13
118.
Luca Caricati Rita Chiesa Dina Guglielmi Marco Giovanni Mariani 《Journal of Higher Education Policy & Management》2016,38(4):490-502
The research undertaken for this article aims to analyse the correspondence between perceived employability and the actual national employment rate among Italian students and graduates undertaking different courses in a large Italian university. Data were collected through a cross-sectional survey of 2087 students in 19 faculties, and compared with the national indicators of employment rate for each faculty. Using faculty as unit of analysis, the results indicated a significant correlation between participants’ perceived employability and national employment rate. This trend was similar for both genders. However, the results showed a difference between bachelor’s and master’s degrees: the correlation between perceived and actual employability was not significant among bachelor’s participants while it remained significant among master’s participants. The results suggest that graduates are only partially aware of their possibility to enter the labour market and this, in turn, highlights that universities have only partially met the goal to increase awareness about the chances of finding a job among students and graduates. 相似文献
119.
Adult development and adult learning styles: The message for nontraditional graduate programs 总被引:1,自引:0,他引:1
Both the content and process of graduate education promote adult development. As developing people, adults usually enroll in graduate programs at times when they are building or changing the structure of their lives. Graduate programs, particularly nontraditional programs, can address both the growing adult as well as uphold relevant standards of intellectual excellence and professional expertise.Their collaborative research has focused on life cycle adult development and on educational methodologies and environments which support adult development. 相似文献
120.
Graziella Bonetti Mariarosa Carta Martina Montagnana Claudia Lo Cascio Anna Rita Bonfigli Andrea Mosca Roberto Testa 《Biochemia medica : ?asopis Hrvatskoga dru?tva medicinskih biokemi?ara / HDMB》2016,26(1):68-76