排序方式： 共有36条查询结果，搜索用时 171 毫秒
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Ron Fisher Jillian Cavanagh Angela Bowles 《Assessment & Evaluation in Higher Education》2011,36(2):225-237
This study explores the effectiveness of an intervention involving formative assessment in a first‐year core business subject. Students were invited to receive feedback on a draft of their first written assessment during the early weeks of the semester. Consideration is given to the economic and ethical issues raised by the intervention. A multi‐method approach of qualitative and quantitative data collection and analysis is used. The research finds that the intervention facilitates significantly higher marks in assessments and grades, while assisting student learning overall. Findings are reinforced by comparison with a subject where the intervention was not offered. 相似文献
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Callie R. Bowles 《Community College Journal of Research & Practice》2013,37(1):39-48
Data from a national survey sponsored by the Center for the Study of Community Colleges formed the basis for this study of the course aims and instructional practices of the two‐year college literature instructor. Lecture and discussion are the two most used teaching strategies, and nontraditional teaching strategies are nearly nonexistent. Approximately 60% of the literature teachers have between 3 and 10 years of classroom experience, but nearly 31% have taught more than 10 years. A majority of respondents indicated that aesthetic appreciation is their primary course aim. Type of degree held by respondents affected their answers on four items: (1) those with doctorates and 3 to 10 years of teaching experience lecture more than their nondoctorate‐holding counterparts, p = .0125; (2) nondoctorate holders with more than 10 years of experience use audiovisual aids more often than their doctorate‐holding colleagues, p = .0005; (3) nondoctorate holders with more than 10 years of experience use student oral presentations more often than their doctorate‐holding colleagues, p = .0008; and (4) doctorate holders with more than 10 years of experience think that critical thinking ability is more important than do their nondoctorate holding counterparts, p = .002. 相似文献
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Terry Bowles 《教育心理学》2008,28(5):551-565
The purpose of this study was to operationalise a model of time orientation and investigate the variability of its factors based on preparation for assessment and perceived academic performance. Responses from 113 male adolescents (mean age = 16.46 years) and 115 female adolescents (mean age = 16.42 years) to items operationalising an expanded model of the contextual approach to adolescent orientation to the future were analysed using principal component analysis. The results rendered five factors including a past orientation, three present orientation factors (task focus, positive social support, and negative social support), and a future orientation. A series of two‐way ANOVAs showed an association of present and future time orientation with academic achievement. Results also showed that students’ approaches to learning varied mainly as a function of present positive social support and task focus. Students who prepared well for assessment had the highest future time orientation. This research highlights the importance of an elevated present and future time orientation to academic achievement and appropriate preparation for assessment tasks. 相似文献
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Terence V. Bowles Kimberley A. Brindle 《International Journal for Educational and Vocational Guidance》2017,17(1):5-18
The first aim of the current article is to primarily propose a model to assist career counsellors in understanding and guiding adolescents towards career commitment. The second aim is to focus on the relationship between career identity and career certainty, and how these positively influence the achievement of ego identity and maturity. Finally, it is proposed that systematically applying a model of adaptive change will prompt adolescents to explore and understand their career options with greater certainty. Applying such a model provides career counsellors with a practical framework to guide adolescents with their career choices. 相似文献
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John C. Gerlach and Lana Gerlach's The Critical Index: A Bibliography of Articles on Film in English, 1946-1973 (New York: Teacher's College (of Columbia University) Press, 1974---$15.00/6.50) Stephen E. Bowles' Index to Critical Film Reviews 1930-1972, together with Index to Critical Reviews of Books About Film (New York: Burt Franklin, 1974---$26.50, two volume set) 相似文献
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Samantha W. Bindman Annemarie H. Hindman Ryan P. Bowles Frederick J. Morrison 《Early childhood research quarterly》2013
This study investigated relations between preschoolers’ emergent executive function skills and their interactions with parents, with particular focus on the verbal utterances parents use to guide children's behavior (i.e., management language). Parent–child dyads (n = 127) were videotaped during a structured play task and the frequency of two types of management language, Direction (high control) and Suggestion (low control), was observed. Children's executive function was assessed using the Head–Toes–Knees–Shoulders (HTKS) task. Latent growth modeling was used to investigate relations between management language and the development of children's executive function. Direction language (i.e., commands) was negatively associated with children's age three executive function but not significantly related to the rate of executive function development over time. Conversely, Suggestion language (i.e., questions and statements that offer children some degree of choice) was positively related to executive function at age three but negatively related to growth. The potential importance of management language as a parenting behavior that contributes to various aspects of children's self-regulation during preschool and kindergarten is discussed. 相似文献
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Mary A. Anderson Frank Bowles C. O. Taiwo Jan D. Beckmann L. J. Lewis James R. Liesch Godfrey N. Brown H. L. Elvin Shib K. Mitra Richard F. Behrendt Graeme Kemelfield Hugh W. R. Hawes W. A. Dodd A. L. Tibawi 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》1971,17(2):220-251
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Callie R. Bowles 《Community College Journal of Research & Practice》2013,37(1-4):53-67
The data for this report came from nationwide surveys sponsored by the National Endowment for the Humanities and the National Science Foundation. The questionnaires dealt with the instructional materials used by full‐ and part‐time instructors on the two‐year college level. First, cross‐tabulations of highest degree of full‐ and part‐time instructors and their amount of participation in the selection of textbooks revealed five correlations. In all three categories of humanities instructors, more full‐ than part‐time faculty selected texts, p < .05. In the category of science instructors holding a master's degree or a doctorate, the same correlation occurred. Second, humanities teachers with either a bachelor's degree or a doctorate assigned significantly more reading,p < .05, than did their part‐time counterparts in three different types of instructional materials. Science teachers with doctorates were also found to assign a greater number of pages of reading than did their part‐time counterparts but in two additional types of instructional materials. Last, data analysis indicated that overall, with increased years of experience, full‐time humanities instructors assign more extensive reading than do their part‐time counterparts. 相似文献