Is the Study Process Questionnaire (SPQ) a good predictor of academic achievement? Examining the mediating role of achievement-related classroom behaviours     

Jeanette Lyn Fung Choy  Glen O’Grady  Jerome I. Rotgans 《Instructional Science》2012,40(1):159-172

Studies have shown that the Study Process Questionnaire (SPQ)—which provides a measure of student approaches to learning—is a relatively weak predictor of academic achievement. The present study sought to explore whether students’ achievement-related classroom behaviours, as observed by teachers, can be used as a mediator between student approaches to learning and academic achievement. The SPQ was administered to 1,608 students enrolled in six different diploma programmes offered by a polytechnic in Singapore. Data were analysed by means of correlation and path analysis. In line with existing studies, the results revealed that student approaches to learning was a weak predictor of academic achievement. However, achievement-related classroom behaviours turned out to be a significant mediator between student approaches to learning and academic achievement, effectively doubling the explained variance in academic achievement. Implications of these findings for using the SPQ are discussed.  相似文献   

The Impact of Online Assessment on Grades in Community College Distance Education Mathematics Courses     

Ronald W. Yates  Brian Beaudrie 《The American journal of distance education》2013,27(2):62-70

Abstract

This study compared the impact of proctoring on the final course grades of community college students enrolled in distance education mathematics courses. The goal was to determine whether distance education students who are evaluated entirely online, in environments that are not proctored, receive grades that differ from distance education students who take proctored exams. In an analysis of 850 grades from a variety of distance education mathematics courses, 406 were given to students who were evaluated in a proctored environment, and the remaining 444 were a result of assessment that was conducted entirely in the online setting and was not proctored. Statistical analysis revealed no significant difference between the grades that were earned in any of the individual courses. Also, no significant difference was found when the grades of the 406 students who took exams in person were compared with the 444 who were assessed entirely in an unsupervised online environment.  相似文献   

Interpretations of formative assessment in the teaching of English at two Chinese universities: a sociocultural perspective     

Qiuxian Chen  Margaret Kettle  Lyn May 《Assessment & Evaluation in Higher Education》2013,38(7):831-846

Formative assessment is increasingly being implemented through policy initiatives in Chinese educational contexts. As an approach to assessment, formative assessment derives many of its key principles from Western contexts, notably through the work of scholars in the UK, the USA and Australia. The question for this paper is the ways that formative assessment has been interpreted in the teaching of College English in Chinese Higher Education. The paper reports on a research study that utilised a sociocultural perspective on learning and assessment to analyse how two Chinese universities – an urban-based Key University and a regional-based Non-Key University – interpreted and enacted a China Ministry of Education policy on formative assessment in College English teaching. Of particular interest for the research were the ways in which the sociocultural conditions of the Chinese context mediated understanding of Western principles and led to their adaptation. The findings from the two universities identified some consistency in localised interpretations of formative assessment which included emphases on process and student participation. The differences related to the specific sociocultural conditions contextualising each university including geographical location, socioeconomic status, and teacher and student roles, expectations and beliefs about English. The findings illustrate the sociocultural tensions in interpreting, adapting and enacting formative assessment in Chinese College English classes and the consequent challenges to and questions about retaining the spirit of formative assessment as it was originally conceptualised.  相似文献   

Educators’ responses to policy concerns about the gender balance of the teaching profession in Scotland     

Lyn Tett  Sheila Riddell 《教育政策杂志》2013,28(4):477-493

Concepts of gender equity are changing and the necessity of actively developing a fairer gender balance is now enshrined in the Gender Equality Legislation implemented in 2007 that required public bodies to positively promote equality. This study examines, from the perspectives of educators, their understandings of gendered inequalities in teaching and the issues that they raise for the profession. Overall, respondents did not see the numerical domination of women as a problem but instead they saw the benefits of maintaining the diversity of the teaching profession, since all pupils could benefit from the range of interests and attributes offered by both women and men. Respondents were both embracing and disputing popular discourses about the gender balance in teaching but argued strongly that there should be no discriminatory barriers to the profession. It is concluded that a policy approach to gender equality should address the material and social disadvantage experienced by those working in female‐dominated professions like teaching and this would ensure people would be enabled to exercise gendered preferences without penalties or unfair advantages in income or status.  相似文献   

Revisiting educational equity and quality in China through Confucianism, policy, research, and practice     

Guanglun Michael Mu  Xinrong Zheng  Ning Jia  Xiaohua Li  Shaoyi Wang  Yanchuan Chen  Ying He  Lyn May  Merilyn Carter  Karen Dooley  Adon Berwick  Angela Sobyra  Carmel Diezmann 《The Australian Educational Researcher》2013,40(3):373-389

The promotion of educational equity and improvement of educational quality in China are contextualised in tenets of Confucianism and policy directives, inspiring educational research and practice. In this paper, we first explore the historical and cultural roots of educational equity and quality through Confucianism and elaborate on the current policy priority that aims to address educational equity and quality. We then present an overview of research on equity and quality in Chinese education. Informed by Confucianism, policy, and research, we pose a framework to structure our investigation and analysis of three illustrative examples, namely the Special Post Teacher Plan, amalgamation of rural schools, and schooling of floating children. Drawing insights from Confucianism, policy, research, and practice, we conclude that the promotion of educational equity through high quality provision of education for disadvantaged groups can help to narrow the gap in educational quality currently existing in China.  相似文献   

Bereavement support groups: breathing life into stories of the dead     

Stephen J. Fogle  Lyn M. Holley 《Educational gerontology》2013,39(8):547-548

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The five stages of the soul: Charting the spiritual passages that shape our lives     

Stephen J. Fogle  Lyn M. Holley 《Educational gerontology》2013,39(6):430-432

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南非国家高中数学课程与评价标准评介     

李娜  曹一鸣  LynWebb 《数学教育学报》2013,(4)

2012年1月,南非颁布新的高中数学课程标准,较之与以往的南非课程标准相比,新的高中课程标准最为突出的变化体现在对学生评价的重视。在该课程标准中,除对课程颁布的背景、课程目标、课时分配、课程内容有详细介绍之外,还重点强调了对学生学习成就评价的标准。介绍南非高中数学课程标准及其特点,以期为中国高中数学课程改革提供借鉴。  相似文献   

The long-term consequences of childhood emotional maltreatment on development: (Mal)adaptation in adolescence and young adulthood     

Tuppett M. Yates  Christine Wekerle 《Child abuse & neglect》2009,33(1):19-21

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Mass communication and journalism faculty’s perceptions of the effectiveness of email communication with college students: a nationwide study     

Bradford L. Yates  Jennifer Wood Adams  Brigitta R. Brunner 《Learning, Media and Technology》2009,34(4):307-321

Nearly 700 US journalism and mass communication faculty (all teaching personnel) reported their perceptions of student email use via a web‐based survey. This nationwide study focused on the content of email sent by faculty to students, email’s effectiveness, and email’s effect on student learning. Comparisons were made based on faculty gender, rank, age, and ethnicity. Findings suggest that despite statistical differences, when gender, rank, age, or ethnicity are considered, faculty are not in the habit of sending course materials like syllabi, project instructions, and lecture notes to students personally via email. Moreover, faculty tend to find favor with email communication and its effectiveness as a tool of teaching. The results of this survey coupled with previous research by the authors and other scholars suggest faculty ought to embrace the technology and develop positive ways to incorporate email, as well as other technology, into the educational process.  相似文献