The dimensional structure of metaphors of career and their relations to career agency,job search self-efficacy,and negative career outlook     

Creed  Allison  McIlveen  Peter  Perera  Harsha 《International Journal for Educational and Vocational Guidance》2021,21(2):285-308

International Journal for Educational and Vocational Guidance - We measured 16 career-related metaphors’ salience to university students and graduates (N = 577). The JOURNEY...  相似文献   

Career-first: an approach to sustainable labour market integration     

Fuertes  Vanesa  McQuaid  Ronald  Robertson  Peter J. 《International Journal for Educational and Vocational Guidance》2021,21(2):429-446

International Journal for Educational and Vocational Guidance - Active labour market policies aim at supporting people entering and, importantly, remaining in the labour market. Initiatives to this...  相似文献   

Using Natural Language Processing to Predict Item Response Times and Improve Test Construction     

Peter Baldwin  Victoria Yaneva  Janet Mee  Brian E. Clauser  Le An Ha 《Journal of Educational Measurement》2021,58(1):4-30

In this article, it is shown how item text can be represented by (a) 113 features quantifying the text's linguistic characteristics, (b) 16 measures of the extent to which an information‐retrieval‐based automatic question‐answering system finds an item challenging, and (c) through dense word representations (word embeddings). Using a random forests algorithm, these data then are used to train a prediction model for item response times and predicted response times then are used to assemble test forms. Using empirical data from the United States Medical Licensing Examination, we show that timing demands are more consistent across these specially assembled forms than across forms comprising randomly‐selected items. Because an exam's timing conditions affect examinee performance, this result has implications for exam fairness whenever examinees are compared with each other or against a common standard.  相似文献   

An analysis of how and why a TAFE course was changed: The implications     

Peter McKenzie 《The Australian Educational Researcher》1991,18(3):1-20

The Federal government has indicated that vocational education, especially education that is technically oriented, is essential to Australia’s economic future. The Federal government has also expressed concern at the educational inequalities faced by certain groups in society. The Associate Diploma of Technology (Computing) a cross-accredited course giving access to a university degree, was designed to address both of these concerns. This article examines how the course has been altered and the forces behind these changes. This examination is carried out by exploring different perspectives of the course, such as: the government, TAFE, and the students and the teachers. The resulting evidence suggests that students have taken up the government’s rhetoric; they believe they will be snapped up by industry and gain employment in high technology areas, and think that social issues are a waste of time. The evidence also indicates that the course is being targeted more towards young adults who have failed to get into a university course than towards the original target of women and immigrants.  相似文献   

Youth and culture: A seventeen nation study of perceived problems and coping strategies     

Janice T. Gibson  Marvin J. Westwood  F. Ishu Ishiyama  William A. Borgen  Susan M. Showalter  Qasem Al-Sarraf  Semiha A. Atakan  Isaura R. F. Guimares  A. Lina Guisti-Ortiz  Margaret Robertson  Benjamin Shafrir  Peter De Weerdt  Gundelina A. Velazco  Carol E. Baker  Maria Dikaiou  Tatiana Gabay  Lina Kashyup  Ilona Lee  Maria E. Felce Di Paula  Hillman Ngunangwa  Nina F. Talyzina 《International journal for the advancement of counseling》1991,14(3):203-216

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Testing the model of educational productivity     

Peter F. W. Preece 《科学教学研究杂志》1986,23(9):857-858

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Assessing Precollege Science Education Outreach Initiatives: A Funder's Perspective          下载免费PDF全文

Debra A. Felix  Mark D. Hertle  Jill G. Conley  Lori B. Washington  Peter J. Bruns 《CBE life sciences education》2004,3(3):189-195

We describe an assessment of the collective impact of 35 grants that the Howard Hughes Medical Institute (HHMI) made to biomedical research institutions in 1999 to support precollege science education outreach programs. Data collected from funded institutions were compared with data from a control group of institutions that had advanced to the last stage of review but had not been funded. The survey instrument and the results reveal outcomes and impacts that HHMI considers relevant for these programs. The following attributes are considered: ability to secure additional, non-HHMI funding; institution buy-in as measured by gains in dedicated space and staff; enhancement of the program director''s career; number and adoption of educational products developed; number of related publications and awards; percentage of programs for which teachers received course credit; increase in science content knowledge; and increase in student motivation to study science.  相似文献   

Designing Instructional Examples to Reduce Intrinsic Cognitive Load: Molar versus Modular Presentation of Solution Procedures   总被引：2，自引：1，他引：2  

Gerjets  Peter  Scheiter  Katharina  Catrambone  Richard 《Instructional Science》2004,32(1-2):33-58

It is usually assumed that successful problemsolving in knowledge-rich domains depends onthe availability of abstract problem-typeschemas whose acquisition can be supported bypresenting students with worked examples.Conventionally designed worked examples oftenfocus on information that is related to themain components of problem-type schemas, namelyon information related to problem-categorymembership, structural task features, andcategory-specific solution procedures. However,studying these examples might be cognitivelydemanding because it requires learners tosimultaneously hold active a substantial amountof information in working memory. In ourresearch, we try to reduce intrinsic cognitiveload in example-based learning by shifting thelevel of presenting and explaining solutionprocedures from a `molar' view – that focuseson problem categories and their associatedoverall solution procedures – to a more`modular' view where complex solutions arebroken down into smaller meaningful solutionelements that can be conveyed separately. Wereview findings from five of our own studiesthat yield evidence for the fact thatprocessing modular examples is associated witha lower degree of intrinsic cognitive load andthus, improves learning.  相似文献   

Towards Research-based Innovation and Reform: Singapore schooling in transition     

Allan Luke  Peter Freebody  Lau Shun  S. Gopinathan 《Asia Pacific Journal of Education》2005,25(1):5-28

The challenges facing the Singapore education system in the new millennium are unique and unprecedented in Asia. Demands for new skills, knowledges, and flexible competencies for globalised economies and cosmopolitan cultures will require system-wide innovation and reform. But there is a dearth of international benchmarks and prototypes for such reforms. This paper describes the current Core Research Program underway at the National Institute of Education in Singapore, a multilevel analysis of Singaporean schooling, pedagogy, youth and educational outcomes. It describes student background, performance, classroom practices, student artefacts and outcomes, and student longitudinal life pathways. The case is made that a systematic focus on teachers' and students' work in everyday classroom contexts is the necessary starting point for pedagogical innovation and change. This, it is argued, can constitute a rich multidisciplinary evidence base for educational policy.  相似文献   

Blocking in eyelid conditioning: Effect of changing the CS-US interval and introducing an intertriai stimulus     

Robert T. Maleske  Peter W. Frey 《Learning & behavior》1979,7(4):452-456

Kamin’s three-stage blocking paradigm was investigated in rabbit eyelid conditioning, Two manipulations were examined. A change in the CS-US interval from Stage 1 to Stage 2 did not attenuate blocking. The introduction of a salient stimulus during the intertriai interval in Stage 2 also failed to attenuate blocking. The first result is not consistent with Kamin’s interpretation of the blocking effect in terms of US surprisingness. The second resuit is inconsistent with a prediction based on the Rescorla-Wagner model.  相似文献