Do 45% of College Students Lack Critical Thinking Skills? Revisiting a Central Conclusion of Academically Adrift     

David Lane  Frederick L. Oswald 《Educational Measurement》2016,35(3):23-25

The educational literature, the popular press, and educated laypeople have all echoed a conclusion from the book Academically Adrift by Richard Arum and Josipa Roksa (which has now become received wisdom), namely, that 45% of college students showed no significant gains in critical thinking skills. Similar results were reported by Pascarella, Blaich, Martin, and Hanson after the publication of Arum and Roksa's book in 2011. However, these authors' statistical tests were conducted incorrectly, and therefore this 45% finding is fundamentally untrue. We demonstrate that a correct statistical analysis would have found that far fewer students show significant gains in critical thinking. However, this does not reflect on student learning; instead, it reflects on how hard it is to find a statistically significant result when assessing student change on a student‐by‐student basis. This article discusses valid methods for testing the significance of gain scores of individual students.  相似文献   

Using social stories to decrease aggression and increase positive peer interactions in normally developing pre‐school children     

Tricia M. Benish 《Educational Psychology in Practice》2011,27(1):1-17

Social stories have been widely used for children with autism and developmental delays; however, little research has been conducted that examines their effectiveness with pre‐school children who have no developmental delays. The present study investigated this previously undocumented use of social stories. Social stories were used to decrease aggression and improve positive peer relations in a Head Start pre‐school setting. Participants included three four‐year‐old pre‐school students. A single‐subject, ABC multiple baseline design with counterbalanced treatment order was implemented where social stories were compared to a neutral book. Direct observations and pre‐ and post‐Behaviour Assessment System for Children‐2 (BASC‐2) Teacher Rating Scale (TRS) scores were examined. Results revealed some support for the usefulness of social stories in this setting and with this population. Limitations of the study are discussed and directions for future research are provided.  相似文献   

“2017年顶级羽毛球赛”中外男子单打运动员得失分特征比较研究*     

刘星玉  陈〓滔  佘〓曦 《广州体育学院学报》2018,(3):93-96

对“2017年顶级羽毛球赛”中男子单打运动员,20场（42局）比赛录像,进行系统分析与研究,探究中外男子单打运动员得失分的异同点,为男子单打的技战术训练提供参考依据。主要运用文献资料法、专家访谈法、录像观察法、数据统计法进行研究。研究结论为：（1）男子单打制胜需要在增加进攻的同时,减少失误。（2）男子单打运动员需在0-4拍（发接发阶段）稳定发球、接发球质量,减少失误率,争夺创造进攻机会;5~9拍（限制阶段）提高攻击力,减少主动失误;10~14拍（相持限制阶段）注意进攻节奏变化,增加对手失误率。15拍之后（多拍阶段）稳定出球质量,减少无为进攻。（3）男子单打主动得分技术较多的为杀球、封球、扑球,主动失误技术较多的为杀球、吊球、高球,非压迫性失误较多的为挑球、搓球、放球。  相似文献   

提升边际消费倾向 促进经济发展——基于社会保障制度分析视角     

沈雅君  仇凤仙 《漯河职业技术学院学报》2010,9(3):69-71

社会保障制度不健全是导致我国居民边际消费倾向过低和储蓄率过高的一个重要原因,较低的边际消费倾向和居高不下的储蓄率,延缓了中国经济发展的步伐。通过相关分析,遵循健全社会保障制度,提高边际消费倾向的路径选择下,可有效刺激内部需求,促进国民经济健康发展。  相似文献   

普通本科院校英语专业新生词汇学习策略调查     

张青 《河西学院学报》2010,26(6)

本文通过问卷调查和词汇测试成绩,运用定量分析的方法,研究了普通本科院校英语专业新生词汇学习策略的使用特点以及学习策略与词汇测试成绩之间的相关性。结果表明:学生不同程度地运用各种策略来学习英语词汇;大部分词汇学习策略与词汇测试成绩之间存在一定的相关性,自我评估、上下文、构词法、猜测、视觉编码、听觉编码、意义编码等为比较有效的策略;优生比差生更善于运用各种词汇学习策略。该项研究对于英语专业新生的词汇教学活动具有一定的启示作用。  相似文献   

护理专业藏区“9＋3”学生考试成绩探讨     

伍勇 《科教文汇》2012,(6):141-142

笔者通过比较分析护理专业藏区＂9＋3＂学习班与内地平行班在语文、护考培训、实习准入三学科期末考试成绩的频率分布,发现藏区＂9＋3＂学生到自贡卫校接受学习以来,个人文化知识得到迅速提高,专业知识技能也奠定了扎实的基础。  相似文献   

大学生多元智能与性别、英语成绩关系研究     

吴丽林  刘钰涵 《四川教育学院学报》2010,26(10):63-65,73

以150名非英语专业学生作为受试对象,运用定量研究的方法调查研究了非英语专业大学生多元智能与性别差异及英语四级成绩的关系。并用SPSS17.0社会科学统计软件对统计数据进行了分析。结果表明,男女受试者只有音乐智能有显著差异,大学生的性别差异只与音乐智能有一定关系。8种智能中,只有语言智能对大学生的英语四级成绩有一定预测力,但是解释系数较小。  相似文献   

School improvement plans and student learning in Jamaica     

Marlaine Lockheed  Abigail Harris  Tamara Jayasundera   《International Journal of Educational Development》2010,30(1):54-66

A school improvement program that provided support to poor-performing schools on the basis of needs identified in a school improvement plan was implemented in 72 government schools in Jamaica, from 1998 to 2005. In this independent evaluation of the program, we use propensity score matching to create, post hoc, a control group of schools that were similar to program schools in the baseline year. By the final year of the program, we find that program schools had received more inputs to improve literacy and numeracy than control schools, and that some inputs associated with the program were correlated with improvements school average achievement: supplementary reading materials, additional training for reading resource teachers, and functioning computers. At the student level, however, we find no evidence that students enrolled in program schools achieved higher reading or math scores than those in control schools. We suggest three possible reasons for this: (a) the lack of sensitivity of the learning measures to improvements at the lower end of the scales; (b) the availability of program-like inputs in non-program schools, provided by other programs and donors; and (c) the growth in student enrollment in the program schools, which may have diluted the program effect for incoming students in upper grades. Schools with school improvement plans did not outperform comparable schools that did not have these plans.  相似文献   

知识产权案件“三审合一”对企业创新质量的影响     

周洲  吴馨童  唐安妮 《研究与发展管理》2022,34(6):106-117

提升创新质量是我国经济实现高质量发展的关键,知识产权案件“三审合一”改革是提高知识产权司法保护力度、促进知识经济发展的重要举措。本文以“三审合一”改革作为准自然实验,采用倾向得分匹配基础上的“渐进式”双重差分法（PSM-DID）实证评估以“三审合一”改革为代表的知识产权保护制度创新对企业创新质量的影响。结果表明：“三审合一”改革能够显著提升企业的创新质量,这一结论在考虑了识别假设条件和一系列其他可能的干扰因素后依然成立;分析师关注度与研发投入强度在“三审合一”对企业创新质量的促进过程中发挥部分链式中介作用;该促进作用对大型企业、非国有企业和非高技术企业创新质量更加显著。本文为“法与创新”领域提供了新证据,对探寻创新升级新路径以及知识产权司法保护模式改革具有一定参考价值。  相似文献   

The features of moral judgment competence among Chinese adolescents     

Yang Shaogang  Wu Huihong 《Asia Pacific Education Review》2008,9(3):296-307

In this paper, we used the “Moral Judgment Test” (MJT), an instrument that was developed by German psychologist, Georg Lind in 1976, along with some additional items, administered after the standard MJT. The participants were 724 Chinese adolescents whose ages ranged from 14 to 27 years of age. The results show that there was considerable fluctuation between grades in C scores, without the regularity seen in prior studies conducted in Western cultural contexts, but with senior college students generally showing higher C scores than freshmen. No significant differences in C scores were found between male and female students, between students with various professions, between key schools and the regular schools and between the two-year and the four-year college students. The possible implications of these findings for Chinese moral education are also discussed. This research was supported by a grant to Yang Shaogang from the Scientific Research Creation Team Project of GDUFS (GW2006-TA-008).  相似文献