The relationship between self reports of college experiences and achievement test scores   总被引：1，自引：3，他引：1  

Gary R. Pike 《Research in higher education》1995,36(1):1-21

This study evaluated the feasibility of using students' self reports of the academic development and college experiences as proxies and policy indicators for a national assessment of undergraduate education. Results indicated that self reports of academic development should be used with care as proxies for a national test. Particularly important are issues of content overlap and differences in the measurement methods. Results from the second part of this study supported using self reports of college experiences as policy indicators to improve undergraduate education.Paper presented at the annual forum of the Association for Institutional Research, New Orleans, May 1995.  相似文献   

Reviews     

Gary L. McDowell  Abigail M. Thernstrom 《Academic Questions》1992,6(1):94-99

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Erroneous concerns about child sexual abuse     

Oates RK  Jones DP  Denson D  Sirotnak A  Gary N  Krugman RD 《Child abuse & neglect》2000,24(1):149-157

AIM: To assess the incidence and nature of concerns about sexual abuse, with particular reference to erroneous concerns of sexual abuse made by children. METHODS: A review of case notes of all child sexual abuse reports to the Denver Department of Social Services over 12 months. Cases were put into four groups: substantiated, not sexual abuse, inconclusive and erroneous accounts by children. RESULTS: 551 cases were reviewed. Forty-three percent were substantiated, 21% were inconclusive and 34% were not considered to be abuse cases. There were 14 (2.5%) erroneous concerns emanating from children. They comprised three cases of allegations made in collusion with a parent, three cases where an innocent event was misinterpreted as sexual abuse and eight cases (1.5%) of false allegations of sexual abuse.CONCLUSION: Erroneous concern of sexual abuse from children are uncommon. The four categories of concern in this study, in contrast to the simple classification of substantiated and unsubstantiated, provide a means of encouraging open minded assessments of the typical concerns which a child protection agency receives.  相似文献   

Vocational Preferences and College Expectations: An Extension of Holland’s Principle of Self-Selection     

Gary R. Pike 《Research in higher education》2006,47(5):591-612

Holland’s theory of vocational preferences provides a powerful framework for studying students’ college experiences. A basic proposition of Holland’s theory is that individuals actively seek out and select environments that are congruent with their personality types. Although studies consistently support the self-selection proposition, they have not examined the processes underlying students’ selections. It seems reasonable to presume that many students select academic majors because they believe or expect that the academic environments will be congruent with their personalities. Using data from 631 entering students, this research examined the possibility that self-selection is related to students’ college expectations. Results provided support for the role of expectations in the selection of academic majors.  相似文献   

The effect of student need for affiliation on performance and satisfaction in group learning     

Randolph M. Chan 《Interchange》1980,11(1):39-46

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Adjunctive behavior of the rat under periodic food delivery in a 24-hour environment     

Gary A. Lucas  William Timberlake  Donald J. Gawley 《Learning & behavior》1988,16(1):19-30

The behavior of 4 rats living in complex environments was monitored 24 h per day during free-feeding baseline and under conditions of periodic access to food. Under the periodic schedules, the minimum interfood interval (IFI) was increased from 16 to 512 sec in an ascending series. Periodic food produced robust overall increases in investigation of the feeder, drinking, general activity, and rearing, but not in wheel-running. The temporal distribution of behavior within the IFI was similar across subjects and supported the hypothesis that some responses were largely time-locked to the period immediately following eating, while other responses expanded to fill the interval. However, these response differences were not adequately captured by present classification schemes. Finally, the distribution of drinking following a food pellet strongly resembled the distribution of drinking following bouts of feeding in baseline. The results suggest that adjunctive behavior stems from three sources: (1) a simple increase in the number of opportunities for expression of normal preprandial and postprandial behavior, (2) an increase in the preprandial behavior directed toward the site of expected food, and (3) an increase in the postprandial distribution of both site-directed and more general exploratory behavior. These findings suggest that adjunctive behavior is not extraneous, but is an orderly distribution of responses ordinarily related to feeding and foraging for food.  相似文献   

Introduction to special section: ``Perspectives on comparative higher education"   总被引：1，自引：0，他引：1  

Gary Rhoades 《Higher Education》2001,41(4):345-352

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Text density level as a design variable in instructional displays     

Gary R. Morrison  Steven M. Ross  Jacqueline K. O’Dell 《Educational technology research and development : ETR & D》1988,36(2):103-115

Presenting narrative text in computer-based instruction (CBI) is more difficult than in print lessons due to limited screen resolution and display area. The present research aimed at achieving a more compatible match between lesson content and the attributes of the presentation media. Subjects received either a print or CBI statistics lesson containing low-density (concise) narrative text, high-density (conventional) text, or the density type they preferred (learner-control). Results showed the low-density lesson to reduce completion time relative to the high-density version, while yielding equivalent achievement. Subjects receiving the lesson in the print mode had shorter completion times and higher achievement than their CBI counterparts. Attitude results showed that CBI was favorably regarded, but perceived as longer and slow-moving than print. Implications of results for designing instructional material in accord with CBI attributes and learner characteristics are discussed.  相似文献   

Technology-enhanced Courses and a Mode III Organization of Instructional Work     

Rhoades  Gary 《Tertiary Education and Management》2007,13(1):1-17

Although information technology is increasingly used to deliver distance and conventional courses, there have been few studies of the effect of technology-enhanced education on the organization and purposes of academics’ instructional work. I explore this issue in undergraduate and masters level education through the vehicle of case analyses of technology-rich classes taught in a public research university in the United States. What the cases illustrate is an emergent pattern of what I am calling ‘Mode III’ instructional production, in which the production of a course involves a matrix of non-faculty support personnel, and may be oriented to commercial purposes reflective of an increasingly embedded academic capitalism in the new economy.

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Longitudinal factor structure of the WISC‐III among students with disabilities     

Marley W. Watkins  Gary L. Canivez 《Psychology in the schools》2001,38(4):291-298

If the factor structure of a test does not hold over time (i.e., is not invariant), then longitudinal comparisons of standing on the test are not meaningful. In the case of the Wechsler Intelligence Scale for Children‐Third Edition (WISC‐III), it is crucial that it exhibit longitudinal factorial invariance because it is widely used in high‐stakes special education eligibility decisions. Accordingly, the present study analyzed the longitudinal factor structure of the WISC‐III for both configural and metric invariance with a group of 177 students with disabilities tested, on average, 2.8 years apart. Equivalent factor loadings, factor variances, and factor covariances across the retest interval provided evidence of configural and metric invariance. It was concluded that the WISC‐III was measuring the same constructs with equal fidelity across time which allows unequivocal interpretation of score differences as reflecting changes in underlying latent constructs rather than variations in the measurement operation itself. © 2001 John Wiley & Sons, Inc.  相似文献