Keep your apple polished     

Evans  Alan D.  Milheim  William D. 《TechTrends》1986,31(3):24-26

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Connectivity     

Dr  Robyn Smyth 《British journal of educational technology : journal of the Council for Educational Technology》2005,36(2):355-355

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Median and Quartiles from Grouped Data     

Gwyn Evans 《Teaching Statistics》1995,17(3):99-100

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Predicting Grit and Resilience: Exploring College Students’ Academic Rational Beliefs     

Jeffrey M. Warren  Robyn W. Hale 《Journal of College Counseling》2020,23(2):154-167

Data were collected from 289 undergraduate college students at a minority‐serving institution to explore the impact of academic rational beliefs on grit and resilience. Findings from hierarchical regression analyses suggested that academic rational beliefs related to evaluation and work habits accounted for a significant amount of variance in grit. Work habits explained a significant portion of the variance in resilience. On the basis of these results, recommendations for future research and implications for college counselors are offered.  相似文献   

Towards Inclusive Teacher Education: Sensitising individuals to how they learn     

C. Evans  M. Waring 《教育心理学》2006,26(4):499-518

Higher education has struggled to acknowledge and translate into better teaching and learning practices that sizeable literature base suggesting a link between cognitive style, learning preferences, and performance. Research is reported in which 80 undergraduate students on a primary education degree were studied to examine the relationship between their cognitive style, their learning preferences, and perceived impact on their teaching practices. All students completed the CSA measure of cognitive style, the ASSIST, two further questionnaires exploring learning preferences and perception of good teaching during the course, and an evaluation at the end of the teaching unit. Significant differences were found between the three cognitive styles investigated: wholist, intermediate, and analytic. In terms of learning preferences, using ANOVA statistically significant differences were found between the three styles with wholists being most concerned about speed of delivery and least liking computer‐assisted learning. In addition, wholists preferred less structure than analytics in their teaching and claimed to use more images while analytics claimed to use more speech in their teaching. Intermediates demonstrated a greater preference for tangential approaches to teaching and were least happy with the nature of the teaching they had received while at university. Many of the differences reported in the literature between the different cognitive styles were not evident in this study. However, the interpersonal and intrapersonal characteristics of wholists and analytics, respectively, were evident and perceived to impact on planning and delivery in the classroom. While further school‐based research involving greater numbers is required, interest in learning styles remains especially relevant if one intends to offer a truly inclusive education for all learners.  相似文献   

ACADEMIC ACHIEVEMENT OF STUDENTS IN FOSTER CARE: IMPEDED OR IMPROVED?     

Larry D. Evans 《Psychology in the schools》2004,41(5):527-535

Foster care's impact on academic development was investigated for 392 students reentering foster care. Psychoeducational evaluation was performed at initial and return placements. Average achievement increased .22 points between placements. Students reentering care did not show differences in achievement or IQ compared to control students with a single placement. Although average achievement showed a small increase between placements, some students showed large changes. Declining achievement was directly related to above‐average initial achievement ( p < .001), and indirectly related to not being in special education ( p < .001) and nonminority race ( p < .02). Results provide evidence that overall academic development appears neither enhanced nor hindered by foster care placement, but specific groups may be at risk for poor gains. © 2004 Wiley Periodicals, Inc. Psychol Schs 41: 527–535, 2004.  相似文献   

Some Guideline Proposals for Teacher Education     

Glen Evans 《Asia Pacific Journal of Education》1985,7(2):15-24

This paper has been based closely on an address presented at the Institute of Education, Singapore, in February 1985.  相似文献   

The relationship between dyslexia and Meares‐Irlen Syndrome     

Isla Kriss  Bruce J.W. Evans 《Journal of Research in Reading》2005,28(3):350-364

Meares‐Irlen Syndrome (MIS) is characterised by symptoms of visual stress and visual perceptual distortions that are alleviated by using individually prescribed coloured filters. Coloured overlays (sheets of transparent plastic that are placed upon the page) are used to screen for the condition. MIS is diagnosed on the basis of either the sustained voluntary use of an overlay or an immediate improvement (typically of more than 5%) on the Wilkins Rate of Reading Test (WRRT). Various studies are reviewed suggesting a prevalence of 20–34% using these criteria. Stricter criteria give a lower prevalence: for example, 5% of the population read more than 25% faster with an overlay. It has been alleged that MIS is more common in dyslexia, but this has not been systematically investigated. We compared a group of 32 dyslexic with 32 control children aged 7–12 years, matched for age, gender and socio‐economic background. Participants were tested with Intuitive Overlays, and those demonstrating a preference had their rate of reading tested using the WRRT with and without their preferred overlay. Both groups read faster with the overlay, and more so in the dyslexic group. ANOVA revealed no significant effect of group, but a significant improvement in WRRT with overlay (p=0.009) and a significant interaction between group and overlay (p=0.031). We found a similar prevalence of MIS in the general population to that in previous studies and a prevalence in the dyslexic group that was a little higher (odds ratio for >5% criterion: 2.6, 95% confidence limit 0.9–7.3). The difference in prevalence in the two groups did not reach statistical significance. We conclude that MIS is prevalent in the general population and possibly a little more common in dyslexia. Children with dyslexia seem to benefit more from coloured overlays than non‐dyslexic children. MIS and dyslexia are separate entities and are detected and treated in different ways. If a child has both problems then they are likely to be markedly disadvantaged and they should receive prompt treatments appropriate to the two conditions. It is recommended that education professionals as well as eye‐care professionals are alert to the symptoms of MIS and that children are screened for this condition, as well as for other visual anomalies.  相似文献   

Language development in mongols     

T D Evans 《Special education: forward trends》1974,1(4):23-25

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Is anyone out there listening? Explaining low reciprocal interactivity during televised lessons in a developing country context     

Rinelle Evans 《Learning, Media and Technology》2004,29(1):7-23

In face‐to‐face teaching, the educator is able to directly mediate learning and gauge the level of the learners’ English proficiency. Teleteaching makes this virtually impossible, as learners are invisible and thus immediate intervention in learning or estimations of proficiency are much more difficult to achieve. TELETUKS Schools1 TUKS is the original name of the university given in 1908 (Transvaal Universiteits Kollege) and the nickname by which the institution is commonly known in popular parlance. View all notes—a community project of the University of ­Pretoria—aims to assist Grade 12 learners prepare for their final examinations via interactive, televised lessons in key subjects. This article seeks to explain why learners refrain from participating during educational transmissions even though technology permits bi‐directional audio links. Understanding why viewers are reluctant to interact during transmissions could help educationists exploit the unique instructional potential of television, especially in remote areas of developing countries or where resources are severely limited. The results of a questionnaire survey conducted during a TELETUKS winter school (2002) suggest that limited language skills and the medium of instruction (English)—compounded by the nature and complexities of the medium—are possible reasons why the anticipated learner‐presenter interaction remains exceptionally low. This exploratory study also shows that further research in the form of in‐depth participant interviews; direct observation of learner participation and content analysis of televised lessons ought to establish the deeper, underlying reasons for low interactivity.  相似文献