POSTDICTION STUDY OF THE GRADUATE RECORD EXAMINATION AND EIGHT SEMESTERS OF COLLEGE GRADES1     

LLOYD G. HUMPHREYS  THOMAS TABER 《Journal of Educational Measurement》1973,10(3):179-184

Data from a postdictive study of the tests of the Graduate Record Examination and the eight semesters of undergraduate grade averages, each semester's average being computed independently of the rest, are presented. Postdictive validities of the aptitude portions of the GRE are essentially similar to predictive validities obtained earlier by the senior author. Both predictive and postdictive validity gradients over the eight semesters are relatively steep, with freshman grades having the highest correlations with the tests. The validity gradient for all advanced tests combined does not follow the pattern for the aptitude tests, but neither does it show the opposite gradient. Advanced test results are most highly correlated with sophomore grades, but the validity gradient over the eight semesters is relatively flat. A small scale extension of this research into post baccalaureate training indicated that senior grades were most predictive of graduate criteria, but a larger scale study is clearly called for. Possible implications for ability theory and for selection of graduate students are discussed.  相似文献   

Part-Time Study and Counselor Attitude Change     

Mary G. Ligon  Gertrude Ruchman 《Counselor Education & Supervision》1969,8(4):322-326

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An Examination of Counselor Preparation Doctoral Program Goals     

DAVID G. ZIMPFER  JANE A. COX  JOHN D. WEST  DONALD L. BUBENZER  DAVID K. BROOKS 《Counselor Education & Supervision》1997,36(4):318-331

Doctoral counselor education programs nationwide were surveyed to determine their relative emphases on the professional roles of instruction, supervision, scholarship, clinical practice, and leadership, and how they carried it out.  相似文献   

Developing planning and budgeting strategies for internal recycling of funds     

G. Gregory Lozier  P. Richard Althouse 《Research in higher education》1983,18(2):237-250

Higher education worldwide is beset by rigid budgetary constraints. Increases in governmental and student support have been insufficient to offset the severe inflationary spiral of recent years, and many institutions have been confronted by yearly gaps between estimated revenues and projected expenditures. Following 6 years of across-the-board internal budget reallocations amounting to $11.1 million, Penn State initiated a rolling 5-year planning and budget process in 1977. The new process, resulting in an additional $16.6 million in internal reductions and reallocations through 1982–83, was designed to provide for more selective budgetary decisions based on careful analysis of university priorities. As the process has evolved, it has reoriented budget decisions toward university planning issues and qualitative concerns.  相似文献   

Inductive versus deductive approaches in teaching a lesson in chemistry     

G. D. Hermann  N. G. Hincksman 《科学教学研究杂志》1978,15(1):37-42

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The Home Literacy Environment Is a Correlate,but Perhaps Not a Cause,of Variations in Children’s Language and Literacy Development     

Marina L. Puglisi  Charles Hulme  Lorna G. Hamilton  Margaret J. Snowling 《Scientific Studies of Reading》2017,21(6):498-514

The home literacy environment is a well-established predictor of children’s language and literacy development. We investigated whether formal, informal, and indirect measures of the home literacy environment predict children’s reading and language skills once maternal language abilities are taken into account. Data come from a longitudinal study of children at high risk of dyslexia (N = 251) followed from preschool years. Latent factors describing maternal language were significant predictors of storybook exposure but not of direct literacy instruction. Maternal language and phonological skills respectively predicted children’s language and reading/spelling skills. However, after accounting for variations in maternal language, storybook exposure was not a significant predictor of children’s outcomes. In contrast, direct literacy instruction remained a predictor of children’s reading/spelling skills. We argue that the relationship between early informal home literacy activities and children’s language and reading skills is largely accounted for by maternal skills and may reflect genetic influences.  相似文献   

Relationships between study activities and achievement as a function of grade level and course characteristics     

Robert G. Curley  Elise Trumbull Estrin  John W. Thomas  William D. Rohwer  Jr. 《Contemporary educational psychology》1987,12(4)

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Computer-assisted instruction for students with attentional difficulties   总被引：1，自引：0，他引：1  

G Fitzgerald  L Fick  R Milich 《Journal of learning disabilities》1986,19(6):376-379

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Adolescent Safety on the Internet     

G.U. Soldatova  E.I. Rasskazova 《Russian Education & Society》2016,58(2):133-162

The article examines the opportunities and limitations of the coping behavior of children and teenagers on the Internet and the assistance that they receive from significant adults (parental mediation) in the context of the new developmental social situation, which is mediated by modern information and communication technologies, and in particular the Internet. The study was conducted on the basis of the EUKidsOnline II methodology in 11 regions in seven Russian federal districts (1,025 “parent–child” pairs). The study discovered that the most common risks include sexual and negative content, fraud and theft of personal information, as well as meetings with online acquaintances. The features of experiences and mechanisms used to cope with online risks depend on the predominant activity that a particular teenager pursues online, so that if children are focused on their studies online, they are less exposed to this risk. However, they are more deeply disturbed by such situations and remain so for longer periods of time, and they more frequently employ passive strategies to cope with them. So-called “content consumers” are at the greatest risk of encountering sexual content on the network. These users actively pursue various activities online, including search engines. They experience fewer negative emotions, and they often actively try to cope with the problem while rarely using offline support. There are few opportunities for parental mediation; these include blocking content and reducing the probability that children, and in particular the teenagers that are focused on their studies, will encounter risks. The strategy of explanation and encouragement is effective for teens who pursue various activities on the Internet, and is associated with a more realistic assessment of risk and young people's active use of coping and social support strategies. For the modern teenager, the Internet is a complex psychological “tool,” which he appropriates by probing its capabilities and opportunities for self-regulation, including coping with difficult life situations.  相似文献   

Beyond seat time and student satisfaction: A curricular approach to residential education     

Kathleen G. Kerr  James Tweedy 《About Campus》2006,11(5):9-15

The success of a traditional residential education program is typically measured by numbers of students who attend and how much they liked it. Kathleen Kerr and James Tweedy offer a peer‐reviewed curricular approach that determines success by how much students learn.  相似文献