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Jiamin Hee Ying Li Toh Hong Wei Yap Ravindran Kanesvaran Stephen Mason 《Mentoring & Tutoring: Partnership in Learning》2020,28(3):340-364
ABSTRACT The need for longitudinal and holistic support of medical students throughout their training has led to the development of formal mentoring programs. Whilst success of formal mentoring programs has been attributed to (a) pairing mentees with trained and experienced mentors (matching), (b) the quality of mentoring interactions and (c) the presence of a nurturing environment, little attention has been attributed to establishing an effective matching process in medical school. We sought, in this review, to redress this gap within the context of matching medical students for mentoring. Modified PRISMA guidelines were followed to guide the review process. PubMed, ERIC, Cochrane Database, OVID and ScienceDirect databases were searched for articles on matching in medical schools and in allied health specialities published between 2000 and 2015. 相似文献
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Six years have gone by since the passing of No Child Left Behind (2002) and due to the ‘high-stake’ riders attached to this legislation, educators at all levels have found themselves in
a state of both emotional and cognitive dissonance. Recent research in the field of neuroscience combined with principles
gained from constructivism support the importance of developing and implementing both a child-centered curriculum and a positive
learning environment that is appropriate for young children. This paper addresses some of the difficulties that arise from
the No Child Left Behind act and teaching from a constructivist model. Additionally, positive suggestions are provided for the early childhood educator
in order to support current teaching philosophies despite the pressures of high-stakes testing. 相似文献
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Even though several studies have reported positive attitudinal outcomes from context-based chemistry programs, methodological obstacles have prevented researchers from comparing satisfactorily the chemistry-learning outcomes between students who experience a context-based program with those who experience a content-driven program. In this narrative inquiry we are able to address the question: how do the recalled experiences of a student and her teacher in context-based and concept-based chemistry programs compare? From the student’s unique perspective of experiencing both programs with the same teacher, we have constructed our collective account around four themes; namely, the extent to which the student makes connections between chemistry concepts and real-world contexts, developing research independence through engaging in extended experimental investigations related to contexts, learning chemistry concepts through contexts, and conceptual sequencing in a context-based program. The student reported real-world connections between chemistry concepts and contexts, found her engagement in the context-driven tasks interesting and productive, and identified connected sequences of concepts across the contexts studied. Despite difficulties for teachers who are required to shift pedagogies, the student’s lived experiences and outcomes from a context-based program provide some encouragement in working through these issues. 相似文献
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This article demonstrates how to fit a statistical model to historical data, test whether the model can accurately predict enrollment out-of-sample, and use the results to segment admitted students into groups so that different recruitment and marketing interventions can be applied. Conceptual and practical issues are discussed, as well as policy considerations. 相似文献
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Stephen Dobson 《Assessment & Evaluation in Higher Education》2008,33(3):277-288
The argument made in this essay is that it is necessary to theorize a form of assessment—the academic viva in higher education. It is threatened with extinction because of its high cost compared with written exams, multiple choice and other forms of assessment. However, little empirical research, both in Norway and internationally, has been undertaken to reveal what is actually going on in the viva. This has partly been because it has been difficult to gain access to systematically observe the viva examination as it takes place. In the qualitative research presented by the author, on the higher education viva in Norway, permission was obtained to film a number of master’s in education vivas where candidates defended 50,000‐word dissertations. Three research questions were asked: how was the viva talked into being, what kinds of judgements were made by examiners, and, lastly, what would a validity argument look like for the viva? Answering these research questions moves some way to proposing a theory of the viva and hence providing a foundation for determining whether its continued existence is legitimate, at least from a theoretical and qualitatively researched point of view. 相似文献
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