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1.
Assessment preferences and their relationship to learning strategies and orientations 总被引：1，自引：0，他引：1
Menucha Birenbaum 《Higher Education》1997,33(1):71-84
The study investigated inter- and intra-group differences in assessment preferences among students in two academic disciplines which differ in their educational environment through examining the relationships between assessment preferences and student learning orientations and strategies. The sample consisted of 85 engineering and 87 education students in a major university in Israel. The subjects were administered the MSLQ for measuring their motivated learning strategies and the API for measuring their assessment preferences. The results indicated that individual differences in assessment preferences overshadow disciplinary group differences and that differences in assessment preferences are to a relatively large extent related to learning strategies and orientations. Implications for adaptive assessment were discussed. 相似文献
2.
本文介绍了香港中学生进入大学的途径、香港“大学联合招生办法”及其运作机制。比较了两种不同的派位理念及派位方法,以说明香港采用的考生优先的派位方法。最后归纳了香港“大学联合招生办法”的两点启示招生规则比大学自主权重要,考生意愿比大学意愿优先。 相似文献
3.
Robert Watts 《Education 3-13》2019,47(5):534-554
This article reports on a recent study that explored children’s aesthetic preferences. Authors of previous studies in this area have concluded children have a relatively narrow range of preferences based on judgments about their responses to images. In other contexts, researchers have investigated children’s perspectives on their environments and created opportunities for them to take photographs in response to research tasks. This study is the first to draw on both approaches in order to develop a clearer understanding of children’s aesthetic preferences. Fifty-one children in two primary schools were asked to find and photograph images to represent their perceptions of beauty. In order to investigate whether or how children’s environments influenced their preferences, the schools were located in contrasting urban and rural areas. The article explores several contrasts between the two sets of images and offers explanations for these contrasts. It suggests that previous studies may have underestimated the diversity of children’s aesthetic preferences and that social, cultural and environmental factors may explain the differences between children’s aesthetic preferences. The article concludes that both researchers and teachers could adopt similar methods to develop our understanding of children’s perspectives, identities and experiences. 相似文献
4.
Within two Flemish institutes of pre-service and inservice teacher education, the relationship between the learning styles
and preferences for learning environments of pre-service teachers were examined. Results indicate that some components of
pre-service teachers' learning approaches (learning conceptions, learning strategies and learning orientations) are predictors
for preferences for constructivist learning environments. Differences in learning approaches and preferences for learning
environments are also related to the type of teacher education that pre-service teachers followed. 相似文献
5.
Within-trial contrast has been proposed as a mechanism underlying preferences for stimuli that follow relatively more aversive
events over stimuli that follow less aversive events. In this study, we manipulated deprivation level to test within-trial
contrast predictions. In Experiment 1, pigeons encountered two discriminative stimuli, one presented when they were deprived
and the other when they were prefed. When later given a choice between the two stimuli, pigeons strongly preferred the stimulus
encountered when deprived, independently of their deprivation level at test. In Experiment 2, pigeons learned two simultaneous
discriminations, one when deprived and the other when prefed. Here, subsequent tests between the two S+ or the two S− stimuli revealed no consistent preferences. These contrasting findings suggest that differential aversiveness is necessary
but not sufficient to induce preferences via within-trial contrast. 相似文献
6.
Carmel McNaught 《科学教学研究杂志》1982,19(2):177-186
In this report the relationships between cognitive preferences and patterns of achievement in chemistry for grade 12 students in Australia are investigated. The results of the study are consistent with the following two general propostions:
- 1 Students who develop the cognitive preferences consistent with those implied or stressed by the Higher School Certificate chemistry course tend to perform better on an end-of-course achievement examination than do students whose cognitive preferences are not consis tent with these implied preferences.
- 2 Higher cognitive preference for a particular preference is positively correlated with performance on the sorts of cognitive tasks implied in that preference.
7.
C. Perry 《高等教育研究与发展》1995,14(1):107-119
In 1992, the writer presented a core MBA subject about strategic management which used experiential learning as the major educational strategy, at an Australian university. At the start and end of the subject, students were surveyed about their preferences for the applied/theoretical orientation and the lecturer/student locus for the subject. This paper's aim is to explore how those preferences changed and why, using quantitative and qualitative information provided by the students. Generally speaking, the subject was well received and matched students’ expectations and ideals on the two dimensions. Moreover, their preferences for experiential learning grew as their experience of it increased through the semester. The experiential methods of case analyses and role plays were especially useful in explaining these preferences. However, the students apparently consider their management development to be more multi‐faceted than the two dimensions would indicate, involving various structures and forms of involvement within a context that is realistic to them. Implications for team learning and learning about experiential learning are developed. 相似文献
8.
We investigated gender differences in the association between gender-segregated peer preferences and sexism in adolescents (15–17 years, 60 boys and 85 girls). To assess gender-segregated peer preferences, adolescents nominated peers for interaction in two contexts: ‘hanging out’ at home and working on a school project. The Modern Sexism Scale [Swim, J. K., K. J. Aikin, W. S. Hall, and B. A. Hunter. 1995. “Sexism and Racism: Old-Fashioned and Modern Prejudices.” Journal of Personality and Social Psychology 68 (2): 199–214] measured two dimensions of sexism: Antagonism towards Women's Demands (believing feminist issues are unimportant) and denial of continuing discrimination (believing gender discrimination no longer exists). For boys, Antagonism towards Women's Demands was associated with gender-segregated peer preferences in the school and home context. For girls, Denial of Continuing Discrimination was associated with gender-segregated peer preferences in the home context. Results are informative for educators and for other professionals interested in reducing inequality and sexism among adolescents. 相似文献
9.
Infants show attentional biases for certain individuals over others based on various cues. However, the role of these biases in shaping infants' preferences and learning is not clear. This study asked whether infants' preference for native speakers (Kinzler, Dupoux, & Spelke, 2007) would modulate their preferences for tunes. After getting equal exposure to two different tunes introduced by two speakers, 7‐month‐olds (N = 32) listened longer to the tune that was introduced by a native speaker compared to the tune that was introduced by a foreign speaker. This suggests that the social‐emotional context in which exposure to stimuli occurs influences auditory preferences, and that the early emerging attentional biases might have important ramifications regarding social learning in early infancy. 相似文献
10.
WTO与外资税收优惠政策的功能演变 总被引：1，自引：0，他引：1
杨树明 《淮阴师范学院学报(哲学社会科学版)》2004,26(4):487-491
外资税收优惠政策负载资本吸引与宏观产业政策之基本功能。加入WTO前,吸引外资是我国外资税收优惠政策的首要功能取向,在制度上表现为对外资的超国民待遇;加入WTO后．税收优惠对于吸引外资的作用已经相当有限,应当以产业政策为基调来制定外资税收优惠措施。 相似文献
11.
The present study set out to examine students’ preferences for lecturers’ personality as a function of their classroom behaviour, core self-evaluations and self-rated character strengths. Various hypotheses were tested: first, students’ Big Five traits would significantly predict corresponding personality preferences for lecturers (the matching hypothesis); second, students’ core self-evaluation scores would significantly predict preferences for extraverted, agreeable and conscientious lecturers; and third, self-rated character strengths would also significantly predict extraverted, agreeable and conscientious lecturers. We also investigated difference in preferences among two ethnic groups (South East Asian/Chinese versus Caucasian/British). In all, 264 British students completed four questionnaires. Conscientiousness was the most desired trait in lecturers, followed by agreeableness, extraversion and openness; neuroticism was the least desired trait. Preference for agreeable lecturers was best predicted by all individual difference variables. Caucasian students had a stronger dislike for neurotic lecturers, while Asians had higher preferences for extraverted, open and agreeable lecturers. There was some evidence of the student–lecturer personality match. Limitations and further research options were discussed. 相似文献
12.
Student epistemic preferences have been found to be important in student learning and achievement. The present study proposed a new conceptualization of student epistemic preferences in the epistemic match model, assessed the match between student epistemic beliefs about chemistry and their epistemic preferences, and, most importantly, examined how this epistemic match may be associated with chemistry course achievement. We adopted latent class analysis and found three distinct profiles of epistemic preferences based on the dimensions of simple and certain knowledge, attainable truth, and alternative knowledge claims. Students in Latent Class 3 (Moderate Preferences) demonstrated the closest match between chemistry epistemic beliefs and epistemic preferences, and had more students who obtained higher grades and fewer students who had lower grades in an introductory chemistry course compared to the other two classes. Students in Latent Classes 1 (All Preferred) and 2 (Alternative-Claim Disliked), however, demonstrated certain degrees of epistemic mismatch between chemistry epistemic beliefs and epistemic preferences, and had noticeably lower achievement in the chemistry course. The study findings highlight the importance of achieving a close match between epistemic beliefs and epistemic preferences for higher achievement in a subject domain. 相似文献
13.
The purpose of this study was to investigate whether significant group, gender, and grade differences existed in the learning style preferences of students with learning disabilities and students who are gifted, using the Learning Style Inventory (LSI) (Dunn, Dunn, & Price, 1987). Subjects consisted of 53 students with learning disabilities and 64 gifted students randomly selected from two large public high schools. They were 10th-, 11th-, and 12th-grade students, aged 15 to 17. A three-way analysis of variance on the LSI raw scores revealed significant group differences in preferences for light, design, and kinesthetic modality, and in motivation, persistence, responsibility, parent motivation, and teacher motivation. Significant gender and grade differences were found in preferences for mobility and learning in the afternoon, respectively. A stepwise discriminant analysis revealed six variables that significantly discriminated between the two groups. Findings imply that incorporating the learning styles of students with learning disabilities and students who are gifted is important for individualizing educational programming. 相似文献
14.
Cognitive style and instructional preferences 总被引：8，自引：0，他引：8
The aim of the study was to investigate the relationship between learners' cognitive styles and their instructional preferences. The sample consisted of 240 business studies students at a UK university. Subjects' cognitive styles were assessed using the Cognitive Styles Analysis (which assesses the wholist-analytical and verbaliser-imager dimensions of style) and their instructional preferences assessed using an instructional preferences inventory which consisted of three sub-inventories (instructional method, instructional media and assessment method). Overall subjects favoured dependent methods, print based media and informal assessment methods. There was a significant main effect of wholist-analytical style on collaborative method preference (role play, group discussions and business games) and non-print based media preference (overhead transparencies, slides and videos). There was an interaction of the two dimensions of style and gender in their effect on informal assessment method preferences (individual and group assignments and multiple choice and short answer-type questions). The findings are discussed in terms of: (i) models of the cognitive style construct; (ii) the practical implications of individual differences in style and preference. 相似文献
15.
The purpose of this paper is to gain insight into the relationships between hands‐on experiences with formative assessment, students’ assessment preferences and their approaches to learning. The sample consisted of 108 university first‐year Bachelor’s students studying criminology. Data were obtained using the Revised two‐factor study process questionnaire (R‐SPQ‐2F) and the Assessment preferences inventory (API). The study shows that differences in assessment preferences are correlated with differences in approach to learning. Students’ preferences for assessment methods with higher‐order thinking tasks are significantly lower after actual experience with a formative assessment. Moreover, students also changed their approaches to learning after hands‐on experience with a formative mode of assessment. Surprisingly, this change evinced a more ‘surface approach’ to learning. Nevertheless, this is in line with other recent research findings. The paper ends with some possible explanations, and new directions for research are proposed. 相似文献
16.
17.
Mothers' and fathers' sex role orientations and employment situations were examined in connection with their involvement in child-oriented activities using a longitudinal research design. During interviews that took place within 3 months of their wedding dates, 34 couples completed questionnaires that measured their sex role attitudes, masculinity-femininity, and their skills and role preferences for performing a number of child-oriented activities. Approximately 1 year later, after the couples had become parents, they were interviewed about their employment situations and again about their child-care skills and role preferences for performing certain child-care tasks. During the 2- to 3-week period following the second interview, the couples were telephoned on 9 occasions and asked to report on the household tasks, leisure activities, and child-oriented activities they had performed during the 24-hour period that preceded each call. The findings showed that mothers' sex role attitudes before their infants' births predicted their role preferences after their babies were born, and these two factors, as well as mothers' involvement in the paid labor force, were related to the extent of their involvement in child-oriented activities. Mothers' masculinity and femininity, however, were unrelated to their parenting behavior. In contrast, fathers' work involvement was related only to the extent of their leisure activities with children. In addition, fathers' role preferences for performing child-care tasks and their perceived skill at such tasks (as measured both before and after their children's births) were related to the overall extent and the nature of their involvement in child-oriented activities. Fathers' role preferences were somewhat stable from before to after children's births, and fathers' preferences before their children were born predicted the mothers' preferences afterward. Neither fathers' sex-role attitudes nor their masculinity or femininity, however, predicted their activities with infants. 相似文献
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19.
Beverley Brenna 《Literacy》2013,47(2):88-94
This qualitative case study explored the relationship between comprehension strategies and graphic novels in one Grade 4 classroom, utilising children as informants. The primary research questions related to children's applications of metacognitive reading comprehension strategies as well as the potential for graphic novels to support the students’ development as readers. Findings demonstrated that the children were able to apply two types of strategies to their reading of graphic novels: ‘keys’ that supported form‐specific comprehension strategies and ‘master keys’ that supported more general comprehension strategies that could be applied to other types of texts. Student preferences for graphic novels aligned with their preferences for reading narrative novels and non‐fiction, and did not align with preferences regarding comics or cartoons. Student preferences for reading graphic novels increased throughout the study. Fluent student responses to graphic novels through process drama were identified. Implications of the study involve the employment of graphic novels to support metacognitive strategies for reading and writing as well as to facilitate process drama. 相似文献
20.
Who Prefers What? Disciplinary Differences in Students' Preferred Approaches to Teaching and Learning Styles 总被引：6，自引：0，他引：6
This study develops a tool for identifying students' preferred teaching approaches, with high internal consistency for the scales involved. We examined these preferences in relation to students' approaches to learning and to two academic disciplines with contrasting academic environments. The sample consisted of 175 engineering and education undergraduates at a major university in Israel. Responses to our questionnaire revealed students' preferences for four approaches that correspond to the four main instructional approaches that had been identified in research based on teachers' sources. Students' most favored teaching approach is the lecturer who is organized, clear, and interesting, and the second, with a large gap from the first, is the instructor who provides for students' needs in learning. The two approaches least favored are information-transmission and promotion of self-regulation. Students with different approaches to learning preferred teaching approaches that best served their learning approaches. There were few discipline-related differences in students' preferences, in spite of the very different learning environments. However, all participants preferred teaching approaches that they perceived as beneficial for learning but that they had not often experienced, if at all. 相似文献