美国大学图书馆评价主体的研究

美国大学图书馆的评价主体可分为国家机构、行业协会、大学图书馆、第三方机构,不同主体在评价活动中的主要实施机构、具体评价内容、评价工具、评价方法有所不同,并且显现出各自的特点。图书馆评价可借鉴美国大学图书馆的评价主体划分方式,综合运用评价工具与方法,明晰评价机构的职责,构建全面的图书馆评价体系。     

Who is the expert? Construct and criteria validity of student and teacher ratings of instruction

In this article, we examine the construct and criteria validity of student and teacher ratings as indicators of instructional features. As parsimonious measures, student and teacher reports are frequently used to assess aspects of the learning environment. From a methodological perspective, however, both approaches have been questioned. Whereas student ratings are occasionally criticised as being undifferentiated and easily influenced by personal preferences, teacher reports are sometimes considered to be biased by self-serving strategies or teaching ideals. Instead of pitting one method against the other, our study aimed at establishing the specific value of each approach. The analyses draw on data from a German extension to the 2003 PISA assessment, in which 288 mathematics teachers and their students completed questionnaires using identical items to tap various aspects of instruction. Mean student ratings were computed for each class. Exploratory and confirmatory factor analyses revealed specific conceptual structures for student and teacher ratings, with teachers elaborating on the use of tasks and methods, and students focusing on their teacher’s support in personal and learning matters. Three shared dimensions were also established: occurrence of classroom management problems, degree of cognitive autonomy during lessons, and tempo of interaction. Teacher/student agreement on these dimensions varied across constructs, with considerable agreement on classroom management, low agreement on cognitive autonomy, and no significant agreement on whether or not the interaction tempo was appropriate. Accordingly, correlations with external criteria (student motivation, teacher motivation, mathematical achievement scores, and characteristics of the tasks set in class) also varied across constructs. We conclude that student and teacher ratings are best suited to tapping different aspects of the learning environment, and recommend that care be taken in choosing a data source appropriate for the construct to be measured.

Foundation degrees

Despite numerous criticisms of the UK National Student Survey (NSS) institutional managers still strongly support its use in informing student choice, quality and assurance and quality enhancement activities. This article outlines a granular and nuanced benchmarking system for the NSS which provides both a ‘raw’ score (weighted student satisfaction score) and a normalised quotient (weighted student satisfaction quotient) to enable users to take a more considered approach to the absolute and relative strengths and weaknesses of individual course programmes.     

Farmers' Adoption of Soil Conservation Technologies: A Case Study from Osun State,Nigeria

Abstract

The main objective of this study was to determine the attitude of farmers towards erosion and the adoption of appropriate soil conservation technologies (SCTs). For the survey, farmers were selected from the communities Esa Oke, Elwure and Owode-Ede and Akoda in Osun State in Nigeria. In the first three communities farmers did receive training on soil conservation, in the fourth not. About 60 farmers were interviewed to obtain information on personal and socio-economic characteristics, awareness of environmental problems, attitude towards erosion control and experiences with SCTs. Statistical data analyses (analyses of frequencies, correlation, t-test, χ²-test) were made to examine possible relationships among parameters and the influence of factors on adoption.

Most respondents were advanced in years, responsible for large households and characterized by low levels of income and literacy. Soil erosion was seen as a problem confronting agricultural production only to a small extent. The adoption rate of SCTs was low, as only mulching, cover cropping, contour tillage and cut-off drainage were practised and often rejected. Low labour-demand, the availability of common equipment, low costs of application, ease of practice and compatibility with the existing farming system influenced adoption.

The observed positive correlation between level of education, knowledge of appropriate technologies, farming experience and the number of SCTs adopted emphasizes the importance for farmers of education and training. Strengthening agricultural extension agencies for capacity building is an important tool for improving soil conservation in Nigeria.

The paper clarifies with specific examples the causes of the low rates of adoption of available technologies, with a reduced impact of research and of efforts to achieve food security and sustainable production at village level.     

大学生化学学习自我效能感的调查研究

本文对大学生化学学习自我效能感进行了调查,并探讨不同性别和化学成绩的大学生在化学学习自我效能感上的差异以及化学学习自我效能感与化学成绩之间的关系,根据研究结果以及化学特点提出一些在化学教学课堂中培养高自我效能感的教学建议。     

高中生“哑巴英语”现象的成因及对策研究

英语是世界上使用最为广泛的语言,是一种交流沟通的重要工具。但是“哑巴英语”现象在我国较为普遍,其中在高中英语学习者中尤为突出。此现象大大阻碍了高中英语学习者的学习热情和自身英语水平的提高。为了帮助高中英语学习者摆脱英语学习的困境,本文从以下方面详尽地分析“哑巴英语”现象的形成原因：环境因素、教师因素、学生因素,并在此基础上,从环境、教师、学生三方面提出了具体的应对策略,以期消减“哑巴英语”这一英语教学中的顽疾。     

The Language of Schools: Curricular goals and classroom life

The experience of becoming a teacher involves more than learning to use the tools of the trade. Using the example of teaching questioning strategies in a curriculum methods seminar for student teachers, two teacher-educators present questions and dilemmas that arise out of the tension between the use of language as a tool, and the experience of language as an aspect of becoming teachers. Anecdotes from classrooms show how student teachers develop an awareness of the dynamic interplay of these language forms. We suggest that this dynamic interplay can be understood as aesthetic form, an aspect of teaching practice which enables teachers to sustain the pedagogical relation.     

Listening to teachers–listening to students: substantive conversations about resistance,empowerment and engagement

This article examines contemporary research and debates about pedagogies of engagement that challenge the traditional assumptions and understandings of engagement. Three contesting epistemological constructions of student engagement are identified and examined through the contesting and resisting voices of teachers and students. The article's research suggests that an empowering and resistant pedagogy can (re)conceive student engagement so that it achieves the twin goals of social justice and academic achievement.     

Student‐teachers' perspectives on positive and negative social processes in school

In recent years, the Standards for Qualified Teacher Status in England have placed new emphasis on student‐teachers' ability to become integrated into the ‘corporate life of the school’ and to work with other professionals. Little research, however, has been carried out into how student‐teachers perceive the social processes and interactions that are central to such integration during their initial teacher education school placements. This study aims to shed light on these perceptions. The data, gathered from 23 student‐teachers through interviews and reflective writing, illustrate the extent to which the participants perceived such social processes as supporting or obstructing their development as teachers. Signals of inclusion, the degree of match or mismatch in students' and school colleagues' role expectations, and the social awareness of both school and student‐teacher emerged as crucial factors in this respect. The student‐teachers' accounts show their social interactions with school staff to be meaningful in developing their ‘teacher self’ and to be profoundly emotionally charged. The implications for mentor and student‐teacher role preparation are discussed in this article.     

‘RE teachers do get drunk you know’: becoming a religious education teacher in the twenty-first century

In terms of the attention that they have attracted from researchers, and in comparison with teachers of other subjects, religious education specialists would seem to be a neglected and marginalized group. This paper looks at some of the reasons why this might be and also describes a study that is using a life history approach to explore what it is like to be a religious education teacher at the turn of the millennium.