Learning more by being taught less: a “time-for-self-study” theory explaining curricular effects on graduation rate and study duration     

Henk G. Schmidt  Janke Cohen-Schotanus  Henk T. van der Molen  Ted A. W. Splinter  Jan Bulte  Rob Holdrinet  Herman J. M. van Rossum 《Higher Education》2010,60(3):287-300

In this article, an alternative for Tinto’s integration theory of student persistence is proposed and tested. In the proposed theory, time available for individual study is considered a major determinant of both study duration and graduation rate of students in a particular curriculum. In this view, other activities in the curriculum, in particular lectures, constrain self-study time and therefore must have a negative impact on persistence. To test this theory, we collected study duration and graduation rate information of all—almost 14,000 students—enrolling in eight Dutch medical schools between 1989 and 1998. In addition, information was gathered regarding the timetables of each of these curricula in the particular period: lectures hours, hours spent in small-group tutorials, practicals, and time available for self-study. Structural equation modeling was used to study relations among these variables. In line with our predictions, time available for self-study was the only determinant of graduation rate and study duration. Lectures were negatively related to self-study time, negatively related to graduation rate, and positively related to study duration. The results suggest that extensive lecturing may be detrimental in higher education. However, in the curricula employing limited lecturing considerable energy was spent in supporting self-study activities of students and preventing postponement of learning. Given our findings, both activities will likely have large pay offs, in particular in curricula with low graduation rates.  相似文献   

The application of science and scientific autonomy in Great Britain: A case study of the Science and Engineering Research Council     

Brian Salter  Ted Tapper 《Minerva》1993,31(1):38-55

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MEDIA INFLUENCES ON SUPPORT FOR PRESIDENTIAL CANDIDATES IN PRIMARY ELECTIONS: THEORY, METHOD, AND EVIDENCE     

Shapiro  Robert Y.; Young  John T.; Patterson  Kelly D.; Blumenfeld  Jill E.; Cifu  Douglas A.; Offenhartz  Sara M.; Tsekerides  Ted E. 《Int. Journal of Public Opinion Research》1991,3(4):340-365

In this article the authors argue that studies of the influenceof the mass media on public support for presidential candidatesin primary elections should return to the social pyschologicalmodel of attitude change. This model should take into account,however, that in the real world, unlike laboratory settings,randomization and complete controls of variables are not possible,and rational and strategic choice considerations come into play,along with the cumulative effects of new information on aggregateopinion. The variables found to be relevant to attitude change,especially the characteristics of the communicator and the communication,have not been studied systematically in natural settings. Littleis known about how new information unrelated to electoral ‘momentum’affects the public's evaluations and support for candidates.A fuller explanation is needed of what are complex media influenceson candidate support in primary elections—including especiallythose messages conveyed through the media which tend to be distinctiveand most accessible to memory: information about the viabiltiyof candidates; positive messages and images conveyed directlyfrom the candidates themselves and (to a lesser extent) fromother major party leaders who support or oppose them; and, ofspecial theoretical importance, the ostensibly credible newscommentary about the candidates.  相似文献   

Contingencies in Contexts: a behavioural interactionist perspective in education     

Kevin Wheldall  Ted Glynn 《教育心理学》1988,8(1-2):5-19

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Drama therapy –‘actions speak louder than words’     

Ted Wharam 《Health information and libraries journal》1986,3(4):267-268

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The ScienceDirect accessibility journey: A case study          下载免费PDF全文

Ted Gies 《Learned Publishing》2018,31(1):69-76

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Joe Karaganis,Editor: Shadow Libraries: Access to Knowledge in Global Higher Education     

Ted Byfield 《Publishing Research Quarterly》2018,34(4):601-602

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Patterns of institutional self-recruitment of young Ph.D.s: Effects of academic markets on career mobility     

Ted I. K. Youn 《Research in higher education》1988,29(3):195-218

In social science research on academic careers and mobility, a persistent finding is the substantial effect of doctoral origin on the prestige of the first institution at which one works. There also seems to be a substantial tendency among academic institutions to follow institutional self-recruitment. That is, an academic is more likely to be recruited by an institution in the same prestige category as that which produced him or her. From the period of large expansion to the slowdown of growth in higher education, how have patterns of institutional self-recruitment changed? While elite institutions tend to recruit Ph.D.s from a similar group of institutions, as we go down the line of institutional prestige hierarchy there is a diminishing trend of self-recruitment among similar institutions. This study suggests that there is a general downward mobility in prestige for newly recruited Ph.D.s in a period of a tighter market. While Ph.D.s from elite research universities have continued to increase their chances for being employed at lesser institutions, Ph.D.s from less prestigious graduate institutions have trickled down in the prestige hierarchy. The data used for our analysis are from the National Research Council's Doctorate Records File covering the period from 1969 to 1981, which is marked by significant changes in higher education. The techniques applied are developed by Leo Goodman's loglinear models.  相似文献   

The Effect of Correspondence Training on the Rate and Quality of Written Expression of Four Low Achieving Boys     

Mariette Hopman  Ted Glynn 《教育心理学》1989,9(3):197-213

This study examined the effects of a behavioural correspondence training procedure on the rate of writing of four 13‐year‐old boys in a class for low achieving students in a city high school. A comprehensive range of collateral measures of writing was employed in addition to the target measure of writing rate. These collateral measures were assessed through analytic and holistic scoring procedures. Transfer of control of the correspondence training procedure to the class teacher and maintenance of writing gains were also examined. Results show that correspondence training effectively improved and maintained the rate and quality of written expression of all four boys.  相似文献   

Reading Recovery in Context: implementation and outcome     

Ted Glynn  N. Bethune  T. Crooks  K. Ballard  J. Smith 《教育心理学》1992,12(3-4):249-261

Reading Recovery is a school‐based preventive strategy designed to reduce the number of children with reading and writing difficulties. This study evaluated the implementation of Reading Recovery in 12 New Zealand schools. Target (Reading Recovery) and Comparison pairs of children were identified through the Reading Recovery procedures operated by each school. Results indicated that very few schools adhered closely to all recommended entry and discontinuation criteria. Results for Target and Comparison children's reading progress up to the time of discontinuation are highly consistent with results reported by Clay (1985), with clear gains in favour of Target children. However, these gains had reduced considerably by the time of follow‐up. Data suggest that programme gains were greatest for children entering the programme at the lowest reading levels. Outcomes are discussed in terms of the need for better articulation between Reading Recovery teachers and regular classroom teachers.  相似文献