Assessment in European vocational education and training: current concerns and trends     

Alison Wolf 《课程研究杂志》2013,45(6):552-557

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Combining E-Learning and M-Learning: New Applications of Blended Educational Resources David Parsons,Ed     

Judi L. Davidson Wolf 《The American journal of distance education》2013,27(4):268-270

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The analysis of item data for the IEA mathematics tests     

Richard Wolf 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》1969,15(2):237-241

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Editorial     

Richard Wolf 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》1968,14(2):130-133

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Examinations and entry to university: Pressure and change in a mass system     

Steven Bakker  Alison Wolf 《Assessment in Education: Principles, Policy & Practice》2001,8(3):285-290

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The Academic Achievement of Craft Apprentices in France and England: contrasting systems and common dilemmas     

Alison Wolf  Marie‐Thérèse Rapiau 《比较教育学》1993,29(1):29-43

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Letters     

Dr. W. A. Suchting  Jonathan S. Wolf  Dr. Ana M. Morais  Dr. Margaret Rutherford 《Science & Education》1993,2(1):107-109

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Professional development and teaching portfolios: The Douglas County outstanding teacher program     

Kenneth Wolf  Gary Lichtenstein  Ellen Bartlett  Doublas Hartman 《Journal of Personnel Evaluation in Education》1996,10(3):279-286

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Do ‘learners’ always learn? The impact of workplace adult literacy courses on participants’ literacy skills          下载免费PDF全文

Alison Wolf  Andrew Jenkins 《British Educational Research Journal》2014,40(4):585-609

This paper examines the degree to which British adults participating in workplace literacy courses improved their reading comprehension skills, using longitudinal data which cover the period from enrolment until between two and three years later. Learners were tested using an instrument designed explicitly for adults, with two parallel forms. For those who were native English speakers, there is no evidence of improvement. Learners for whom English was a second language showed modest but statistically significant improvements, but it is impossible to tell whether these were the result of instruction, or of subjects’ longer exposure to an English‐speaking environment. The data were re‐analysed using imputed data, in order to address the problem of missing data, which is common in longitudinal studies, and using multilevel models. The results of these further analyses were the same in all key respects. These findings are important because improvement of adult literacy and numeracy skills has been central to successive governments’ policies for improving both economic productivity and social mobility. Policy‐makers have confounded the acquisition and award of certificates with substantive skill improvement. This study shows that one cannot, in fact, assume that the award of a new qualification indicates that substantive learning has taken place. It also underlines the complexity of reading skills, and the need for long periods of learning and instruction if serious progress is to be made.  相似文献   

Films and Film-Makings: The Current Scene     

I.C. Jarie  Gone Youngblood  Robert Gessner  Robert Richardson  Wolf Rilla 《Communication Booknotes Quarterly》2013,44(4):5-6

I.C. Jarie's Movies and Society (Basic Books, $10.00)

Gone Youngblood's Expanded Cinema (Dutton, $9.95)

Robert Gessner's The Moving Image (Dutton $8.95)

Robert Richardson's Literature and Film (University of Indiana Press, $4.95)

Wolf Rilla's A-Z of Movie-Making (Viking/Studio Press Book, $6.95)  相似文献