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The number of international Chinese students enrolled in research programmes in Western universities is growing. To provide effective research supervision to these students, it is helpful to understand the similarities and differences in the supervision process between the host country and their home country. We explored which learning outcomes supervisors of master's theses aim for in two cultures, China and the Netherlands, and how they help their students to achieve these learning outcomes. Semi-structured interviews with 10 Chinese and 10 Dutch supervisors revealed, besides a strong resemblance, some clear differences between the two groups. For example, the Chinese supervisors aim to prepare their students for future jobs and use explicit assessment and regulation to monitor student progress, while the Dutch supervisors aim to enhance student well-being and use implicit regulation, emotional support and frequent posing of questions to facilitate student learning. Implications for cross-cultural and international education are provided. 相似文献
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L. Andries van der Ark Wilco H. M. Emons Klaas Sijtsma 《Journal of Educational Measurement》2008,45(2):99-117
Two types of answer-copying statistics for detecting copiers in small-scale examinations are proposed. One statistic identifies the "copier-source" pair, and the other in addition suggests who is copier and who is source. Both types of statistics can be used when the examination has alternate test forms. A simulation study shows that the statistics do not depend on the total-test score. Another simulation study compares the statistics with two known statistics, and shows that they have substantial power. The new statistics are applied to data from a small-scale examination ( N = 230) with two alternate test forms. Auxiliary information on the seat location of the examinees and the test scores of the examinees was used to determine whether or not examinees could be suspected. 相似文献
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In this study, we explored the relationships between teachers’ self-articulated professional learning goals and their teaching experience. Although those relationships seem self-evident, in programmes for teachers’ professional development years of teaching experience are hardly taken into account. Sixteen teachers with varying years of experience and subjects were interviewed. The results show different learning goals, related to communication and organisation, curriculum and instruction, innovation, responsibilities, and themselves as professional. Various relationships between learning goals and teaching experience emerged, which clearly reflect the development from early- to mid- and late-career teachers. Issues related to curriculum and instruction appeared to be learning goals for early- and mid-career teachers. This implies that regardless of increasing teaching expertise, curriculum and instruction remain central to teachers’ continuous learning. Late-career teachers were interested in learning about extra-curricular tasks and innovations. Models of professional life phases have been used to interpret these results. 相似文献
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Rikkert M. van der Lans Wim J.C.M. van de Grift Klaas van Veen 《Educational Measurement》2019,38(3):55-64
Using item response theory, this study explores whether student survey and classroom observation items can be calibrated onto a common metric of teaching quality. The data comprises 269 lessons of 141 teachers that were scored on the International Comparative Analysis of Learning and Teaching (ICALT) observation instrument and the My Teacher student survey. Using Rasch model concurrent calibration, items from both instruments were calibrated onto a common one‐dimensional metric of teaching quality. Most items were found to fit the model. Challenges pertain mainly to items measuring teaching students learning strategies and differentiation. Explanations for these difficulties are discussed. 相似文献
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Successful adult literacy and basic education programs are notoriously difficult to achieve. One reason for this has to do with how the question, “literacy for what?” is answered for a given program. All too frequently, the answer to that question is shaped more by the goals of the literacy provider than it is by learners’ own goals and desires. 相似文献
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Klaas van Veen Mariëlle Theunissen Peter Sleegers Theo Bergen Cees Klaassen Chris Hermans 《Educational Research and Evaluation》2013,19(1):51-74
The focus of this study is on how teachers' professional and religious orientations relate to their reaction intentions when confronted with morally critical incidents. The context of the study is the increasing importance of the moral task of teachers which is complex in current secularized and individualized Western society. The main assumption is that both professional and religious orientations constitute a possible source for understanding differences in teachers' behavior during such incidents. The results suggest that both orientations indeed play a role. This result is notable with regard to the religious orientations because of the absence of this variable in current research. 相似文献
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In international comparative studies like TIMSS data analysis is aimed at differences and similarities among education systems (countries). In this article the outcomes are presented of explorative path analysis on data collected with grade 8 students and classrooms in eight Western and two Central European education systems. For the 10 education systems the resulting general path model explains 19% or less of the variance in achievement in mathematics. In many systems home educational background and students’ attitude towards mathematics have a positive relation with achievement in mathematics, out-of-school activities a negative. Due to the psychometric quality of scales and non-availability of measures of important factors at classroom level (e.g., time on task and teacher’s expectation), no significant results were found of factors that can be manipulated by policy makers. 相似文献
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Developing a Teacher Evaluation Instrument to Provide Formative Feedback Using Student Ratings of Teaching Acts
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Rikkert M. van der Lans Wim J.C.M. van de Grift Klaas van Veen 《Educational Measurement》2015,34(3):18-27
This study reports on the development of a teacher evaluation instrument, based on students’ observations, which exhibits cumulative ordering in terms of the complexity of teaching acts. The study integrates theory on teacher development with theory on teacher effectiveness and applies a cross‐validation procedure to verify whether teaching acts have a cumulative order. The resulting teacher evaluation instrument comprises 32 teaching acts with cumulative ordering in terms of complexity. This ordering aligns with prior teacher development research. It also represents a valuable extension in that the instrument can provide feedback about a teacher's current phase of development and advice for improvement. 相似文献
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Klaas J. Westerhof 《School Effectiveness & School Improvement》2013,24(3):204-215
ABSTRACT The literature about the effectiveness of teacher behaviour shows that the teaching style described as ‘direct’ increases academic learning time and therefore learning gain. In the Netherlands, a study was carried out to predict learning gain after the use by teachers of different behaviours. This was done in the elementary school in grade 4, 6 and 8 (students respectively 8, 10 and 12 years of age) for the subjects mathematics and world‐orientation. No significant correlations were found between teacher behaviour and learning gain in world‐orientation. With regard to mathematics, especially in grade 4, correlational analysis showed that learning gain can be well predicted by the behavioural categories ‘giving instruction’, ‘soliciting response’, ‘corrective feedback’, ‘organizing the learning situation’ and ‘monitoring’. These categories describe direct instruction adequately. 相似文献