Literaturnachweis - Detailanzeige
Autor/in | Morse, Andrew Q. |
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Titel | Accountability for Student Learning: Slow and Steady Progress or Persistent Resistance? |
Quelle | In: Journal of Research in Education, 24 (2014) 1, S.83-99 (17 Seiten)
PDF als Volltext |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 1083-6470 |
Schlagwörter | Accountability; Student Evaluation; Undergraduate Students; State Universities; Outcomes of Education; Evidence; Educational Assessment; Case Studies; Semi Structured Interviews; Bachelors Degrees; Data Collection; Data Analysis; Compliance (Legal); Accreditation (Institutions); Standards; Critical Thinking; Field Tests; Educational Improvement; Educational Change; Resistance to Change; Florida Verantwortung; Schulnote; Studentische Bewertung; Staatliche Universität; Lernleistung; Schulerfolg; Evidenz; Education; assessment; Bewertungssystem; Case study; Fallstudie; Case Study; 'Bachelor''s degrees'; Bachelor-Studiengang; Data capture; Datensammlung; Auswertung; Accreditation; Institution; Institutions; Akkreditierung; Staatliche Anerkennung; Institut; Standard; Kritisches Denken; Praxisübung; Teaching improvement; Unterrichtsentwicklung; Bildungsreform |
Abstract | The purpose of this study was to explore the present status of efforts to assess student-learning outcomes within the bachelor's degree granting institutions of the campuses in one system of public higher education. Further, the purpose of this study was also to understand what challenges and criticisms academic leaders report about the call to provide learning outcome evidence. Themes and findings of the study suggest that accountability for student learning is a persistent accountability challenge within higher education institutions. (As Provided). |
Anmerkungen | Eastern Educational Research Association. George Watson, Marshall University, One John Marshall Drive, College of Education and Professional Development, Huntington, WV 25755. e-mail: eerajournal@gmail.com; Web site: http://www.eeraorganization.org |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2020/1/01 |