Structure and Language Intervention     

Jeff Sigafoos 《International Journal of Disability, Development & Education》1997,44(1):79-82

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The instructional design portfolio     

Jeff Rudkin 《TechTrends》2004,48(3):62-64

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Validity of perceived need satisfaction as a curriculum evaluation criterion     

Lindsay D. Mackay  Jeff R. Northfield 《Research in Science Education》1975,5(1):113-121

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The effect of varying the mode of presentation of ASEP materials on pupils’ perceptions of the science classroom     

Jeff R. Northfield 《Research in Science Education》1976,6(1):63-71

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Prediction of College Major Persistence Based on Vocational Interests, Academic Preparation, and First-Year Academic Performance     

Jeff Allen  Steven B. Robbins 《Research in higher education》2008,49(1):62-79

We hypothesized that college major persistence would be predicted by first-year academic performance and an interest-major composite score that is derived from a student’s entering major and two work task scores. Using a large data set representing 25 four-year institutions and nearly 50,000 students, we randomly split the sample into an estimation sample and a validation sample. Using the estimation sample, we found major-specific coefficients corresponding to the two work task scores that optimized the prediction of major persistence. Then, we applied the estimated coefficients to the validation sample to form an interest-major composite score representing the likelihood of persisting in entering major. Using the validation sample, we then tested a theoretical model for major persistence that incorporated academic preparation, the interest-major composite score, and first-year academic performance. The results suggest that (1) interest-major fit and first-year academic performance work to independently predict whether a student will stay in their entering major and (2) the relative importance of two work task scores in predicting major persistence depends on the entering major. The results support Holland’s theory of person-environment fit and suggest that academic performance and interest-major fit are key constructs for understanding major persistence behavior.  相似文献   

State Policy and the Affordability of Public Higher Education: The Influence of State Grants on Persistence in Indiana   总被引：1，自引：0，他引：1  

St. John  Edward P.  Hu  Shouping  Weber  Jeff 《Research in higher education》2001,42(4):401-428

The coordination of state finance strategies has been widely advocated as a means of maintaining affordability in public colleges and universities. This article examines the influence of state grants on equalizing opportunity for persistence among full-time resident students in Indiana's public system of higher education. The findings indicate that the state has maintained a commitment to a balanced approach to higher education finance, with increases in state grants that corresponded with tuition increases in the middle 1990s. This investment has been sufficient to equalize opportunity to persist.  相似文献   

An Evaluation of Educational Psychologists' Interventions at Stage 3 of the Code of Practice     

Jeff Matthews 《Educational Psychology in Practice》2002,18(2):139-156

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The Routledge companion to reinventing management education     

Jeff Gold 《Action Learning: Research and Practice》2017,14(3):288-292

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‘It is my decision,and it's really up to me. But they wanted me to do it’: an exploration of choice in enrolling in a reengagement programme     

Jeff Thomas  Janet Dyment  David Moltow  Ian Hay 《International Journal of Inclusive Education》2016,20(11):1172-1187

This study explores how choice to enter a reengagement programme was experienced and understood by students and staff. In seeking to understand choice, we sought to gain insight into one design element that is considered to be vital for effective reengagement programmes: namely, that they are voluntary or choice-based. We interviewed 12 students and 5 staff who were involved in a reengagement programme that was underpinned by philosophy of choice. Specifically, it was a mandate of the programme that students had to actively and voluntarily ‘choose' to enter the programme. Analysis of the interviews revealed that it was not as simple as a student ‘choosing' to enter the reengagement programme and then entering it. Rather, four main construct types emerged through the interviews that explained the ways in which choice was experienced by the students: (1) an opportunity for self-improvement, (2) an escape from the current situation, (3) a threat, for which the alternative would be a severe consequence, and (4) a nudge taken from a respected adult. Using a ‘contexts-for-action’ ecological model of agency, we seek to understand the construct types by exploring the complex factors that constrain or legitimize why, how, when, and with whom a student makes his/her ‘choice'. The contexts that emerged in this study relate to the internal or external influences as well as whether the choice was proactive or reactive.  相似文献   

Training and Mastery of Techniques in Wittgenstein's Later Philosophy: A response to Michael Luntley     

Jeff  Stickney 《Educational Philosophy and Theory》2008,40(5):678-694

Responding to Michael Luntley's article, 'Learning, Empowerment and Judgement', the author shows he cannot successfully make the following three moves: (1) dissolve the analytic distinction between learning by training and learning by reasoning, while advocating the latter; (2) diminish the role of training in Wittgenstein's philosophy, nor attribute to him a rationalist model of learning; and (3) turn to empirical research as a way of solving the philosophical problems he addresses through Wittgenstein. Drawing on José Medina's analysis of the fundamental role of training in Wittgenstein's later philosophy, the paper offers a tour of key passages in the Investigations and other works to develop an understanding of what Wittgenstein meant by 'mastery of techniques'. In opposition to Luntley's liberal-individual, or his subject as rational agent, the author explores Wittgenstein's non-foundationalist, forms of life approach to how we act with agreement. More effort must be given to differentiating Wittgenstein's view from that of the analytic school, which Luntley appears to echo despite his criticism of the analytic divide.  相似文献