Relationship of changes in student motivation to student evaluations of instruction     

George S. Howard  Ronald R. Schmeck 《Research in higher education》1979,10(4):305-315

Research has demonstrated that student evaluations of instruction are influenced by variables extraneous to the instructional procedures being evaluated. One of the most important of these is the student's motivation to take the course. The Instructional Development and Effectiveness Assessment (IDEA) system controls this variable by comparing a course evaluation to a norm group of courses having students with similar motivation. The present study examined the possibility that the IDEA procedure of having students rate their precourse motivation at theend of a course might be unacceptable, because the rating would be influenced by experiences within the course itself. The data indicated that postcourse ratings of precourse motivation do deviate somewhat from actual precourse ratings, but the deviation is not of an order of magnitude which would seriously distort the interpretation of the ratings.  相似文献   

Sex and Social Class Inequalities in Education: a re‐examination     

Ronald King 《British Journal of Sociology of Education》1987,8(3):287-303

Fifteen years ago attention was drawn to the neglect of sex differences in the sociology of education, and to ways in which social class differences in attainment could not ignore these sex differences. The original propositions concerning these differences are re‐examined and expanded in a neo‐Weberian analysis of the work‐marriage, class‐status, education complex, and considered in relation to the available empirical evidence. The alternative feminist‐Marxist approaches are found to be incompatible with the evidence of sex and social class differences in non‐capitalist societies.  相似文献   

Formula-based research incentive plans at colleges and universities     

Edgar J. Ellyson  Ronald E. Barr  Edwin R. Bailey 《Research in higher education》1982,17(3):241-248

Financial problems at colleges and universities have led many institutions to initiate extra efforts to obtain extramural funds. One such effort has been the establishment of formula-based research incentive plans. These plans generally utilize the recovery of indirect costs as the basis for allocating additional incentive funds to various areas as an encouragement to obtain additional extramural funds. Data from surveys conducted by the University of Missouri-Kansas City and Ohio University were combined with National Science Foundation reports to provide information about this relatively recent phenomena. The increasing popularity of these plans was shown in that a majority of institutions had such plans in effect during FY 1979. Analyses of the effectiveness of these plans showed no statistically significant differences between institutions with incentive plans and those without such plans, although mean federal research expenditures were approximately 20% greater at those institutions without these incentive plans. The evidence presented indicates that the receipt of federal research funds is not associated with the use of a formula-based research incentive plan.  相似文献   

Organisational Change in Secondary Schools: an action approach     

Ronald King 《British Journal of Sociology of Education》1982,3(1):3-18

A longitudinal study of a sample of secondary schools has shown that over a period of ten years there have been changes in grouping practices, an expansion of examination opportunities, and a tightening of the control of school work. The prefectorial system has a reduced importance and has been deritualised, as has the school assembly. There is less sex differentiation of pupils’ school work and behaviour. These changes are explained using an action approach derived principally from Weber, concerned with the social construction of school organisation, whch is briefly compared to other possible explanations.  相似文献   

期刊评价：影响因子及其相关指标   总被引：2，自引：2，他引：2  

Ronald Rousseau  金碧辉 《中国科技期刊研究》2001,12(1):1-5

在西部大开发环境下，联系陕西省科技期刊的现状，研究了陕西省科技期刊的发展策略，首次提出“寓发展于服务中、中陕西省科技期刊与西部大开发的结合点。指出陕西省科技期刊发展的基本原则是坚持两个效益辩证统一，发展的出发点是服务西部大开发。  相似文献   

The Virtual Game: Objects, Groups, and Games in the Works of Pierre Levy     

Ronald E. Day 《The Information Society》1999,15(4):265-271

This article critically engages the theme of the game as a model for identity, community, and the meaning and function of objects in a recent work by Pierre Levy. Two of Levy's books have recently appeared in English translation, making this a timely moment to return to this theme that resonates throughout cultural modernity, especially in the areas of business, the military, sports, and, of course today, in digital software and network design.  相似文献   

Career guidance in Malta: A Mediterranean microstate in transition     

Ronald G. Sultana 《International journal for the advancement of counseling》1998,20(1):3-15

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The Holistic Paradigm in Educational Theory   总被引：1，自引：0，他引：1  

Ronald Lee Zigler 《Educational theory》1978,28(4):318-326

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Morality's Progress: Essays on Humans,Other Animals,and the Rest of Nature: Dale Jamieson     

Ronald B. Meyers 《Curator: The Museum Journal》2004,47(3):353-361

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Identifying the Causes of DIF in Translated Verbal Items   总被引：1，自引：0，他引：1  

Avi Allalouf  Ronald K. Hambleton  Stephen G. Sireci 《Journal of Educational Measurement》1999,36(3):185-198

Translated tests are being used increasingly for assessing the knowledge and skills of individuals who speak different languages. There is little research exploring why translated items sometimes function differently across languages. If the sources of differential item functioning (DIF) across languages could be predicted, it could have important implications on test development, scoring and equating. This study focuses on two questions: “Is DIF related to item type?”, “What are the causes of DIF?” The data were taken from the Israeli Psychometric Entrance Test in Hebrew (source) and Russian (translated). The results indicated that 34% of the items functioned differentially across languages. The analogy items were the most problematic with 65% showing DIF, mostly in favor of the Russian-speaking examinees. The sentence completion items were also a problem (45% D1F). The main reasons for DIF were changes in word difficulty, changes in item format, differences in cultural relevance, and changes in content.  相似文献