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41.
Suzanne Lane 《Educational Measurement》2004,23(3):6-14
The validity of high-stakes assessments and accountability systems is discussed in relation to the requirements of No Child Left Behind (NCLB). The extent to which content standards and assessments are cognitively rich, the challenges in setting performance standards, and the impact of high-stakes assessments on instruction and student learning are addressed. The article argues for quality content standards, cognitively rich assessments, and a cohesive, balanced assessment system. 相似文献
42.
43.
Bret G. Range Susan Scherz Carleton R. Holt Suzanne Young 《Educational Assessment, Evaluation and Accountability》2011,23(3):243-265
The intent of this study was to assess the perceptions and actions of Wyoming principals concerning their role in supervising
and evaluating teachers. A survey was sent to all 286 principals in the state of Wyoming, of which, 143 returned surveys,
a response rate of 50%. Findings suggested that principals utilized supervisory behaviors more often than evaluative behaviors.
Elementary principals perceived their evaluative practices as significantly more prevalent than secondary principals. Furthermore,
principals indicated that their greatest frustrations in supervising teachers were time, the evaluation instrument, and teachers’
unwillingness to change. Additionally, findings suggested that Wyoming principals utilized classroom walkthroughs because
they provided a snapshot of teaching and provided a medium for providing feedback. In regards to developmental supervision,
principals indicated that novice teachers received much more supervision than veteran teachers. However, their reported use
of differentiated supervision only applied to teacher autonomy concerning professional development goals. Principals reported
that teachers had little input concerning the methods by which they were supervised. Finally, a majority of the Wyoming principals
felt that improvement plans were effective at changing mediocre teaching behaviors, but 40% were speculative that such plans
truly remediated poor teachers. 相似文献
44.
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Demeter Elise Dorodchi Mohsen Al-Hossami Erfan Benedict Aileen Slattery Walker Lisa Smail John 《Higher Education》2022,84(3):589-609
Higher Education - About one-third of college students drop out before finishing their degree. The majority of those remaining will take longer than 4 years to complete their degree at... 相似文献
46.
This study examines the effects of the differences in organizational identities that emerged during a post-merger project that aimed at unifying the laboratory services of a large healthcare center that resulted from the merging of three hospitals by supporting them with a unique information system. We draw on the concepts of organizational identity and sensemaking to analyze the laboratory information system implementation project. Organizational identity is conceptualized as the mental representation that organizational members have of themselves as a social group in terms of practices, norms, and values and how they understand themselves to be different from members of other organizations. Data analysis suggests that divergent organizational identities and team members’ alternative interpretations of others’ practices, norms and organizational symbols, coexist during the post-merger integration phase. These interpretations are reflected in the final functionality of the information system that was different from the planned one. 相似文献
47.
Bonnie L. Walker Nancy J. Osgood James P. Richardson Paul H. Ephross 《Educational gerontology》2013,39(5):471-489
This study compared staff and elderly knowledge, attitudes, and practices related to sexual expression by elderly persons in a long‐term care setting. Volunteers (N = 194) responded agree or disagree to 159 items. Significant differences were observed between the staff and elderly responses on 36 items. Areas of greatest differences involved knowledge and attitudes about consensual sex and sexual abuse, issues related to family attitudes toward remarriage and sexual expression, and age‐related changes and health problems related to sexuality. Items related to masturbation received the greatest percentage of no response. The staff had significantly higher total scores as compared to the elderly reflecting more knowledge, positive attitudes, and support for more proactive responses toward elderly sexuality. Findings have major implications for staff training in long‐term care settings. 相似文献
48.
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Suzanne Macqueen 《The Australian Educational Researcher》2012,39(1):59-73
Grouping students by academic achievement level has been practised in a wide variety of forms and contexts for over a century.
Despite a general consensus in the research that between-class achievement grouping provides no overall benefit for students,
the practice has persisted in various guises. Between-class achievement grouping is common in high schools, and is also practised
in a number of primary schools in various countries. While the affective outcomes of such practices have been investigated
recently, academic outcomes at primary level have not been studied in recent decades. This paper examines the academic outcomes
of between-class achievement grouping in literacy and numeracy classes in Australian primary schools. Results from standardised
tests are compared between two groups of schools—one regroups students for these areas, and one maintains mixed-achievement
classes. It is argued that the current regrouping practice closely resembles streaming and provides no apparent academic advantage
for students. 相似文献
50.