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Pub Date: |
2013-03-00 |
Pub Type(s): |
Journal Articles; Reports - Research |
Peer Reviewed: |
Yes |
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Descriptors:
Formative Evaluation; Summative Evaluation; Feedback (Response); Questionnaires; Higher Education; Self Evaluation (Groups)
Abstract:
Assessment is acknowledged as a central motivator for learning, as being perhaps the most difficult and arduous task for tutors, and also, a defining component of institutional quality, curriculum, courses and degrees. Therefore, given this, surely our understanding of terms, processes and their relationships, which reveal our knowledge of theories, practices and research, would be expected to be coherent and critically defensible. Yet, this study supports other literature that demonstrates that this is not the case. What to do about resolving theoretical and practical issues in assessment is perhaps a key challenge for education and educationalists. One problem is that it is often perceived as being the realm of specialists and for specialist journals, when the reality is that understanding assessment is central to everyone in education. (Contains 7 tables.)
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Pub Date: |
2013-00-00 |
Pub Type(s): |
Journal Articles; Reports - Research |
Peer Reviewed: |
Yes |
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Descriptors:
Factor Analysis; Prediction; Group Behavior; Collectivism; Individualism; Behavioral Science Research; Research Methodology; Interpersonal Relationship; Group Dynamics; Self Evaluation (Groups); Time; Comparative Analysis; Data; Longitudinal Studies
Abstract:
We illustrate the idiographic/nomothetic debate by comparing 3 approaches to using daily self-report data on affect for predicting relationship quality and breakup. The 3 approaches included (a) the first day in the series of daily data; (b) the mean and variability of the daily series; and (c) parameters from dynamic factor analysis, a statistical model that uses all measurement occasions to estimate the structure and dynamics of the data. Our results indicated that data from the first measurement occasion does not provide information about the couples' relationship quality or breakup 1 to 2 years later. The mean and variability of the time series, however, were more informative: females' average positive and negative affect across time was related to relationship quality, whereas males' variability in negative affect across time was predictive of breakup. The dynamic factor analysis, in turn, allowed us to extract information central to the dyadic dynamics. This information proved useful to predict relationship quality but not breakup. The importance of examining intraindividual variability and couple dynamics is highlighted. (Contains 6 tables, 2 figures, and 4 footnotes.)
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Pub Date: |
2012-07-00 |
Pub Type(s): |
Journal Articles; Reports - Descriptive |
Peer Reviewed: |
Yes |
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Descriptors:
Foreign Countries; Inclusion; Elementary Schools; Self Evaluation (Groups); Student Diversity; Educational Improvement; Educational Quality; Context Effect
Abstract:
This article is an account of a project in Laos which aimed to support schools in evaluating and developing responsiveness to diversity in student populations. Teachers, students and members of the community were involved in review, evaluation and leadership of change to improve learning and participation for all school-aged members of the community, including changing school cultures in terms of curriculum and pedagogy and also access to learning for those previously marginalized within communities. The project (in nine primary schools) led to greater shared leadership, participation and voice prompted by self-evaluation. Analysis enabled greater understanding of the challenges and issues in working across cultures to effect sustainable organizational change. Spaces needed to be created at local levels for teachers to construct meaning and develop a sense of agency in making and owning changes in practice. This shifting of responsibility is crucial in order to build sustainable development.
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Pub Date: |
2012-07-00 |
Pub Type(s): |
Reports - Evaluative; Tests/Questionnaires |
Peer Reviewed: |
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Descriptors:
Evaluation Utilization; Institutional Evaluation; Evaluation Methods; Stakeholders; Educational Planning; Self Evaluation (Groups); Technical Institutes; Governance; Community Colleges; Administrative Organization; Organizational Effectiveness; Case Studies; Improvement Programs; Coordination; Statewide Planning; Governing Boards; Educational Policy; Educational Finance; Public Agencies; Systems Approach; Strategic Planning; Politics of Education; Educational Environment; Policy Formation; Institutional Mission; Economic Factors; Questionnaires; Agency Role
Abstract:
Public organizations charged with coordinating higher education institutions face a complex set of tasks. Whether coordinating institutions within one sector or across sectors, such organizations play vital roles in promoting a state's capacity for policy leadership to meet the growing need for an educated citizenry. National experts have emphasized that effective policy capacity requires coordinating entities that can articulate mission and goals, devise strategies for meeting them, and use resources, including relationships with state leaders, to influence policy. The authors' case study subject, the Washington State Board for Community and Technical Colleges, was selected because of its track record of focusing a diverse constituency on a valuable public mission and using its resources strategically to facilitate large-scale policy changes aimed at making progress toward the mission. Its effectiveness rests in large part on its continual attention to relationships in order to mediate and balance the needs of various state and local parties. For states interested in improving existing coordinating organizations or designing new ones, the authors suggest that an assessment of the current context can illuminate possibilities for improvement. Multiple factors interact to create forward momentum and can be leveraged in myriad ways. Thus, the self assessment questions are designed so states can more clearly understand the factors at play in their own situations and more strategically evaluate short-term and long-term opportunities. The self-assessment questions fall into three categories: the state political and economic context, the design of the coordinating body itself, and the organization and leadership strategies used by the coordinating body. These factors are generalized from the Washington experience. They do not reflect an exhaustive review of the research or experiences of other states. [For the main report, "On Balance: Lessons in Effective Coordination from the Washington State Board for Community and Technical Colleges--An Organizational Perspective," see ED534114.]
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Pub Date: |
2012-11-00 |
Pub Type(s): |
Journal Articles; Reports - Research |
Peer Reviewed: |
Yes |
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Descriptors:
Foreign Countries; Schools of Education; Teacher Educators; Novices; Communities of Practice; Teaching Experience; Professional Identity; Development; Administrative Organization; Academic Discourse; Self Evaluation (Groups); Visual Aids; Group Activities; Story Telling; Collaborative Writing; Writing Ability; Reflection
Abstract:
Members of staff joining a school of education often have extensive experience in practice but not in academia and the university setting may present a complex diversity of roles, ways of working, values and goals. Colleagues may face issues of understanding the organisational structure and culture, changing identities, and concerns about their academic reading and writing abilities. This paper presents a study designed to examine the efficacy of a personalised needs-led self-study group approach to induction for experienced professionals joining a University School of Education. The approach was new to both current staff members and the four early academic staff, most of whom were teacher educators. In group sessions new colleagues had space for dialogue and story-telling based on their experiences, and created visual images for reflection and discussion with group members. Progressive group activities included presentations at local and international conferences, and academic writing. The purpose of the research reported here was to examine the efficacy of the self-study group as part of an induction process; exploring the developing professional identity of the new staff, the role of the group, and the effects of collecting visual research data for reflection and analysis of personal and group themes. New colleagues prepared a reflective account of their experiences of the group and their developing professional identity, took part in an evaluation workshop, and responded to questions on the longer term impact of the group. Outcomes of the group process included participants' increased confidence to work in the context of complexity, and the ability to embrace their changing identities. A self-study group process can help facilitate the development of the professionals needed to work in the dynamic context of the university of today and is likely to have implications for a range of organisational settings. (Contains 6 tables.)
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