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941.
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944.
Peter T. Knight 《Assessment & Evaluation in Higher Education》2000,25(3):237-251
Reliability is important in the academic judgements that higher education institutions pass to employers, graduate schools and other stakeholders. However, there are well-known limits to the levels of reliability that can be reached at reasonable cost and without sacrificing validity. It is argued that a systemic approach to the assessment of student learning shows how resources may be freed up to invest in securing more reliable assessments where they are desirable and might reasonably be had. 相似文献
945.
Peter Hunt 《Cambridge Journal of Education》2000,30(1):111-119
As electronic media increasingly dominate narratives for children, not merely the form or the content but the very nature of narrative is changing. Future narratives for the 'computer reader', using the Internet and multimedia may seem to be no more nor less than individual, unassessable chaos. But these readers still need to subsist in a linear educational system and teachers will have to negotiate the profound intellectual shift that the mediation between old and new narratives implies. At the most basic level this will involve revising what we mean to be 'literate' and to be a 'good reader'. 相似文献
946.
Peter Sullivan Judith Mousley Ann Gervasoni 《Asia-Pacific Journal of Teacher Education》2000,28(3):247-261
In this article, it is argued that there are serious difficulties in observing someone else teach for the purpose of providing evaluation or corrective feedback on their teaching. The article reports on responses from a group of teacher educators who watched a videotaped classroom lesson. Their written critiques were surprisingly contradictory, so much so as to call into question the reliability of lesson critiques. It is suggested that, where observation and critique of classroom teaching are used, summative judgements be avoided, and that a major goal of observations be to stimulate debate about different teaching styles and individual and cooperative reflection. Most importantly, observers must acknowledge the variety of intentions and perspectives of classroom teachers. 相似文献
947.
Rolf Becker 《Zeitschrift für Erziehungswissenschaft》2000,3(3):447-480
Die vorliegende Untersuchung ist ein Beitrag, die Frage zu kl?ren, warum in der westdeutschen Nachkriegszeit immer mehr Schulpflichtige
nach Abschluss der Grundschule das Gymnasium besuchen. Ausgehend von einem entscheidungstheoretischen Modell der subjektiven
Werterwartung werden Mechanismen der elterlichen Bildungsentscheidung aufgezeigt. Dabei wird davon ausgegangen, dass sowohl
zunehmende Bildungsmotivationen als auch Ver?nderungen in der subjektiven Bewertung von Kosten und Nutzen für eine h?here
Bildung wichtige Voraussetzungen für die zunehmende Bildungsbeteiligung, aber auch Folgen der Bildungsexpansion waren. Die
empirischen Analysen für drei Zeitpunkte in den 60er, 70er und 80er Jahren best?tigen diese Annahmen weitgehend. Ebenso wurde
empirisch belegt, welch wichtige Rolle neben den Bildungsintentionen von Eltern und dem vorhergehenden Bildungsverlauf ihrer
Kinder auch strukturelle Momente der Bildungsexpansion und ihre Eigendynamik beim tats?chlichen Bildungsübergang spielen.
Schlie?lich gibt es Hinweise dafür, dass die Persistenz klassenspezifischer Bildungsungleichheiten auf einer konstanten Balance
von Nutzen und Kosten zwischen den sozialen Klassen basiert. 相似文献
948.
Phonological skills and comprehension failure: A test of the phonological processing deficit hypothesis 总被引:2,自引:1,他引:1
Shankweiler and colleagues argue that text comprehensionproblems in young children arise from phonological processingdifficulties. Their work has focused on children with poor wordreading ability. We investigated this hypothesis for children whoexperience comprehension difficulties in the presence of age-appropriate word reading skills. We found that good and poorcomprehenders performed comparably on various measures ofphonological processing and differed on a task that made greaterdemands on working memory, Bradley and Bryant's odd-word-outtask. In a final study, hierarchical regression analyses supportedthis distinction: the odd-word-out task was a strong predictor ofreading comprehension performance even after IQ, vocabulary and single word reading had been controlled for, but a lessmemory-dependent phonological task was not. These studiessupport previous work which indicates that poor comprehenders'problems arise from higher-level processing difficulties. 相似文献
949.
Investigating the causes of reading comprehension failure: The comprehension-age match design 总被引:1,自引:0,他引:1
The reading-level (or reading-age) match design has become a widely-used tool for investigating the possible direction of the relation between particular skills and word reading ability: Cause or consequence. This paper outlines an analogous method for identifying candidate causes of reading comprehension failure, the `comprehension-age match design' and discusses the strengths and limitations of this design. 相似文献
950.
Peter Jamieson Kenn Fisher Tony Gilding Peter G. Taylor A. C. F. Trevitt 《高等教育研究与发展》2000,19(2):221-236
The development of online and virtual teaching and learning environments to augment formal face-to-face environments raises questions about the way the new communication and information technologies (CITs) are being incorporated into the on-campus environment. More importantly, this development challenges the meaning of the on-campus student learning experience. The new CITs require institutions, teachers and researchers to reconsider the relationship of the physical setting to the student learning experience. This paper highlights examples of recent developments of new learning environments which have been enhanced by the contribution of educational developers at several Australian universities. It also proposes a set of pedagogically informed principles to guide the development of on-campus teaching and learning environments which may feature the use of CITs. 相似文献