This article investigates justice judgments concerning grading. In two studies with secondary students (N1 = 350 academic-track students; N2 = 225 intermediate [n = 81] and academic-track students [n = 144]) attending the 7th to the 12th grade level, participants were presented with vignettes describing three different grading systems: criterion-referenced grading, norm-referenced grading, and individual-referenced grading. The subjects graded and other situational characteristics were varied. In both studies, factor analyses consistently revealed that students’ justice judgments were contingent on the comparison standard applied, but independent of other situational characteristics. Criterion-referenced grading was rated as the most just practice, individual-referenced grading as almost just, and norm-referenced grading as almost unjust. The better the grades received the more the students evaluated criterion-referenced grading to be just. Students attending intermediate-track schools did not object to norm-referenced grading as strongly as their peers at academic-track schools did. Consequences for teachers’ grading practices are discussed. 相似文献
Inquiry-based instruction is an important teaching strategy in science education that can be implemented to achieve different learning goals (e.g. the learning of science content or of inquiry skills and strategies). Inquiry-based instruction is often combined with guidance attempting to assist students to effectively engage in inquiry activities and, through this engagement, reach the intended goals. In recent research, the type and amount of guidance needed to foster student’s learninghas received considerable attention. One challenge in interpreting the results of this line of research is the manifold meanings of the term ‘guidance’ and its implementation in inquiry-based instruction. Moreover, the effectiveness of a particular type and amount of guidance may also depend on the learning goal that is to be achieved. In this paper, we draw on existing research and theoretical considerations in attempting to disentangle three major dimensions in which the implementation of guidance may vary: (a) the degree of autonomy, (b) the degree of conceptual information, and (c) the cognitive domain of guidance. We discuss how these dimensions can be used to capture and systemise fidings of existing studies as well as to infer desiderata for further research on the role of guidance in inquiry-based instruction. 相似文献
Zusammenfassung Dieser Artikel besch?ftigt sich mit einem Themengebiet, das in der erziehungswissenschaftlichen Wissenschafts-, Hochschul-und
Berufsforschung bislang kaum analysiert worden ist. Unter Bezug auf die Ergebnisse einer schriftlichen Befragung von rund
3.800 Absolventen erziehungswissenschaftlicher Hauptfachstudieng?nge (Diplom, Magister) in ganz Deutschland wird die Frage
untersucht, wie gro? die Gruppe der Studierenden aus diesen Studieng?ngen ist, die sich einige Jahre nach dem Studienabschluss
im Arbeitsfeld Hochschule und Forschung beruflich platzieren kann bzw. promoviert, durch welche Merkmale diese Gruppe gekennzeichnet
ist und welche Bedingungsfaktoren den Weg in die Wissenschaft beeinflussen. Nach einem überblick über den bisherigen Stand
der Forschung und der Darstellung zentraler Resultate des Diplom-und Magister-Surveys zum Weg in die Wissenschaft werden abschlie?end
einige Konsequenzen diskutiert, die sich aus den Befunden für eine Reform der bisherigen Hauptfachstudieng?nge bzw. für die
zukünftige Gestaltung neuer Studieng?nge mit Blick auf eine Verbesserung der Nachwuchsf?rderung für das Fach Erziehungswissenschaft
ergeben.
Summary
Paths into Science: The Results of a National Survey of Graduates from Diplom and Magister Programs in Educational Science
This article examines a topic which has hardly been dealt with in the field of Educational Science. A survey of around 3,800
graduates of Educational Science in both Diplom and Magister programs in Germany asked what proportion of graduates went on to work or commence a Ph.D. in higher education. It also investigated
the characteristics of such graduates and the conditions which determined their path into science. Following an overview of
preceding research in this area and a presentation of the central results of the survey, the consequences of the findings
for a reform of courses and an improvement in the training of academics in the field of Educational Science will be discussed.
Although research on minority youth has established the value of coethnic spaces for safe ethnic identity exploration, research has seldom examined how youth in these spaces draw ethnic boundaries or offered appropriate frameworks addressing boundary-setting. This study uses Berry’s acculturation framework to explore ethnic boundary-setting within a Colombian immigrant youth dance program in the US. Seven members participated in a multi-year qualitative study that triangulated surveys, interviews, and responses to a hypothetical multicultural dilemma that ‘positioned’ Colombian participants as part of an in-group on the basis of their ethnicity. Specifically, it explores the strategies they employed to deal with the dilemma and the role context played in those strategies. With findings that reveal how youth incorporate the arguments found in mainstream immigration debates to justify integration, segregation, and exclusion of non-Colombians, this study argues that to understand strategies employed, it is necessary to examine local, national, and transnational contexts. 相似文献
Population ageing signals the need for a responsive community aged care workforce respectful of older people’s diverse healthcare needs. Person-centered care premises individual needs and preferences to enhance participation in health care. Training for diversity does not yet exist for this workforce, but is necessary to ensure appropriate care for diverse community-dwelling older people. This article aims to review the range of research traditions for conceptualizing diversity training, theoretical approaches, and empirical findings to understand the relevance for the community aged care sector. Using a meta-narrative approach, research from health, education, psychology, sociology, and business literature was reviewed for meaningful contribution to supporting training for community aged care workers. Meta-narrative review principles included: planning, searching, mapping, appraisal/synthesis, and recommendations. Six meta-narratives were identified, consolidated into three areas: person-centered and culturally competent health care; human rights approach; and psychological approaches to diversity training. The meta-narratives highlighted diversity within diversity and a move toward intersectionality. Meta-narratives were linked through concepts of inclusion, reduction in bias, and access and equity healthcare policy and practice. Training for community aged care workers is challenging, with this synthesis providing new understandings of diversity training, paramount for provision of responsive and equitable health care for older people. 相似文献
Computer science, like technology in general, is seen as a masculine field and the under-representation of women an intransigent problem. In this paper, we argue that the cultural belief in Australia that computer science is a domain for men results in many girls and women being chased away from that field as part of a border protection campaign by some males – secondary school teachers, boys and men playing games online and young men on campus at university. We draw on American feminist philosopher, Iris Marion Young’s analysis of the ‘five faces’ of oppression to suggest strategies whereby Australian universities could support women in computer science and educate men about respectful behaviour and gender equity. 相似文献
In 1980, a Singapore study showed that many Lower Primary teachers lacked skills and techniques in reading instruction which could help pupils overcome the difficulties they faced. Learning to read in Singapore, where English is the medium of instruction from P1 upwards, causes problems for those children coming from non-English speaking homes. 相似文献
In the last decade, the university sector in many European countries has undergone manifold changes in relation to the design of governance structures and processes. Accordingly, a board of governors with far-reaching competences was implemented by the latest reform of the Austrian higher education system in 2002. Drawing on an empirical research project, this paper contrasts the basic ideas of this reform with insights into the concrete practice of the new governance structure. The results show that board members’ personal factors such as personality, experience, and their attitude towards the multi-faceted nature of university governance, strongly influence the boards’ identity formation and actual work. It is concluded that such factors must be regarded when implementing governing boards in universities by means of university reform.