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Responding to the challenge of more rigorous and outcome-oriented program evaluation criteria of the Council for the Accreditation of Educator Preparation (CAEP), authors take a critical look at the intersection of two standards: Clinical Partnerships and Practice (Standard 2) and Program Impact (Standard 4). Illustrating one aspect of a secondary education teacher preparation program, authors consider how clinical partnerships can be designed in light of these standards to have a positive impact on P-12 student learning. Focusing on the program evaluation framework, authors describe a spectrum of diverse formative and summative growth measures that document the scope of impact for all stakeholders, including students. In light of the Feuer, Floden, Chudowsky, and Ahn (2013) questioning framework, authors assess program outcomes. In closing, the authors (a) conclude that comprehensive evaluation models are needed to document complex outcomes, which will make program impact more visible and measureable; (b) recommend using the Feuer et al. decision-making framework to initiate and guide programmatic design and evaluation model development; and (c) affirm CAEP's expectations—clinical partnerships go beyond positive relationships, coselection of mentor teachers and candidates, and commitment to diverse settings to ensuring P-12 student achievement—as attainable goals for educator preparation accreditation. 相似文献
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This conceptual paper is based on interdisciplinary work the authors have participated in as part of the renewed push for civic engagement, the various forms it takes, and the multiple constituencies involved in its promotion. We focus on what theoretical and empirical content could be incorporated into courses on aging so that students can be prepared to critically think about, understand, and analyze both practice and policy aspects of civic engagement and aging. We provide three learning cases that can be used as classroom exercises, suggest sample assignments, and examine implications of engagement for older adults. We append a sample syllabus that can be used as a framework to convey this content in an elective course or as a module of a social gerontology course. The call for civic engagement is being heard throughout the United States across sectors and across population groups. In this article, we begin with background information on the renewed push for civic engagement, the various forms it takes, and the multiple constituencies involved in its promotion. Following a brief contextual background, we focus on theoretical and empirical content that could be incorporated into courses on aging so that students can be prepared to understand and critically analyze the implications of civic engagement for older adults. Four units that could constitute a one-credit module or become part of an existing gerontology course are provided, complete with discussion questions, learning cases that can be used in classroom exercises, as well as sample assignments. We conclude with a sample course syllabus around which this module could be constructed in order to convey this content. 相似文献
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Timely completion of university degree programmes is a topic of growing concern to higher education institutions and their students. This paper reports on a study about the impact of degree programme characteristics and student motivation on study progress. The setting for the study is a Dutch law school. Data on degree programme characteristics, student ability, motivation, academic performance and academic pressure were collected from 168 first-year students six months after the start of their studies. Analysis of the effects of degree programme characteristics and students' initial motivation on study progress shows that study progress mainly depends on ability, timely completion goals and transparency of assessments. The study also shows that transparency of assessment procedures considerably lowers fear of failure and academic pressure. 相似文献
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This paper describes the sexual socialisation process of marginalised, drug-using heterosexual black men, focusing primarily on the sources and content of sexual information. Analysing qualitative interview data, we discovered that the men in our sample both learn about sex and become sexually active at an early age. They most often learn about sex from the media and least often learn about sex from family members. The content of sexual information varies in specifics, but overall tends to equate sex with pleasure, encourage sexual activity with multiple partners and emphasise using protection. Our goal is to use this data to better understand how sexual socialisation contributes to the prevalence of multiple sexual partners and high rates of HIV among heterosexual black men in order to inform future risk-reduction intervention programmes. 相似文献
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Measurement invariance and validity of a brief questionnaire on reading motivation in elementary students 下载免费PDF全文
In order to initiate more research on the role of reading motivation during the initial stages of learning to comprehend texts, we developed the Reading Motivation Questionnaire for Elementary Students (RMQ‐E). The sample comprised 1497 elementary students in Grades 1–3. By means of exploratory and confirmatory factor analyses, three factors were determined: Curiosity, involvement and competition. The three‐factor structure of the RMQ‐E was found to be invariant across grade levels (scalar invariance) and across female and male students (strict invariance). As was anticipated, students in higher grades and male students were lower in curiosity and involvement than students in lower grades and female students. Whereas competitive reading motivation did not differ across grade levels, it was higher for boys than for girls. Moreover, the contributions of involvement and competition to reading amount and reading competence were in accordance with the hypotheses. The predictive validity of curiosity, however, was not confirmed. 相似文献
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Laupper Ellen Balzer Lars Berger Jean-Louis 《Educational Assessment, Evaluation and Accountability》2020,32(4):481-498
Educational Assessment, Evaluation and Accountability - Survey-based formats of assessing teaching quality in higher education are widely used and will likely continue to be used by higher... 相似文献
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