Exploration of direct and indirect associations of system-level policy-amenable variables with reading literacy performance

As expectations of the economic impact of educational attainment are soaring (Hanushek & Woessmann, 2009 Hanushek E. A., & Woessmann, L. (2009). Do better schools lead to more growth? Cognitive skills, economic outcomes, and causation (NBER Working Paper, No. 14633). Cambridge, MA: National Bureau of Economic Research.[Crossref] , [Google Scholar]) and conjectures about successful national educational reforms (Mourshed, Chijioke, & Barber, 2010 Mourshed, M., Chijioke, C., & Barber, M. (2010). How the world's most improved school systems keep getting better. Retrieved from http://www.mckinsey.com/client_service/social_sector/latest_thinking/worlds_most_improved_schools[Crossref] , [Google Scholar]) are welcomed by educational policy-makers in many countries, a careful assessment of the empirical evidence for these kinds of claims is needed. In this article, we present a methodology that was applied to an international data set. A multi-level model of education was used to present a hypothetical scenario, indicated as the “implementation scenario”. The scenario was tested on the Programme for International Student Assessment (PISA) 2009 data set by means of multi-level structural equation modelling. Although we find some evidence for direct effects and some support for straightforward implementation, the overall impact of malleable conditions at the system and school level appears disappointingly small. A theoretical strand of literature that would account for “limited malleability” is referred to in discussing these results.     

Teachers’ perceptions of student evaluations of teaching

Evaluation of teaching in higher education has drawn much attention due to the need for greater accountability and improvement in student learning. Our review of literature on Student Evaluation of Teaching (SET) surveys suggests that considerable controversy and criticism have surrounded its use, fairness, and validity. Yet, many universities in Hong Kong are depending primarily on student feedback in SET surveys to provide evidence for their improvement of teaching and learning, and for their decisions made on teachers' pay-rise and tenure. If universities are to continue to use SET surveys as the main source of mechanism for measuring teaching effectiveness, teachers will have to understand and be aware of its purposes. But how much do we know about teachers' perceptions of teaching and learning and, consequently, their opinions of using SET surveys as the primary standardized evaluation mechanism of teaching for promotion and tenure and for teaching effectiveness?     

增强高职思想政治理论课教学实效性的研究———以渤海船舶职业学院思想政治理论课教学为 例简

高职院校思想政治理论课教学是高职教育的重要组成部分,对于推进学校思想政治教育工作,培育合格的社会主义建设者和接班人具有重要意义。当前高职院校思想政治理论课教学理念、教学手段、考核机制等方面都存在一定不足,影响到教学实效性和育人功能。教学中必须深入研究教学理念、教学模式、教学内容、教学方法、教师队伍建设、考核机制等问题,探索出适合高职学生特点的思想政治理论课教学新模式。     

初中数学课堂教学的“简约”与“不简单”

从初中数学课堂的教学现状入手,结合教学实例,阐释了这种"简约"数学教学的课堂要求,以及如何打造出一个"不简单"的数学课堂,从而为我们的课堂做好减法,构建返璞归真、简约高效的数学课堂。     

基于系统论观点提升德育实践实效性研究

高校开展德育实践工作竭力破解高等教育不适应人才培养及经济社会发展需要的难题,坚持系统论的观点,分析当前德育实践面临的困境,构建德育实践系统,注重强化系统整体功能,优化要素,协调子系统之间关系,加强系统与环境的相互适应,努力提升德育实践系统实效性。     

增强高职院校思想政治理论课教学实效性的策略

文章针对高职院校思想政治理论课教学的特点,从教育理念、教学内容、教学方法和教学语言等方面,探索增强高职院校思想政治理论课教学实效的策略。     

学生评教的研究现状及启示

学生评教是高校改进教师教学和教学管理工作的重要手段,也是近年来高等教育研究者关注的一个焦点.介绍了国内外学生评教的发展历程,系统地梳理了学生评教的研究重点,即对学生评教的可靠性、有效性、影响因素、指标体系的研究,分析了学生评教实践中存在的诸多问题,得出对学生评教实践的启示,以促进学生评教工作的良性发展.     

以大学生犯罪为视角反思高校法制教育的实效性

近年来大学生犯罪案件频繁发生,犯罪手段及类型也不断增多,已引起社会的普遍关注。高校法制教育作为预防大学生犯罪的主要途径,承担着引导和提升大学生法律素养的重任,但一直存在看目标定位不准、教育内容偏差、师资队伍不足等诸多问题。在分析大学生犯罪现状及原因的基础上,从准确定位法制教育目标、创新法制教育形式、完善课程设置、依法治校等几个方面探讨高等学校法制教育的改革与创新,增强法制教育实效性,以达到控制和减少大学生违法犯罪的目的。     

增强大学生思想政治教育实效性——学习“十八大＂精神的体会

党的“十八大”报告要求,加强和改进思想政治工作需要注重人文关怀和心理疏导,培育自尊自信、理性平和、积极向上的社会心态。这对于增强大学生思想政治教育实效性具有重要意义。在大学生思想政治教育过程中,注重人文关怀和心理疏导,需要构建和谐的师生关系。构建和谐的师生关系不仅是增强大学生思想政治教育实效性的必然需要,更是贯彻落实党的十八大精神的需要。     

利用地方文化资源提高思政课教学实效性研究——以中山高职院校为例

在高职院校思想政治理论课(简称"思政课")教学过程中,应充分利用和整合地方文化资源,践行思想政治教育的"三贴近"原则,中山市作为伟人孙中山先生的故乡,珠三角经济发展的核心城市,拥有丰富的地方文化资源以及深厚的文化底蕴。因而,将中山市文化资源与地方高职院校思政课教学相结合,以提高实效性成为当前亟待解决的重要课题。