Sex and personality differences in French and German performance in British secondary school pupils     

Richard John Riding  Gloria Elisabeth Banner 《European Journal of Psychology of Education - EJPE》1988,3(1):65-75

An experiment was performed to investigate the relationship between sex, personality and learning style and French and German performance in secondary school pupils. 432 13–14 year old children (216 boys and 216 girls) whose mother tongue was English were given the Junior Eysenck Personality Inventory and Raven's Standard Matrices. Half of the subjects were then given three performance tests (comprehension, essay and prose translation), and the rest received three parallel German tests. The main findings were that, although pupils studied each language for the same time, German was easier than French, girls did better than boys, and that language performance increased with extraversion. The results were discussed in terms of their practical implications.  相似文献   

Predicting Graduation Rates at 4-year Broad Access Institutions Using a Bayesian Modeling Approach     

Gloria Crisp  Erin Doran  Nicole A. Salis Reyes 《Research in higher education》2018,59(2):133-155

This study models graduation rates at 4-year broad access institutions (BAIs). We examine the student body, structural-demographic, and financial characteristics that best predict 6-year graduation rates across two time periods (2008–2009 and 2014–2015). A Bayesian model averaging approach is utilized to account for uncertainty in variable selection in modeling graduation rates. Evidence suggests that graduation rates can be predicted by religious affiliation, proportion of students enrolled full-time, socioeconomic status of the student body, enrollment size and institutional revenue and expenditures. Findings also demonstrate that relatively fewer variables predict institutional graduation rates for Latina/o and African American students at 4-year BAIs. We conclude with implications for policy and key recommendations for research focused on 4-year BAIs.  相似文献   

Role theory,cognitive dissonance theory,and the interdisciplinary team     

Joseph L. Braga 《Interchange》1972,3(4):69-78

In recent years there have been increasing efforts to combine the resources and special abilities of individuals from different disciplines in interdisciplinary approaches to mutual problem-solving. A special case of this is the interdisciplinary approach to diagnosis and evaluation of learning problems in children. In practice this approach has often been less effective than was hoped for because of lack of agreement among its members on the role expectations and enactment of each. The constructs of role theory are here used to elucidate the potential sources of role strain and role conflict in the interdisciplinary team. Festinger's theory of cognitive dissonance is presented as an additional construct for viewing the interaction of the interdisciplinary team.

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Résumé Depuis quelques années, on multiplie les efforts en vue de combiner les ressources et les talents particuliers des spécialistes de disciplines différentes dans l'ap;lication des méthodes interdisciplinaires à la solution des problèmes communs. Un cas particulier de méthode interdisciplinaire est celui du diagnostic et de l'évaluation des difficultés qu'éprouvent certains enfants à acquérir des connaissances. En pratique, cette méthode a souvent été moins efficace qu'on l'espérait, en raison du désaccord entre spécialistes sur le rôle attendu de chacun d'entre eux et sur la façon dont ce rôle devait être joué. L'auteur se sert des constructions imaginaires de la théorie des rôles pour mettre en lumière les sources possibles de tension et de friction à propos des rôles au sein d'une équipe interdisciplinaire. Il présente la théorie de Festinger sur le désaccord cognitif comme une autre construction imaginaire permettant d'étudier l'interaction au sein de l'équipe interdisciplinaire.

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The author wishes to acknowledge the most helpful comments and insight of Mr. Paul Paschke and Dr. Laurie Brage throughout the development of this paper.  相似文献   

Working memory,cognitive style,and behavioural predictors of GCSE exam success     

Michael Grimley  Gloria Banner 《教育心理学》2008,28(3):341-351

This study investigates the interplay of working memory, cognitive style, and behaviour. Year 8 (aged 13 years) students (n = 205) at a UK urban secondary school were tested to ascertain predictors of General Certificate of School Education (GCSE) achievement. Assessment included Riding's cognitive style dimensions, working memory capacity, and a profile of school behaviour. A stepwise multiple regression analysis indicated that behaviour, working memory, verbal–imagery style by working memory, wholist–analytic style by working memory, and verbal–imagery style by wholist–analytic style predicted GCSE outcome, accounting for 58% of the variance. Generally, poor GCSE grade points were predicted by low behaviour scores, and by low working memory capacity in analytics and verbalisers. The results are discussed in terms of possible interventions that may improve student GCSE performance.  相似文献   

Blessed rage for order: the new pluralism in theology     

Gloria Durka 《British Journal of Religious Education》2020,42(3):376-378

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Commentary     

Gloria Gery 《Performance Improvement》1998,37(1):6-7

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Shortcuts for pilot testing instructional materials     

R. Howe John And  Gloria Pearlstein 《Performance Improvement》1995,34(2):34-37

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Performance without training: How to improve your writing by using an automated grammar/style checker     

Gloria Pearlstein 《Performance Improvement》1992,31(9):32-34

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First steps in designing a corporate university: Issues & options     

Gloria A. Regalbuto 《Performance Improvement》1999,38(2):37-44

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Performance support in internet time the state of the practice     

Gloria Gery  Stan Malcolm  Janet Cichelli  Hal Christensen  Barry Raybould  Marc J. Rosenberg  Gary J. Dickelman 《Performance Improvement》2000,39(6):7-17

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