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Jessie Jovanovic Jennifer Fane 《Early Years: An International Journal of Research and Development》2016,36(2):148-164
In a climate of increasing regulation within early childhood education and care services, and the greater re-positioning of professionals within public sectors, this article seeks to extend the literature surrounding risk and regulation in early childhood. In efforts to ‘push back’ against the ‘regulatory gaze’ in the early childhood education and care sector, we investigate the role that learner engagement in initial teacher education can play in empowering early childhood pre-service teachers (PSTs) as professionals. This question is explored in the reporting of the findings from an action research study which redesigned a semester-long teacher education topic to draw on the students’ self-knowledge, applied experience and content choice, to go beyond the meeting of minimum credential requirements. Data were derived from sequential student evaluations and topic coordinators’ reflections. Subsequent analysis highlights significant insights in relation to student-teachers’ understanding of professionalism and their role within the ECEC sector. The implications of this re-positioning of PSTs’ developing sense of professionalism amidst increasing regulation are discussed. 相似文献
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Vladan Devedzic Jelena Jovanovic Matthew Kelly Nikola Milikic Sonja Dimitrijevic 《教育实用测度》2018,31(4):283-296
This article presents a systematic approach to defining, applying, evaluating, refining, and revising metrics for students’ soft skills—their abilities like critical thinking, problem solving, leadership and responsibility, communication, and collaboration. The importance of these skills in educational and work settings is growing rapidly. While such skills are easy to notice, they are hard to measure. Metrics do exist, but vary from one case to another, and are often rather implicit and vague. Contrary to that, this article proposes the use of precisely specified, measurable, low-inference indicators (metrics) to assess soft skills. The article also introduces an open set of principles that can be used to guide the specification of concrete, evidence-based metrics for different soft skills. Two case studies are used to illustrate the approach. These case studies are part of a larger research effort that has developed an open set of metrics for different soft skills; some of them are discussed in the article extensively. Generalizing the metrics used in specific educational contexts is also discussed. 相似文献
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Abelardo Pardo Jelena Jovanovic Shane Dawson Dragan Gašević Negin Mirriahi 《British journal of educational technology : journal of the Council for Educational Technology》2019,50(1):128-138
There is little debate regarding the importance of student feedback for improving the learning process. However, there remain significant workload barriers for instructors that impede their capacity to provide timely and meaningful feedback. The increasing role technology is playing in the education space may provide novel solutions to this impediment. As students interact with the various learning technologies in their course of study, they create digital traces that can be captured and analysed. These digital traces form the new kind of data that are frequently used in learning analytics to develop actionable recommendations that can support student learning. This paper explores the use of such analytics to address the challenges impeding the capacity of instructors to provide personalised feedback at scale. The case study reported in the paper showed how the approach was associated with a positive impact on student perception of feedback quality and on academic achievement. The study was conducted with first year undergraduate engineering students enrolled in a computer systems course with a blended learning design across three consecutive years (N2013 = 290, N2014 = 316 and N2015 = 415). 相似文献