Pupil guidance: An integral part of teacher education and development in Scotland?

Many schools throughout the UK are experiencing challenging behaviour from pupils and high levels of absence and exclusion as they seek to implement initiatives aimed at raising pupil attainment [National Audit Office (2005). Improving school attendance, London: The Stationery Office]. These initiatives often presuppose that pupils will receive adequate levels of guidance and support to help them make curricular, personal, social, and health decisions. However, little is heard from teachers and students undertaking initial teacher education courses on how they have been prepared for this extended role of supporting increasing diverse student populations; nor do we know how they define guidance/pupil support and integrate this with their concept of the professional role of a teacher. This article presents evidence from a one-year study of pupil support in Scotland commissioned by the Scottish Executive Education Department. The study provided evidence for The National Review of Guidance Provision in Scotland [Scottish Executive (2003). The national review of guidance. Edinburgh: Scottish Executive; Scottish Executive (2005). Happy, safe and achieving their potential. Edinburgh: Scottish Executive]. The study explored the views of all 32 local authorities in Scotland, a sample of students in training in two universities and teachers, headteachers and pupils in eight case study schools, and also a sample of their parents. This article focuses specifically on the findings relating to teachers and students in training. It identifies the ways in which they support pupils and how well they think they have been prepared for that task. Two dominant models of pupil support emerge from these data: an embedded and a specialist approach, and these vary according to school and education sector. Primary school teachers were more likely to embed pupil support into their concept of being teachers, whereas secondary teachers perceived it to be a separate, specialist function, which many were reluctant to undertake. Some implications for teacher education are highlighted.     

稀土类热稳定剂合成条件研究及性能测试

本对热稳定剂的合成条件进行了研究，确定了硬脂酸镧的最佳配方。对硬脂酸盐类热稳定剂的性能进行了测定，摸索了测定硬脂酸镧的分析方法。     

RESILIENCE,BULLYING, AND MENTAL HEALTH: FACTORS ASSOCIATED WITH IMPROVED OUTCOMES

Resilience is associated with bouncing back from adversity, and the term currently enjoys significant popular appeal. However, understanding of resilience is often superficial. The current paper examined 105 primary and high school students’ experiences of resilience and bullying, and considered resilience as a hierarchical factorial model. The study found that higher levels of resilience subfactors were a protective factor regarding depression and anxiety; that individuals with poorer resilience were more likely to engage in bullying behaviors; that individuals with poorer levels of resilience were more likely to be victims of bullying; and, that gender did not appear to be a major variable regarding resilience and bullying. These findings suggest that resilience interventions that focus on improving specific resilience elements including optimism, trust, tolerance, sensitivity, and impairment may be more efficacious than interventions focused on other resilience elements.     

论《新列国志》的艺术创见

冯梦龙编纂的<新列国志>在学术界至今尚未引起应有的重视,即使面世的几篇文章都以<东周列国志>为题,这对代表一个时代的文学大师是极不公平的.实际上,<新列国志>既能佐以历史,又能在史实的框架内任意虚构,驰骋想象,塑造了一大批栩栩如生的人物形象,结构错综复杂又井然有序,语言通俗而简练流畅,取得了使原作无可比拟的艺术成就.     

A framework for evidencing assessment validity in large-scale,high-stakes international examinations

It is important for educational assessment bodies to demonstrate how they are seeking to meet the demands of validity. The approach to validity taken here assumes a ‘consequentialist’ view where the appropriacy of the inferences made on the basis of assessment results is seen as central. This paper describes the development of a systematic approach to the collection of evidence that can support claims about validity for general qualifications. An operational framework was developed drawing on Kane (2006 Kane, M.T. 2006. “Validation”. In Educational measurement, 4th ed., Edited by: Brennan, R.L. 17–64. Westport, CT: Praeger.  [Google Scholar]). The framework involves a list of inferences to be justified as indicated by a number of linked validation questions. For each question various data would be gathered to provide ‘evidence for validity’ and to identify any ‘threats to validity’. The structure is designed to be accessible for operational users. This paper describes the development of the proposed framework and the types of methods to be used to gather relevant evidence.     

A role for technology in enhancing students’ engagement with feedback

This paper explores the potential of technology-enabled feedback to improve student learning. ‘Technology, Feedback, Action!: The impact of learning technology upon students’ engagement with their feedback’ aimed to evaluate how a range of technical interventions might encourage students to engage with feedback and formulate actions to improve future learning. The study used qualitative methods and worked in partnership with 23 undergraduate students to explore their experiences of receiving different forms of feedback with varying degrees of technical intervention including, but not limited to, electronic feedback with grades withheld; online grade publication; criteria-based feedback; and more traditional feedback methods. Through a series of semi-structured interviews, student participants were encouraged to articulate their experiences of feedback. The online publication of grades and feedback and the adaptive release of grades were found to significantly enhance students’ engagement with their feedback. Data were analysed using a thematic approach, and the main themes were used to inform the development of a series of good practice guides. The findings are discussed in the context of current literature.     

Examining increased flexibility in assessment formats

There have been calls in the literature for changes to assessment practices in higher education, to increase flexibility and give learners more control over the assessment process. This article explores the possibilities of allowing student choice in the format used to present their work, as a starting point for changing assessment, based on recent studies and current examples of flexible assessment practice in higher education. The benefits of this flexible assessment format approach are highlighted, along with a discussion of classic assessment considerations such as validity, reliability and marking concerns. The role of technology in facilitating assessment method choice is considered, in terms of new opportunities for providing student choice in the way they evidence their learning and present their work. Considerations for implementing flexible assessment choices into the curriculum are presented, along with a call that further research into such practice is needed to develop a comprehensive set of practical recommendations and best practice for the implementation of flexible assessment choice into the curriculum. The article should be of interest to curriculum developers and academics considering implementing changes to the assessment process to increase student ownership and control.