Predicting first-time-in-college students’ degree completion outcomes     

Demeter  Elise  Dorodchi  Mohsen  Al-Hossami  Erfan  Benedict  Aileen  Slattery Walker  Lisa  Smail  John 《Higher Education》2022,84(3):589-609

Higher Education - About one-third of college students drop out before finishing their degree. The majority of those remaining will take longer than 4 years to complete their degree at...  相似文献   

Growth mindset and reading proficiency of ESL learners: examining the role of students’ socioeconomic status using PISA 2018 Philippine data     

Bernardo  Allan B. I. 《European Journal of Psychology of Education - EJPE》2023,38(2):675-693

European Journal of Psychology of Education - The growth mindset, or the belief that intelligence can be increased with effort, has been shown to be positively associated with improved learning...  相似文献   

STAFF AND ELDERLY KNOWLEDGE AND ATTITUDES TOWARD ELDERLY SEXUALITY     

Bonnie L. Walker  Nancy J. Osgood  James P. Richardson  Paul H. Ephross 《Educational gerontology》2013,39(5):471-489

This study compared staff and elderly knowledge, attitudes, and practices related to sexual expression by elderly persons in a long‐term care setting. Volunteers (N = 194) responded agree or disagree to 159 items. Significant differences were observed between the staff and elderly responses on 36 items. Areas of greatest differences involved knowledge and attitudes about consensual sex and sexual abuse, issues related to family attitudes toward remarriage and sexual expression, and age‐related changes and health problems related to sexuality. Items related to masturbation received the greatest percentage of no response. The staff had significantly higher total scores as compared to the elderly reflecting more knowledge, positive attitudes, and support for more proactive responses toward elderly sexuality. Findings have major implications for staff training in long‐term care settings.  相似文献   

MEDLINE-The Hawaiian experience     

W W Walker 《Bulletin of the Medical Library Association》1974,62(4):415-417

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Governing Universities Globally: Organizations,Regulation and Rankings – By Roger King     

Allan Schofield 《Higher Education Quarterly》2010,64(4):432-434

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In Search of “The Truth of the Truth” in Adult Education     

Allan Quigley 《Review of Education, Pedagogy & Cultural Studies》2013,35(2-3):245-255

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The Role of Extended Time and Item Content on a High‐Stakes Mathematics Test     

Allan S. Cohen  Noel Gregg  Meng Deng 《Learning disabilities research & practice》2005,20(4):225-233

The premise of a great deal of current research guiding policy development has been that accommodations are the catalyst for student performance differences. Rather than accepting this premise, two studies were conducted to investigate the influence of extended time and content knowledge on the performance of ninth‐grade students who took a statewide mathematics test with and without accommodations. Each study involved 1,250 accommodated students (extended time only) with learning disabilities and 1,250 nonaccommodated students demonstrating no disabilities. In Study One, a standard differential item functioning (DIF) analysis illustrated that the usual approach to studying the effects of accommodations contributes little to our understanding of the reason for performance differences across students. Next, a mixture item response theory DIF model was used to explore the most likely cause(s) for performance differences across the population. The results from both studies suggest that students for whom items were functioning differently were not accurately characterized by their accommodation status but rather by their content knowledge. That is, knowing students' accommodation status (i.e., accommodated or nonaccommodated) contributed little to understanding why accommodated and nonaccommodated students differed in their test performance. Rather, the data would suggest that a more likely explanation is that mathematics competency differentiated the groups of student learners regardless of their accommodation and/or reading levels.  相似文献   

The Philosopher's Touchstone: towards pragmatic unity in educational studies     

J. C. Walker 《Journal of Philosophy of Education》1985,19(2):181-198

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The invisible impact of educational research     

Tim Cain  David Allan 《牛津教育评论》2017,43(6):718-732

Although there are policy calls for educational research to discover ‘what works’ and thereby inform decision making directly, the research literature argues instead for research to have a ‘conceptual’ impact on practice. Empirical studies also suggest that, when teachers use research, their use is conceptual; research influences the content and the process of their thinking, changing attitudes and perceptions and making educational decision making more intelligent. This study investigates the ways in which educational research has achieved impact on practice from the perspective of the researchers. A sample of highly-rated impact case studies in the UK’s research assessment exercise (REF2014) were subject to content analysis, using qualitative coding techniques. Analysis shows that most research is ‘invisible’ to education practitioners because it is embedded in educational policies, technologies, and services. This ‘invisible use’ is unlikely to realise the conceptual benefits claimed for research utilisation. If educational research is to make educational decision making more intelligent at its point of use, it will be necessary to re-think current notions of quality in research impact.  相似文献   

Quenching of mercury resonance radiation and its relation to reactions sensitized by excited mercury atoms     

Allan C.G. Mitchell 《Journal of The Franklin Institute》1928,206(6):817-825

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