A model of student approaches to learning encompassing ways to influence and change approaches     

David Kember  Lyn Gow 《Instructional Science》1989,18(4):263-288

The tems surface and deep are widely used to describe student approaches to studying and learning. Different writers have attributed different shades of meaning to the terms, as the categories have resulted from the work of a number of groups or individual researchers. There are greater divergences of opinion on the question of how students can be influenced to adopt either a surface or a deep approach. This paper attempts to synthesise some of the divergent positions into a simple model of student approaches to learning which concentrates on the ways that students may be influenced to adopt either surface or deep approaches. The model recognises the existence of predispositions to either deep or surface approaches, and the use of strategies for particular tasks. A number of contextual variables seem to influence students with a deep predisposition to adopt surface strategies. The transition between surface and deep predispositions is seen as difficult to influence, but three types of intervention are discussed.  相似文献   

An Empirical Investigation of the Efficacy of Multimedia Instruction in Counseling Skill Development     

B. Grant Hayes  Gordon E. Taub  Edward H. Robinson  Stephen A. Sivo 《Counselor Education & Supervision》2003,42(3):177-188

The purpose of this study was to examine the effects of multimedia instruction on students' counseling skill development. The participants were 73 beginning‐level counselor education students (20 men and 53 women, ages ranging from 24 to 47 years). Ratings of students' pre‐ and posttest video counseling tapes were used to assess the effects of the multimedia approach. The results found that there was no statistically significant difference among the levels of students' counseling skill development across the 3 (high‐tech multimedia, low‐tech multimedia, and traditional instruction) treatment groups.  相似文献   

Remembering Activities Performed Versus Imagined: A Comparison of Children with Mental Retardation and Children with Normal Intelligence     

Kenneth G. Jens  Betty N. Gordon  Anthony J. Shaddock 《International Journal of Disability, Development & Education》1990,37(3):201-213

CHILDREN with mental retardation and children with normal intelligence were asked to perform a series of tasks or to only imagine performing them. They were then asked to remember which tasks had been performed and which had been imagined at an immediate interview and after an eight week delay. There were no overall differences between the two groups in the number of correct responses. However, all children gave more correct responses to specific probes than to open‐ended probes and remembered activities performed better than those imagined. Performance was more accurate for both groups at the immediate interview than at the delayed interview. Responses to questions about activities neither performed nor imagined were good for both groups of children to the initial questions but decreased significantly in response to a follow‐up probe. Accuracy of responses to these misleading questions decreased over the eight week delay.  相似文献   

Teaching Hypertext Composition     

Jay L. Gordon 《Technical Communication Quarterly》2005,14(1):49-72

Composing hypertext documents can be an enriching path into the world of technical communication. In learning to produce hypertext, students are introduced to an important form of written composition that encompasses not only text generation, but also visual communication and information architecture. In this article, I provide a rationale for teaching hypertext composition and then some specific curricular suggestions in two parts, one for teaching beginners, and one for teaching more advanced students.  相似文献   

Christians,Brahmins, and other sporting fellows: an analysis of school sports stories     

E. Wendy Saul  R. Gordon Kelly 《Children‘s Literature in Education》1984,15(4):234-245

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A study of the validity of four types of student ratings of college teaching assessed on a criterion of student achievement gains     

Dr. Gordon E. Greenwood  Al Hazelton  Albert B. Smith  William B. Ware 《Research in higher education》1976,5(2):171-178

The purpose of the study was to investigate relationships between student ratings of college teaching using four types of student rating instruments and pre- vs. post-student achievement gains in 36 sections of an undergraduate analytic geometry and calculus course. Student rating instruments used varied according to type of items (high vs. low inference) and focus (students rating their own perceived growth vs. rating the instructor). Data were collected on 799 students (66% freshmen; 16% sophomore; and 15% juniors) at the University of Florida, and relationships were analyzed using the Pearson product-moment correlation technique. Significant relationships were not found between student ratings and student achievement.  相似文献   

Ratings by Counselors Without Teaching Experience And Their Principals Regarding Performance of Guidance Functions     

Gordon Hopper  Duane Brown  Susan Pfister 《Counselor Education & Supervision》1970,9(2):99-105

This study compared principal and self ratings of performance of guidance functions for practicing counselors who did not have teaching experience. The sample consisted of 43 counselors and their principals from throughout the United States. The ratings indicate better-than-average initial counselor acceptance by administrators, teachers, students, and parents with the degree of acceptance being greater after they had counseled for a while. Principal and self ratings differed significantly on initial acceptance by students and present acceptance by other counselors. Ratings of acceptance by both school psychologists and social workers were below average. There was no significant difference in counselor and principal ratings of counselor understanding of various school procedures and policies or of their ability to perform basic guidance activities. A majority of the principals who had worked with the counselors with non-teaching backgrounds indicated they would recommend the hiring of such a person to their school board.  相似文献   

Models for social systems and for their languages     

Gordon Pask 《Instructional Science》1973,1(4):395-445

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DEVELOPING PARENT‐PROFESSIONAL PARTNERSHIPS IN A POSTSECONDARY EDUCATION PROGRAM FOR STUDENTS WITH DISABILITIES     

Grace L. Francis  Elizabeth Fuchs  Andrew D. Johnson  Sarah Gordon  Amber Grant 《Psychology in the schools》2016,53(10):1045-1056

Opportunities are increasing for students with intellectual and/or developmental disabilities to attend postsecondary education programs located at college campuses around the nation. Students who attend postsecondary education programs experience numerous positive outcomes, including independent living skills and expanded social networks. However, although parent‐professional partnerships could significantly enhance long‐term outcomes such as competitive employment and independent living, there is a paucity of information about the nature of these partnerships in postsecondary settings. The purpose of this expository article is to describe how staff from a midwestern postsecondary education program facilitate parent‐professional partnerships through parent involvement and support.  相似文献   

Measuring the relationship between two questionnaires: appropriate definitions of intuitive understandings     

Gordon Burt 《Assessment & Evaluation in Higher Education》2005,30(6):621-631

A number of recent articles have claimed strong relationships—i.e., very high ‘proportions of shared variance’—between pairs of teaching and learning questionnaires. These claims have been the subject of debate and it has emerged that the proportion of shared variance is defined as the complement of Wilks’ lambda. The present article argues that this is not an appropriate measure for the data being analyzed. First some intuitive understandings of the situation are developed. A case study finds that the (Wilks‐based) proportion of shared variance between two questionnaires is 79%, but that the first questionnaire explains only 27% of the variance in the second and the second explains only 40% of the variance in the first. The technical literature is then considered and alternatives to the complement of Wilks’ lambda are recommended as measures of the relationship between two sets of variables.  相似文献