The interaction of student and program variables for the purpose of developing a model for predicting graduation from graduate programs over a 10-year period     

Dr. Marlene M. Cook  Austin Swanson 《Research in higher education》1978,8(1):83-91

The purpose of this study was to investigate whether there is some factor or set of factors which will predict the probability of graduation from doctoral programs. This study concentrated on two areas: (a) the factors available to the selection committee when the students apply for admission into graduate programs, and (b) those factors emerging after admission, resulting from the students' meeting program-imposed requirements for graduation. Data were collected from the file of each student admitted to the doctoral program in Educational Administration. The results of the study indicated that program variables are more important than admission variables in predicting graduation. and the technique of Path Analysis is highly recommended to study the problem of student progression through graduate departments.  相似文献   

Coherence and chaos in educational historiography     

Chad Gaffield 《Interchange》1986,17(2):112-121

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Using failure cases to promote veterinary students’ problem-solving abilities: a qualitative study     

Rong  Hui  Choi  Ikseon  Schmiedt  Chad  Clarke  Kevin 《Educational technology research and development : ETR & D》2020,68(5):2121-2146

Educational technology research and development - Failure is an inevitable human experience, which can offer great learning opportunities. Yet, in current educational contexts, failure has largely...  相似文献   

From the Editor     

Chad D. Ellett 《Journal of Personnel Evaluation in Education》2001,15(2):95

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Are mathematics disabilities due to a domain-general or a domain-specific working memory deficit?   总被引：12，自引：0，他引：12  

Wilson KM  Swanson HL 《Journal of learning disabilities》2001,34(3):237-248

The relationship between verbal and visual-spatial working memory and mathematical computation skill was examined in children and adults with and without disabilities in mathematics. A hierarchical regression analysis showed that, when partialing for the influence of reading ability, age, and gender, mathematical computation was better predicted by verbal than by visual-spatial working memory. Furthermore, the results showed that the relationship between mathematics ability and working memory were not significantly moderated by age but were stable across a broad age span. We concluded that, regardless of age, deficits in mathematics are mediated by both a domain-general and a domain-specific working memory system.  相似文献   

Instructional design,facilitation, and perceived learning outcomes: an exploratory case study of a human trafficking MOOC for attitudinal change     

Sunnie Lee Watson  Jamie Loizzo  William R. Watson  Chad Mueller  Jieun Lim  Peggy A. Ertmer 《Educational technology research and development : ETR & D》2016,64(6):1273-1300

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Perils and promises: University instructors' integration of technology in classroom-based practices     

Jennifer M. Brill  Chad Galloway 《British journal of educational technology : journal of the Council for Educational Technology》2007,38(1):95-105

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About this Issue     

Chad D. Ellett 《Educational Assessment, Evaluation and Accountability》2002,16(4):239-239

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Developmental skills related to writing and reading acquisition in the intermediate grades     

Virginia W. Berninger  Ana C. Cartwright  Cheryl M. Yates  H. Lee Swanson  Robert D. Abbott 《Reading and writing》1994,6(2):161-196

Multiple measures of the fine motor system, the orthographic system, the phonological system, the working memory system, the verbal intelligence system, the writing system, and the reading system were administered to 300 students in grades 4, 5, and 6. Results showed that the writing system and the reading system share many of the same orthographic, phonological, and working memory sub-processes but thepatterns of concurrent relation between these sub-processes and writing and between these subprocesses and reading differ. These results are consistent with the view that writing and reading draw upon the same as well as unique cognitive systems.  相似文献   

Does strategy knowledge influence working memory in children with mathematical disabilities?   总被引：12，自引：0，他引：12  

Keeler ML  Swanson HL 《Journal of learning disabilities》2001,34(5):418-434

This study investigated the relationship between working memory (WM), declarative strategy knowledge, and math achievement in children with and without mathematical disabilities (MD). Experiment 1 examined the relationship between strategy knowledge, verbal WM, and visual-spatial WM in children with MD as a function of initial, gain, and maintenance conditions. The results showed that after partialing the influence of reading, stable strategy choices rather than specific strategy knowledge was related to verbal and visual-spatial WM span in high demand (maintenance) conditions. Experiment 2 compared children with MD to a group of chronological age-matched children and a group of math ability-matched children on the same conditions as Experiment 1. Age-matched children's verbal and visual-spatial WM performance was superior to that of children with MD, whereas WM performance was statistically comparable between children with MD and younger children matched on math ability. The selection of expert strategies was related to high WM span scores in the initial conditions. After controlling for reading achievement in a regression analysis, verbal and visual-spatial WM, stable verbal strategy choices, and expert strategy choices related to visual-spatial processing all contributed independent variance to math achievement. Overall, these results suggest that WM and math achievement are related to strategy knowledge.  相似文献