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   

Investigating invisible writing practices in the engineering curriculum using practice architectures     

Rosalie Goldsmith  Keith Willey  David Boud 《European Journal of Engineering Education》2019,44(1-2):71-84

ABSTRACT

Writing practices are seen to be essential for professional engineers, yet many engineering students and academics struggle with written communication, despite years of interventions to improve student writing. Much has been written about the importance of getting engineering students to write, but there has been a little investigation of engineering academics’ perceptions of writing practices in the curriculum, and the extent to which these practices are visible to their students and to the academics. This paper draws on research from an ongoing study into the invisibility of writing practices in the engineering curriculum using a practice architectures lens. The paper uses examples from the sites of practice of two participants in the study to argue that prevailing practices in engineering education constrain more than enable the development and practice of writing in the engineering curriculum.  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