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151.
JOHN A. CENTRA 《Journal of Educational Measurement》1973,10(4):287-295
College teachers' self-ratings were investigated in this study by comparing them to ratings given by students. The sample consisted of 343 teaching faculty from five colleges; these teachers, as well as the students in one of their classes, responded to a 21-item instructional report questionnaire. Teacher self-ratings had only a modest relationship with the ratings given by students (a median correlation of .21 for the items). In addition to the general lack of agreement between self and student evaluations, there was also a tendency for teachers as a group to give themselves better ratings than their students did.
Discrepancies between individual teacher ratings and ratings given by the class were further analyzed for: (a) sex of the teacher (no difference found); (b) number of years of teaching experience (no difference); and (c) subject area of the course (differences noted for natural science courses vs. those in education and applied areas). 相似文献
Discrepancies between individual teacher ratings and ratings given by the class were further analyzed for: (a) sex of the teacher (no difference found); (b) number of years of teaching experience (no difference); and (c) subject area of the course (differences noted for natural science courses vs. those in education and applied areas). 相似文献
152.
This essay reflects upon the themes that emerged from the seminar "Teaching and Organization of Studies in the Virtual and Classical University: Conflict and/or Mutual Reinforcement", for which the articles appearing in this issue of Higher Education in Europe were originally prepared. The reflections are organized around four major themes: (i) the acceleration of change in higher education owing mostly to the ICTs; (ii) complementarity and contrast between virtual and classical universities; (iii) institutional responses to change; and (iv) quality issues. Various agendas for further attention are proposed. 相似文献
153.
An occupational inventory was developed by the Pennsylvania Department of Education for consideration as part of the state assessment project. This instrument measures 7tb grade student knowledge of the world of work. The summary phase of field testing involving 255 students revealed a reliability of .828 and a standard error of measurement of 2.60. 相似文献
154.
This study considered the influence of competitive anxiety and self-confidence state responses upon components of performance. Basketball players (n=12) were trained to self-report their cognitive anxiety, somatic anxiety and self-confidence as a single response on several occasions immediately before going on court to play. Performance was video-recorded and aspects of performance that could be characterized as requiring either largely anaerobic power (height jumped) or working memory (successful passes and assists) were measured. Intra-individual performance scores were computed from these measures and the data from seven matches were subjected to regression analyses and then hierarchical regression analyses. The results indicated that, as anticipated, somatic anxiety positively predicted performance that involved anaerobic demands. Self-confidence, and not cognitive anxiety, was the main predictor of performance scores with working memory demands. It would appear that different competitive state responses exert differential effects upon aspects of actual performance. Identifying these differences will be valuable in recommending intervention strategies designed to facilitate performance. 相似文献
155.
JOHN F. COVALESKIE 《Educational Studies A Journal of the American Educational Studies Association》2013,49(1):28-43
In discussing reform of public schools, the conversation is usually about schools; in this article I examine the meaning of public, drawing on Dewey's (1927/1954/1988) understanding of the nature of a public and its importance to democratic life. Vouchers and other market challenges to public education are a danger to the existence of a public, and a threat to democratic life. I consider the relevant differences between publics, markets, and audiences, and their relation to democracy. Finally, I consider public schools as both a reflection of public will and a central means to create a public. 相似文献
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158.
JONATHON KEATS JOHN B.CARNETT 《科技新时代》2006,(5):86-92
它的创造能够获得专利,它的能力超越了人类,它即将飞向太空。现在它需要的是一些更有价值的挑战。[编者按] 相似文献
159.
JOHN J. SCHMIDT 《Counselor Education & Supervision》1999,39(1):34-45
Since 1981, the Council for Accreditation of Counseling and Related Educational Programs (CACREP) has operated as the primary accreditation body for the counseling profession. In this role it has developed and revised its standards and processes for approval. During this time, many institutions with counselor education programs have applied to, and been reviewed and accredited by CACREP. This article examines some of the literature and research that has been published since the creation of CACREP and suggests future research that may help additional counselor education programs to consider the accreditation process. 相似文献
160.
JOHN AITCHISON 《International Journal of Lifelong Education》2013,32(6):517-544
The new South Africa has formally embraced the concept of ‘lifelong learning’ in its education and training policies. But what is the concept of ‘lifelong learning’ that has informed these policies and what progress has there been in implementing them? Have these new policies brought significant changes to education and training for adults? 相似文献