EXAMINATION OF ALTERNATIVE MODELS OF STUDENTS’ ASSESSMENT OF THEIR COLLEGE: DIFFERENCES BETWEEN HARD AND SOFT SCIENCES     

Yoram Neumann  Edith Finaly‐Neumann 《Assessment & Evaluation in Higher Education》1989,14(1):11-19

This study examines the relationship between the discriminable components of quality of learning experiences (that is, resources, content, learning flexibility, student‐faculty contact, and involvement) and students’ summative assessment of their college. The relative explanatory powers of three alternative combinatory models — the compensatory (linear‐additive), conjunctive, and disjunctive — are tested for. undergraduate students from hard and soft sciences. The conjunctive model provides the maximal predictability for hard sciences whereas all three models have the same explanatory powers in soft sciences. In addition, the five quality of learning experience components explain a higher portion of the variation of assessment in hard sciences than in soft sciences. Finally, the two dominant predictors of assessment in hard sciences are flexibility and involvement while the best determinants of assessment in soft sciences are flexibility and student‐faculty contact. The implications of these findings are discussed.  相似文献   

An organizational behavior model of students' evaluation of instruction     

Yoram Neumann  Edith Finaly-Neumann 《Higher Education》1989,18(2):227-238

The present study develops and tests an organizational behavior model of students' evaluation of instruction outlining the causal relationships among levels of instruction, feedback, goal-setting, student's accomplishment, and student's instructional evaluation.The major findings of this study are: (a) The organizational behavior model is one of the strongest predictors of student's overall instructional evaluation. (b) Student's accomplishment, while controlling for the effects of other independent variables, does not contribute to predicting overall evaluation of instruction. (c) Feedback and goal-setting are the most powerful predictors of overall evaluation of instruction. (d) The means, standard deviations and reliability coefficients of the various variables and the interrelationships among the various variables are similar at two points of time (mid-semester and end-semester). The implications of these findings are discussed and elaborated.  相似文献   

Children of torture victims: Reactions and coping     

Edith Montgomery  Yvonne Krogh  Anne Jacobsen  Berit Lukman 《Child abuse & neglect》1992,16(6):797-805

The aim of this study was to describe mental reactions and coping strategies among children of torture victims. The study comprised 11 children from 5 exiled families with at least one of the parents having been subjected to torture. Investigation methods applied were qualitative interviews in three different settings and two projective tests. The children were anxious, depressive, and regressive. Moreover, they presented psychosomatic symptoms, sleep disorders, and family and school problems. The children's ways of dealing with their experiences were divided into four main coping strategies: (a) isolation and withdrawal, (b) mental flight, (c) eagerness to acclimatize, and (d) strength of will and fighting. A lack of flexibility in the children's development of coping strategies was mainly explained by the strength of challenges in the families' overall situation before and after escape and exilation. A lack of openness about imprisonment and torture seemed to be an essential way of parental coping. The observation methods chosen all proved to be applicable and informative. Moreover, the qualitative interview showed to be the crucial method.  相似文献   

Report to the President on the Use of Technology to Strengthen K–12 Education in the United States: Findings Related to Research and Evaluation     

Shaw  David E.  Becker  Henry J.  Bransford  John D.  Davidson  Jan  Hawkins  Jan  Malcom  Shirley  Molina  Mario  Ride  Sally K.  Sharp  Phillip  Tinker  Robert F.  Vest  Charles  Young  John  Allen  Richard  Bakia  Marianne  Bryson  Rebecca  Chen  C. Samantha  Costello  Caroline M.  Deckel  Garrett M.  Dial  Marjorie R.  Kealey  Edith M.  Lehoczky  Sandor 《Journal of Science Education and Technology》1998,7(2):115-126

The Panel on Educational Technology was organized in April 1995 under the auspices of the President's Committee of Advisers on Science and Technology (PCAST) to provide advice to the President on matters related to the application of information technologies to K–12 education in the United States. Its findings and recommendations were set forth in March 1997 in the Report to the President on the Use of Technology to Strengthen K–12 Education in the United States. This report was based on a review of the research literature and on written submissions and oral briefings from a number of academic and industrial researchers, practicing educators, software developers, governmental agencies, and professional and industry organizations involved in various ways with the application of technology to education. Its most important finding is that a large-scale program of rigorous, systematic research on education in general and educational technology in particular will ultimately prove necessary to ensure both the efficacy and cost-effectiveness of technology use within our nation's K–12 schools. Finding that less than 0.1 percent of our nation's expenditures for elementary and secondary education are currently invested to determine which educational techniques actually work, and to find ways to improve them—an extremely low level relative to comparable ratios within the private sector—the Panel recommended that this figure be increased over a period of several years to at least 0.5 percent, and sustained at that level on an ongoing basis. Further, because no one state, municipality, or private firm could hope to capture more than a small fraction of the benefits associated with a significant advance in our understanding of how best to educate K–12 students, the Panel concluded that such funding will have to be provided largely at the federal level in order to avoid a systematic underinvestment (attributable to a classical form of economic externality) relative to the level that would be optimal for the nation as a whole. This paper originally appeared as Section 8 of the report.  相似文献   

First Year Urban Teaching Experiences of Two Early Childhood Teachers     

Edith Guyton 《Teaching Education》2013,24(2)

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International trends in health science librarianship: Part 2--Northern Europe     

Dollfuss H  Bauer B  Declève G  Verhaaren H  Utard-Wlerick G  Bakker S  Leclerq E  Murphy J 《Health information and libraries journal》2012,29(2):166-171

This is the third in a series of articles exploring international trends in health science librarianship in the first decade of the 21st century. The invited authors were asked to reflect on developments in their country--viz. Austria, Belgium, France and the Netherlands. Future issues will track trends in the Nordic countries, Southern Europe and Latin America. JM.  相似文献   

Self-rated competences questionnaires from a design perspective   总被引：1，自引：0，他引：1  

Edith Braun  Alan Woodley 《Educational Research Review》2012,7(1):1-18

This paper provides a theoretical review of self-rated competences questionnaires. This topic is influenced by the ongoing world-wide reform of higher education, which has led to a focus on the learner outcomes of higher education. Consequently, questionnaires on self-rated competences have increasingly been employed. However, self-ratings are often criticised for their lack of validity. Our intention is to outline some principles of good questionnaire design and to use these principles to contrast questionnaires on self-rated competences. We begin with an overview of research about questionnaire design. Then we introduce seven questionnaires and portray them in terms of their design characteristics. A comparison reveals some significant points: biographical data need to be handled more carefully, and there is an overuse of vague and abstract language. On the positive side, all of the questionnaires that were examined provide reliable sub-scales covering important facets of competences.  相似文献   

Wide Awake at 4 AM: A Study of Late Night User Behavior,Perceptions and Performance at an Academic Library     

Edith A. Scarletto  Kenneth J. Burhanna  Elizabeth Richardson 《The Journal of Academic Librarianship》2013

The expectation for extended library hours including 24 h access presents many questions about late night library users and the value of this service to the library and their corresponding institutions. Using data gathered about patrons who use the library after 11 pm and before 7 am, a study was conducted to discover who the library users were, what services and facilities they made use of, and what, if any, concerns they have regarding the late night library. The usage patterns provide evidence that that while more usage occurs during traditional hours, users who prefer late night do so consistently. The researchers found the late night library was serving patrons who were cross sections of university community with higher than average grade point averages and retention rates when compared to university averages. These figures can have a significant effect on institutional recruitment and retention presenting the library as an indispensable resource to the community.  相似文献   

A Systemic Functional Linguistic Analysis of the Utterances of Three South African Physical Sciences Teachers     

Kavish Jawahar  Edith R. Dempster 《International Journal of Science Education》2013,35(9):1425-1453

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School leadership in unpredictable times     

Edith Hooge  Beatriz Pont 《European Journal of Education》2020,55(2):135-138

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