Effectively feeding forward from one written assessment task to the next     

Iris Vardi 《Assessment & Evaluation in Higher Education》2013,38(5):599-610

Most studies into lecturers’ written feedback focus on the types of feedback found to be effective when students have the opportunity to act on that feedback, revise their written assignment and improve the mark they receive. But often students do not have this opportunity. Typically, they receive a mark and feedback on an assignment that they will never be able to rework and resubmit. This can leave students unsure about what to do with the feedback they receive. This paper reports on the use of high impact written feedback from lecturers that significantly improved student outcomes and grades from one assessment task to the next. It examines a range of factors which together make feedback in this context effective including: assessment design, use of grading standards and tutor training. These findings from a very large unit have significant implications for teaching staff who want to use feedback to feed forward and make a real difference to their students’ learning.  相似文献   

Demystifying the demand relationship between online and print products under one newspaper brand: the case of Taiwan and the emergence of a universal pattern     

Hsiang Iris Chyi  J. Sonia Huang 《亚洲交流杂志》2013,23(3):243-261

This study uncovers a universal pattern regarding the oft-misunderstood demand relationship between online and print products under one newspaper brand. Growing from the portfolio management perspective and building on previous research conducted in the US and Hong Kong, this study examines the newspaper market in Taiwan. Secondary analysis of survey data collected from 7706 Web users confirmed that: (1) the print edition attains a much higher penetration relative to its online counterpart, suggesting that more people would rather consume the print edition over free Web offerings; and (2) compared with the general public, readers of the online edition were more, not less, likely to read the same newspaper's print edition. Such counter-intuitive findings carry important theoretical and managerial implications regarding the management of multiple product offerings under one newspaper brand.  相似文献   

Grade inflation under the threat of students’ nuisance: Theory and evidence     

Wan-Ju Iris Franz 《Economics of Education Review》2010

This study examines a channel, students’ nuisance, to explain grade inflation. “Students’ nuisance” is defined by “students’ pestering the professors for better grades.” This paper contains two parts: the game theoretic model and the empirical tests. The model shows that the potential threat of students’ nuisance can induce the professors to inflate grades. Ceteris paribus, a student is more likely to study little and to pester the professor for a better grade if: (1) the professor is lenient; (2) the studying cost is high; (3) the reward from pestering is high; (4) the cost of pestering is low.  相似文献   

'Well,I've Not Done Any Work Today. I Don't Know Why I Came to School'. Perceptions of Play in the Reception Class     

Iris Keating  Hilary Fabian  Pam Jordan  Di Mavers  Joy Roberts 《Educational studies》2000,26(4):437-454

The place of play in the education of young children has been the focus of much interest in the past. But the findings from this research project demonstrate that there remains a significant amount of confusion about the role that play has in young children's education. In particular we found that there is a clear distinction between the rhetoric and reality of play in the reception class. Further, there was evidence of real anguish for some early years workers who were failing to offer the play activities that they knew should be provided. These findings are particularly interesting at present, since the debate on the role of play has once again emerged as fundamental in the attempt to define a curriculum appropriate to the needs of the 3-6 year olds who, from the year 2000, will be required to work within the highly contentious Foundation Stage of the National Curriculum.  相似文献   

Gesundheitsförderung durch sportliche Aktivierung: Qualitätsmerkmale, Programme, Qualitätssicherung     

Walter Brehm  Iris Rahmeier  Michael Tiemann 《Sportwissenschaft》1997,27(1):38-59

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Profifußballunternehmen an der Börse     

Iris Kummer  Guido Schafmeister 《Sportwissenschaft》2004,34(2):239-240

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Getting Roped In: Group Cohesion,Trust, and Efficacy Following a Ropes Course Intervention     

Erin Eatough  Chu‐Hsiang Chang  Nicholas Hall 《Performance Improvement Quarterly》2015,28(2):65-89

The aim of this study was to explore the potential beneficial workgroup outcomes of a ropes course challenge intervention. Using three distinct samples (a military group, a medical facility workgroup, and a utility company workgroup), this study explored the systematic individual and group‐oriented outcomes achieved. Significant changes in group cohesion, group member trust, and group‐efficacy were found post‐ropes course intervention in all three samples. Two of the three samples additionally demonstrated improvement in employees’ self‐efficacy. Sample 3 examined trait coping style and demonstrated that employee social support coping predicted degree of change in group cohesion, but in an unexpected direction. Taken together, results suggest experiencing a ropes course challenge may foster improvement in group member trust, group‐ and self‐efficacy, and group cohesion—especially for individuals who are unaccustomed to seeking social support under stress. The potential gains of ropes course challenge interventions for workgroups may have been previously underestimated.  相似文献   

Uninterrupted,Sustained, Silent Reading: the rhetoric and the practice     

Chris Robertson  Iris Keating  Lesley Shenton  Ivy Roberts 《Journal of Research in Reading》1996,19(1):25-35

The study investigated whether the rhetoric of uninterrupted, sustained, silent reading (USSR/ERIC) was evident in primary classrooms where the practice was professed to operate. Nine primary schools in three different counties were surveyed, and the sample included both urban and rural schools. Structured interviews were undertaken with the headteacher and two members of staff in each school, followed by classroom observations, focusing on what do teachers do in practice during USSR/ERIC. From both interviews and observations it was evident that teacher interpretation of how the sessions should be organised and managed was not specifically that of the rhetoric, with only one school closely following the prescribed model. Whilst the value of a quiet reading time was generally acknowledged and much good practice observed in sessions, it would appear that many models which operate under the guise of ‘uninterrupted sustained silent reading’ are governed by teacher preference or pupil need.  相似文献   

The Long-Term Care Workforce Crisis: Dementia-Care Training Influences on Job Satisfaction and Career Commitment     

Constance L. Coogle  Colleen A. Head  Iris A. Parham 《Educational gerontology》2013,39(8):611-631

The present study compares changes in job satisfaction and career commitment among Alzheimer's care staff participating in a two-phase, state-level training collaborative to improve dementia care. Results reveal an increase in extrinsic job satisfaction and a decrease in career commitment. Findings could be related to the effects of both the training interventions and the time lag in data collection. Decreases in career identity depended on whether participants showed a deeper involvement in aging concerns with respect to future employment. Implications for the implementation of future interventions for direct-care staff within a context of organizational and systems-based change are discussed.  相似文献   

Construction and Validation of a Chinese Value of Learning Scale (CVLS)     

Angela Leung  Iris Chi  Nelson Chow  Kin Sun Chan  Kee Lee Chou 《Educational gerontology》2013,39(10):907-920

The Chinese Value of Learning Scale (CVLS) is a 5-item instrument for assessing the value of learning in Chinese culture. The psychometric properties of CVLS were investigated in a convenient sample of 583 Chinese soon-to-be-aged adults in Hong Kong. CVLS possesses high internal consistency and exhibited satisfactory short-term test-retest reliability. CVLS also exhibited high face validity and mild convergent validity with other 48-item openness-to-experience scale (OTES) from Revised NEO Personality Inventory, and is significantly related to the past and actual learning experience. In view of its brevity and easy administration, CVLS offers a useful instrument to further investigate the value of learning in Chinese culture and its possible relationship with adults' learning behaviour.  相似文献