The maintenance of self-evaluation of marginal youth : an exploratory study

1993 ◽  
Author(s):  
Oi-kam Chan
Keyword(s):  
Exploratory Study ◽  
Self Evaluation

scholarly journals A AUTO-AVALIAÇÃO DE ESCOLA: UM ESTUDO EXPLORATÓRIO SOBRE OS DISPOSITIVOS DE AUTO-AVALIAÇÃO DAS ESCOLAS PÚBLICAS EM PORTUGAL(THE SCHOOL SELF-EVALUATION: AN EXPLORATORY STUDY ON PUBLIC SCHOOL SELF-EVALUATION PROCESS IN...Doi:10.5212/OlharProfr.v.11i2.355382

2009 ◽  
Vol 11 (2) ◽  
Author(s):  
Maria Palmira Carlos Alves ◽  
Serafim Manuel Teixeira Correia
Keyword(s):  
Public Schools ◽  
Exploratory Study ◽  
Evaluation Process ◽  
Electronic Version ◽  
Organization Learning ◽  
Self Evaluation ◽  
Evaluation Approach ◽  
Creative Learning ◽  
The Subject ◽  
Spss Software

A avaliação de escola tem vindo a ganhar força com a preocupação inerente à crescente autonomia da escola que a obriga, por um lado, a prestar contas à sociedade e, por outro, a desenvolver aprendizagens que proporcionem as soluções adequadas e criativas à resolução dos problemas que lhe são constantemente colocados. Sendo a avaliação encarada, pela maioria dos responsáveis políticos, como uma estratégia de melhoria da escola, justifica-se que esteja a ser objecto de uma profunda reflexão no seio do Sistema Educativo Português. É, neste contexto, que sustentamos que a avaliação de escola, sobretudo na modalidade de auto-avaliação, é um meio de aprendizagem organizativa, capaz de habilitar uma comunidade educativa a organizar os seus processos de melhoria e a mobilizar o conhecimento interno da escola necessário para responder, de modo adequado e criativo, às mudanças. Assim, durante o ano de 2007, levámos a cabo uma investigação, cuja preocupação central assentou, fundamentalmente, no conhecimento dos dispositivos que têm sido desenvolvidos nas 769 escolas públicas do 2.º e 3.º ciclos dos ensinos básico e secundário. Para tal, elaborámos um questionário que, depois de validado, enviámos a todas as escolas, em versão electrónica, possibilitando a resposta por essa mesma via. Os dados obtidos, a partir das 274 respostas, foram tratados com recurso ao programa informático SPSS (versão 13.0 para Windows) e, posteriormente, analisados. Neste artigo, apresentaremos alguns resultados que nos ajudaram a compreender e a problematizar as práticas de auto-avaliação das escolas públicas.   Palavras-chave: Auto-avaliação de Escola. Dispositivosde Avaliação. Organização Aprendente.   The evaluation of school has gained visibility due to its autonomy inner concerning which puts it in a position of, by one side, establishing a dialogue with society, and by the other, developing a creative learning that provides the most appropriate solutions to solve the demanded problems. Evaluation is considered, by most politicians, as a strategy that can make the school to improve, which justifies it to be the subject of a further consideration within the Portuguese Educational System. In this context we consider the school evaluating system, in its self-evaluation approach, an organization learning way, which can enable the educational community to manage its improvement processes and sensibly the necessary school’s internal knowledge in order to answer the changes. Thus, throughout the 2007 year, we carried out a research, whose essential concern is the awareness of the devices developed into the 769 basic and secondary public schools of Basic and Fundamental Schooling. So, we drew up a questionnaire and sent it to all schools in a electronic version, enabling electronic replies. The obtained data from the 274 responses were processed using the SPSS software (version 13.0 for Windows), and subsequently analyzed. In this article we present some results that helped us to understand and enquiry the practices of self-evaluation in public schools.   Keywords: School self-evaluation. Evaluation Devices. Learning organization.

Digital Skills and Behaviours of Youth That Are Relevant for Digital Culture

2020 ◽  
pp. 128-149
Author(s):  
Miroslav D. Vujičić ◽  
Uglješa Stankov ◽  
Sanja Kovačić ◽  
Đorđije A. Vasiljević ◽  
Tatjana Pivac ◽  
...  
Keyword(s):  
Exploratory Study ◽  
Digital Culture ◽  
Self Evaluation ◽  
Digital Era ◽  
Digital Skills ◽  
Digital Competencies ◽  
Ubiquitous Access ◽  
Analogue To Digital ◽  
Cultural Sector ◽  
Insight Into

With the proliferation of ICT and ubiquitous access to the internet, the cultural sector has been strongly affected. It had to rethink its new role by moving from a process of transforming from analogue to digital, to more engaging actions within the digital transformation. Here, one of the most important constituents was digital competencies of cultural sector employees. There is a need to provide the cultural sector with an insight into digital skills of youth that are relevant for digital culture, both in terms of their future employability and the way they consume culture. To this end, the chapter introduces the basics of digital culture and skills needed in the digital era. An exploratory study in two countries was done – Serbia and Bosnia and Herzegovina based on the self-evaluation of youth digital skills. This chapter evaluates basic, specialized, and advanced digital skills and identifies the gaps and gives propositions relevant to the cultural sector.

scholarly journals A proposed framework of sustainable self-evaluation maturity within companies: an exploratory study

2016 ◽  
Vol 10 (3) ◽  
pp. 319-327 ◽  
Author(s):  
Reidson Pereira Gouvinhas ◽  
Tatiana Reyes ◽  
Ricardo Manfredi Naveiro ◽  
Nicolas Perry ◽  
Eduardo Romeiro Filho
Keyword(s):  
Exploratory Study ◽  
Self Evaluation

Student self-evaluation in preclinical restorative dentistry

1982 ◽  
Vol 46 (4) ◽  
pp. 221-226 ◽  
Author(s):  
LS Forehand ◽  
WF Vann ◽  
DA Shugars
Keyword(s):  
Restorative Dentistry ◽  
Self Evaluation

Classifying Disfluencies in Preschool- and School-Age Spanish–English Bilinguals Who Do Not Stutter: An Exploratory Study

2020 ◽  
Vol 5 (1) ◽  
pp. 119-130
Author(s):  
Raúl Rojas ◽  
Farzan Irani
Keyword(s):  
Exploratory Study ◽  
Evidence Base ◽  
Medium Effect ◽  
Bilingual Children ◽  
Linear Regression Models ◽  
Cross Sectional ◽  
Total Percentage ◽  
Narrative Production ◽  
Language Measures ◽  
Mean Length Of Utterance

Purpose This exploratory study examined the language skills and the type and frequency of disfluencies in the spoken narrative production of Spanish–English bilingual children who do not stutter. Method A cross-sectional sample of 29 bilingual students (16 boys and 13 girls) enrolled in grades prekindergarten through Grade 4 produced a total of 58 narrative retell language samples in English and Spanish. Key outcome measures in each language included the percentage of normal (%ND) and stuttering-like (%SLD) disfluencies, percentage of words in mazes (%MzWds), number of total words, number of different words, and mean length of utterance in words. Results Cross-linguistic, pairwise comparisons revealed significant differences with medium effect sizes for %ND and %MzWds (both lower for English) as well as for number of different words (lower for Spanish). On average, the total percentage of mazed words was higher than 10% in both languages, a pattern driven primarily by %ND; %SLDs were below 1% in both languages. Multiple linear regression models for %ND and %SLD in each language indicated that %MzWds was the primary predictor across languages beyond other language measures and demographic variables. Conclusions The findings extend the evidence base with regard to the frequency and type of disfluencies that can be expected in bilingual children who do not stutter in grades prekindergarten to Grade 4. The data indicate that %MzWds and %ND can similarly index the normal disfluencies of bilingual children during narrative production. The potential clinical implications of the findings from this study are discussed.

Student Clinicians Self-Evaluating Performance by Reviewing Session Videos and Using a Rubric

2015 ◽  
Vol 25 (2) ◽  
pp. 78-84 ◽  
Author(s):  
Holly C. Smith
Keyword(s):  
Clinical Education ◽  
Crucial Element ◽  
Self Evaluation ◽  
Pertinent Information ◽  
Evaluation Rubrics

Development of self-evaluation skills in student clinicians is a crucial element of clinical education. This article reviews pertinent information regarding supervisors' responsibilities related to teaching supervisees to self-evaluate. Previously identified methods of facilitating these skills are discussed. The use of video self-analyses paired with self-evaluation rubrics is explored.

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