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31.
AbstractThis case study describes the process that the Humanities Programme Team, in Dublin City University’s Open Education Unit, has undertaken with regard to developing a systematic, programme-focused assessment strategy. It charts the development of an Assessment Matrix that facilitated the enhancement of programme coherence in the context of a distributed modular provision model, and facilitated the use of an appropriate range and scaffolding of assessment types in relation to learning outcomes. To conclude, four recommendations on developing a programme-focused assessment strategy are presented: explicitly link assessments to both programme and module learning outcomes; provide adequate supports and resources for those designing and writing assessments; provide those Assessment Writers with appropriate professional development, as well as an opportunity to be part of an assessment writing community; and to embed a programme-focused assessment strategy into a programme’s quality assurance processes. 相似文献
32.
The Effect of Questioning Style During Storybook Reading on Novel Vocabulary Acquisition of Preschoolers 总被引:1,自引:0,他引:1
The effects of adult questioning on children’s novel word acquisition during storybook reading were investigated. Three-year-olds were assigned to one of three conditions: vocabulary eliciting questions, noneliciting questions, and no questions (control). General vocabulary comprehension and novel word knowledge were equivalent across the groups before the storybook reading intervention. Children were read 3 storybooks repeatedly across 4 reading sessions and were tested for production and comprehension of novel words in the final session. Children’s novel word comprehension increased more in both question conditions than in the control condition, suggesting that type of question is not as important to word learning as children’s active engagement in discussion about novel words in general. Novel word production was not strongly affected by any of the reading conditions. However, asking children noneliciting questions did appear to foster production of new words more than not asking questions at all. 相似文献
33.
Ron Toomey Corresponding author Judith Chapman Janet Gaff Jacqueline McGilp Maureen Walsh Elizabeth Warren 《Asia-Pacific Journal of Teacher Education》2005,33(1):23-34
This paper reports the findings of a project—‘Lifelong learning and teacher education’—undertaken by the Centre for Lifelong Learning, Australian Catholic University, under the auspices of the Australian Commonwealth Department of Education, Science and Training. The study was designed to investigate the operationalization of lifelong learning in Australian teacher education. The study revealed that there is a range of existing, innovative practices regarding partnerships between schools and higher and further education that are in keeping with emerging ideas about lifelong learning. Moreover, some of these take the form of collaborative action research projects focused on improving the learning occurring in the partnership schools. This paper describes some current approaches in Australia to collaborative action research by teacher educators' and their partnership schools and shows how they contribute to lifelong learning. The approaches are then analyzed to suggest ways of advancing lifelong learning within Australian Education Faculties thus helping to make lifelong learning more of a reality for all. 相似文献
34.
Gender differences in level and pattern of cognitive abilities were examined in 28 LD college-able females (CA 18–25) as compared
to 21 LD college-able males (CA 18–25). Both groups were in the average IQ range as measured by the Wechsler Adult Intelligence
Scale, with LD males significantly higher on the Full Scale IQ and three out of the four subtests, Picture Completion, Block
Design, and Information. The LD females performed significantly better on the Digit Symbol subtest. The hierarchies of subtest
performance and Bannatyne and ACID category scores were compared. LD females have strengths in visual-motor abilities and
verbal conceptualization, while the LD males’ highest abilities were nonverbal visual-spatial confirming earlier studies on
younger LD individuals and non-LD males and females. Performance on the Digit Symbol subtest was the next to the lowest for
the males, the highest for females. However, for both groups, short-term and long-term memory for digits and factual knowledge
and mental arithmetic problem solving were relative weaknesses. Results indicate different patterns of cognitive abilities
in LD females and males which have implications for identification, service, and prognosis for the learning disabled, especially
females. 相似文献
35.
ABSTRACTThis article includes findings from a mixed method survey at a large, public midwestern university following the election of Donald J. Trump as the president of the United States. It examines student perceptions about effective engagement in political discourse within social work classes. Survey questions urged students to suggest how instructors might facilitate this dialogue fairly in the classroom given the passionate emotions and differing viewpoints surrounding the election, while acknowledging and educating about values espoused by the profession. Findings from this study illustrate the challenges that students face in having these conversations and outline their recommendations to social work educators for facilitating safe, sensitive, and inclusive classroom discussion about politics. 相似文献
36.
The frequency of early childhood education approaches spanning 10 years of publications was investigated. A content analysis
of publications (N = 492) from Early Childhood Education Journal was conducted. From a previous content analysis six approaches or search words were identified: Bank Street, Head Start,
High/Scope, Montessori, Reggio Emilia, and Waldorf. Overall, the current content analysis demonstrated that the Head Start
approach most frequently appeared. The results indicate that approaches vary as to their frequency of appearance and that
contributors of Early Childhood Education Journal have investigated, reflected upon, and expanded upon approaches to educating young children to different degrees. This finding
may be beneficial to future contributors of Early Childhood Education Journal. In addition, we have provided a brief overview of each approach that early childhood professionals may use to aid parents
with their early childhood education enrollment decisions. 相似文献
37.
Gloria Dall'Alba Eleanor Walsh John Bowden Elaine Martin Geofferey Masters Paul Ramsden Andrew Stephanou 《科学教学研究杂志》1993,30(7):621-635
A single science textbook often provides the syllabus for courses at upper secondary and tertiary levels, and may be used as a principal source of information or explanation. The research reported in this article challenges such practices. The ways in which the concept, acceleration, is treated in physics textbooks is compared with understandings of the concept demonstrated by final-year secondary (Year 12) and first-year university students. Some students' understandings are shown to be incomplete in ways that parallel misleading or inaccurate textbook treatments of the concept. In addition to misleading or inaccurate statements, the limitations of some textbook treatments of acceleration were found to include: lack of attempts to make explicit relationships with other concepts, failure to point out when it is appropriate to use particular definitions or that an alternative definition might be more appropriate in specific situations, inclusion of operational definitions without conceptual explanations, and a focus on quantitative treatments while overlooking the development of qualitative understanding. Two principal aspects that distinguished the ways in which the students understood acceleration were identified: (a) the relation between acceleration and velocity; and (b) the relation between acceleration and force(s). The results of the study have implications for teaching and, in particular, for the use of textbooks in teaching. These implications are discussed in the article. 相似文献
38.
39.
E. Schreuders M. van Buuren R. J. Walsh H. Sijtsma M. Hollarek N. C. Lee L. Krabbendam 《Child development》2024,95(2):368-390
Longitudinal changes in trusting behavior across adolescence and their neural correlates were examined. Neural regions of interest (ROIs) included the medial prefrontal cortex (mPFC), dorsal anterior cingulate cortex (dACC), left anterior insula (AI), bilateral ventral striatum (VS), and right dorsal striatum (DS). Participants (wave 1 age: M = 12.90) played the investor in a Trust Game with an uncooperative trustee three times (1-year interval). Analyses included 77 primarily Dutch participants (33 females). Participants decreased their investments with wave. Furthermore, activity was heightened in mPFC, dACC, and DS during investment and repayment, and in right VS (investment) and AI (repayment). Finally, DS activity during repayment increased with wave. These findings highlight early–middle adolescence as an important period for developing sensitivity to uncooperative behavior. 相似文献
40.
Critics of school choice argue that cream-skimming will worsen outcomes for those left behind in public schools. Since “high ability” families may have already sorted themselves out of the schools in question, this paper will examine whether existing within-school heterogeneity leaves any scope for cream-skimming to operate. It asks, “given the current level of within-school heterogeneity, how strong would peer effects have to be to significantly worsen outcomes for those left behind?” In order for cream-skimming to lower math test scores by one half-year's progress, the peer effect would have to be as strong as increasing class sizes by 8–20 students, or cutting per-student funding by $400–2000. These results indicate that current levels of within-school heterogeneity are so low that peer effects would have to be unrealistically strong to give cream-skimming any bite. 相似文献