Does Inducing Students to Schedule Lecture Watching in Online Classes Improve Their Academic Performance? An Experimental Analysis of a Time Management Intervention     

Baker  Rachel  Evans  Brent  Li  Qiujie  Cung  Bianca 《Research in higher education》2019,60(4):521-552

Research in Higher Education - Time management skills are an essential component of college student success, especially in online classes. Through a randomized control trial of students in a...  相似文献   

Smoothing the Path: Technology Education and School Transition     

Mawson  Brent 《Research in Science Education》2003,33(4):503-514

The lack of coherence between early childhood education settings and primary school classrooms provides a challenge to the creation of a seamless educational experience in the period from birth to age eight. This paper examines the nature of technological activities in Kindergartens and New Entrant/Year One classes in New Zealand. It highlights commonalities between the two and discusses the potential for technology education to provide a bridge for children to ease their passage into the formal school setting and to provide a coherent educational experience.  相似文献   

Substituting SAT II: Subject Tests for SAT I: Reasoning Tests: Impact on Admitted Class Composition and Quality     

Bridgeman  Brent  Burton  Nancy  Cline  Frederick 《Research in higher education》2003,44(1):83-98

Using data from a sample of 10 colleges at which most students had taken both SAT I: Reasoning tests and SAT II: Subject tests, we simulated the effects of making selection decisions using SAT II scores in place of SAT I scores. Specifically, we treated the students in each college as forming the applicant pool for a more select college, and then selected the top two thirds (and top one third) of the students using high school grade point average combined with either SAT I scores or the average of SAT II scores. Success rates, in terms of first-year grade point averages, were virtually identical for students selected by the different models. The percentage of African American, Asian American, and White students selected varied only slightly across models. Appreciably more Mexican American and Other Latino students were selected with the model that used SAT II scores in place of SAT I scores because these students submitted subject test scores for the Spanish test on which they had high scores.  相似文献   

Spatializing a global education phenomenon: private tutoring and mobility theory in Cambodia     

D. Brent Edwards Jr.  Hang Le  Manca Sustarsic 《教育政策杂志》2020,35(5):713-732

ABSTRACT

Along with the dramatic expansion of private tutoring around the world, a significant body of literature has been produced to understand this phenomenon. While many studies consider the issue of geographic location, the spatial dimension tends not to be a central focus of private tutoring studies. In contrast, the present essay applies mobility theory to research from Cambodia, where private tutoring is essential to student success. It does so in order to place private tutoring provision into a broader perspective that includes but moves beyond the economic dimensions of supply and demand and the sociological dimensions of economic, cultural, and social capital to include consideration of how private tutoring provision is constrained by a multidimensional spatial field of possibilities and how private tutoring participation is enabled by one’s position and abilities in relation to that field. The paper argues for increased attention to ‘spatial capital’ in studies of private tutoring and education generally.  相似文献   

A critical review of elaboration theory     

Brent Wilson  Peggy Cole 《Educational technology research and development : ETR & D》1992,40(3):63-79

In this article the authors examine elaboration theory (ET), a model for sequencing and organizing courses which was developed by Charles Reigeluth and associates in the late 1970s. The purpose of the article is to offer a critique of ET based on recent cognitive research and to offer suggestions for updating the model to reflect new knowledge.Commentary by Charles Reigeluth follows this article.  相似文献   

Media in Education Research: are the new electronic media a threat to literacy or a challenge for the literate?     

Brent Robinson 《British journal of educational technology : journal of the Council for Educational Technology》1985,16(1):42-59

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Changing Resource and Organizational Patterns: The Challenge of Resourcing Education in the 21st Century     

Brent Davies  Guilbert C. Hentschke 《Journal of Educational Change》2002,3(2):135-159

This paper looks at the changing patterns ofresourcing (financing) education in thetwenty-first century. It identifies five trendsthat are altering the resourcing and provisionof education through their impact on theorganization of education systems. As aconsequence of these trends, it puts forwardthe view that the role of government ischanging from direct provider of education toone of regulator of the education industry.  相似文献   

Metaphors and maps in evaluation     

David Starr‐Glass 《Assessment & Evaluation in Higher Education》2005,30(2):195-207

This paper considers efforts made in evaluating a distance‐learning course, which was intended to prepare students for working on an undergraduate dissertation in business and economic areas. Course delivery had stressed a tutorial approach with an emphasis on individual mentor–student exchanges. Given the nature of the learning approach and the backgrounds of the students, an attempt was made to open the evaluation process to participants and allow them to articulate their learning experiences. In seeking this end, the evaluation employed both metaphor and mapping techniques to chart the experiences that had been provoked by the learning encounters.  相似文献   

Learning to Learn to Teach: An ``Experiment' Model for Teaching and Teacher Preparation in Mathematics   总被引：1，自引：2，他引：1  

James Hiebert  Anne K. Morris  Brad Glass 《Journal of Mathematics Teacher Education》2003,6(3):201-222

This paper describes a model for generating andaccumulating knowledge for both teaching andteacher education. The model is applied firstto prepare prospective teachers to learn toteach mathematics when they enter theclassroom. The concept of treating lessons asexperiments is used to explicate theintentional, rigorous, and systematic processof learning to teach through studying one's ownpractice. The concept of planning teachingexperiences so that others can learn fromone's experience is used to put into practicethe notion of contributing to a sharedprofessional knowledge base for teachingmathematics. The same model is then applied tothe work of improving teacher preparationprograms in mathematics. Parallels are drawnbetween the concepts emphasized for prospectiveteachers and those that are employed byinstructors who study and improve teacherpreparation experiences. In this way, parallelsalso are seen in the processes used to generatean accumulating knowledge base for teaching andfor teacher education.  相似文献   

Birth order, verbal intelligence, and educational aspiration   总被引：1，自引：0，他引：1  

D C Glass  J Neulinger  O G Brim 《Child development》1974,45(3):807-811

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