The Development of Process Indicators to Estimate Student Gains Associated with Good Practices in Undergraduate Education   总被引：5，自引：2，他引：5  

Kuh  George D.  Pace  C. Robert  Vesper  Nick 《Research in higher education》1997,38(4):435-454

The purpose of this paper is twofold. First, the development of psychometrically sound process indicators of student performance is described. Second, the results are reported of a test of the utility of these indicators with six samples of men and women students (n = 911 in each group) from 19 baccalaureate, 27 master's, and 29 doctoral-granting institutions. Process indicators represent behaviors associated with desired outcomes of college and estimate the extent to which students are engaged in these activities. Selected items from the College Student Experiences Questionnaire were used to create measures of three good educational practices: faculty-student contact, cooperation among students, and active learning. Active learning and cooperation among students in that order were the best predictors of gains for both women and men at all three types of institutions. Student background characteristics had only trivial influences on educational gains. Implications are discussed for institutional policy and further research.  相似文献   

Mobile learning – Kukulska-Hulme, Agnes & Traxier, John     

Nick Rushby   《British journal of educational technology : journal of the Council for Educational Technology》2006,37(3):494-494

  相似文献   

Poststructuralism,postmodernism or deconstruction? The future of metaphysics,philosophy and thinking in the field of education     

Nick Peim 《Educational Philosophy and Theory》2018,50(14):1336-1337

  相似文献   

Consultation Groups: Participants' views     

Nick Bozic  Anna Carter 《Educational Psychology in Practice》2002,18(3):189-201

Over the past 30 years, there have been a number of attempts to show how group consultation can function in school settings. The present study used the group consultation approach developed by Hanko (1999) in a set of schools in a large Shire County. Evaluation measures assessed the views of participant teachers on a number of dimensions, including perceived value, perceived main effects and the need for an external consultant. Results were positive, adding to the evidence that group consultation can be an effective form of educational psychology service delivery.  相似文献   

‘Interactive’ teaching in numeracy lessons: what do children have to say?     

Nick Pratt 《Cambridge Journal of Education》2006,36(2):221-235

This article reports on the English National Numeracy Strategy (NNS) and, in particular, on the way in which children aged from 8‐ to 11‐years‐old view ‘interactive whole class teaching’. A qualitative, grounded study of both teachers' and children's perceptions of interactive teaching was undertaken, making use of ‘video stimulated reflective dialogue’. The focus here is on children's views about the roles of talking and of listening. Hearing what children have to say in this respect helps to illuminate the norms, expectations and practices of classroom discourse, and its implications for teaching. I argue that there is often a lack of any coherent theoretical basis for teachers' practices in relation to whole class interaction and that this can lead to a tension in which talking and listening become less effective as a vehicle for learning than they might otherwise be.  相似文献   

Selection into Online Community College Courses and Their Effects on Persistence     

Nick Huntington-Klein  James Cowan  Dan Goldhaber 《Research in higher education》2017,58(3):244-269

Online courses at the college level are growing in popularity, and nearly all community colleges offer online courses (Allen and Seaman in Tracking online education in the United States, Babson Survey Research Group, Babson Park, 2015). What is the effect of the expanded availability of online curricula on persistence in the field and towards a degree? We use a model of self-selection to estimate the effect of taking an online course, using region and time variation in Internet service as a source of identifying variation. Our method, as opposed to standard experimental methods, allows us to consider the effect among students who actually choose to take such courses. For the average person, taking an online course has a negative effect on the probability of taking another course in the same field and on the probability of earning a degree. The negative effect on graduation for students who choose to take an online course is stronger than the negative effect for the average student. Community colleges must balance these results against the attractive features of online courses, and institutions may want to consider actively targeting online courses toward those most likely to do well in them.  相似文献   

The Utility of Third International Mathematics and Science Study Scales in Predicting Students' State Examination Performance   总被引：1，自引：0，他引：1  

Nick Sofroniou  Thomas Kellaghan 《Journal of Educational Measurement》2004,41(4):311-329

To examine the predictive utility of three scales provided in the released database of the Third International Mathematics and Science Study (TIMSS) (international plausible values, standardized percent correct score, and national Rasch score), information was obtained on the performance in state examinations in mathematics and science in 1996 (2,969 Grade 8 students) and in 1997 (2,898 Grade 7 students) of students in the Republic of Ireland who had participated in TIMSS in 1995. Performance on TIMSS was related to later performance in the state examinations using normal and nonparametric maximum likelihood (NPML) random effects models. In every case, standardized percent correct scores were found to be the best predictors of later performance, followed by national Rasch scores, and lastly, by international plausible values. The estimates for normal mixing distributions are close to those estimated by the NPML approach, lending support to the validity of estimates.  相似文献   

The experience of black African religious education trainee teachers training in England     

Nick Mead 《British Journal of Religious Education》2006,28(2):173-184

This study addresses issues surrounding the recruitment and training of black African religious education teachers within the context of the government’s intention to make the teaching profession more representative of the wider community. In relation to this there is a strong emphasis in the Teacher Training Agency’s Qualifying to Teach on selection procedures which promote equality of opportunity and the recognition of individual training needs. The study is informed by the work of Sikes and Everington who have highlighted the place of religion and culture within the personal histories of religious education teachers. Black African members of two successive cohorts of PGCE students are tracked to identify their training needs in relation to their cultural and religious backgrounds. The data identifies four cultural and religious factors which impact on their training to teach religious education in the UK. Finally, as advised by the Carrington Report, recommendations are made for the practice of teacher educators.  相似文献   

Gender differences in lower limb frontal plane kinematics during landing     

Gerwyn Hughes  James Watkins  Nick Owen 《Sports biomechanics / International Society of Biomechanics in Sports》2013,12(3):333-341

The aim of this study was to investigate gender differences in knee valgus angle and inter-knee and inter-ankle distances in university volleyball players when performing opposed block jump landings. Six female and six male university volleyball players performed three dynamic trials each for which they were instructed to jump up and block a volleyball suspended above a net set at the height of a standard volleyball net as it was spiked against them by an opposing player. Knee valgus/varus, inter-knee distance, and inter-ankle distance (absolute and relative to height) were determined during landing using three-dimensional motion analysis. Females displayed significantly greater maximum valgus angle and range of motion than males. This may increase the risk of ligament strain in females compared with males. Minimum absolute inter-knee distance was significantly smaller, and absolute and relative inter-knee displacement during landing significantly greater, in females than males. Both absolute and relative inter-ankle displacement during landing was significantly greater in males than females. These findings suggest that the gender difference in the valgus angle of the knee during two-footed landing is influenced by gender differences in the linear movement of the ankles as well as the knees. Coaches should therefore develop training programmes to focus on movement of both the knee and ankle joints in the frontal plane in order to reduce the knee valgus angle during landing, which in turn may reduce the risk of non-contact anterior cruciate ligament injury.  相似文献   

FEW and Far Between     

Platts  Ellen J.  Kerner  Bridget  Adams  Nick  Archer  Jan-Michael 《Science & Education》2022,31(5):1383-1397

Science & Education - The food-energy-water (FEW) nexus framework calls for a systems perspective on addressing complex sustainability challenges. As a sustainability science field, nexus...  相似文献