What's in a grade? The multidimensional nature of what teacher-assigned grades assess in high school     

Alex J. Bowers 《Educational Research and Evaluation》2013,19(3):141-159

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Functional Illiteracy In Chicago     

John Z. Bowers  Lee Cogan 《Equity & Excellence in Education》2013,46(1):28-29

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PREDICTING SUCCESS IN EARLY CHILDHOOD TEACHER EDUCATION PROGRAMS     

Susan P. Bowers 《Journal of Early Childhood Teacher Education》2013,34(3):227-233

The purpose of this study was to investigate the usefulness of standardized tests (ACT, Preprofessional Skills Test) as predictors of student success in early childhood studies. Success was measured as grade point average at the time of graduation. The sample consisted of students enrolled at a four‐year public institution in the United States (N = 129). Data analysis indicated the standardized measures, including ACT and the Preprofessional Skills Test, were significantly related to success in early childhood studies. In addition, both tests, along with high school rank and student age, were useful in the prediction of grade point average at graduation, but did little to predict success during the student teaching experience.  相似文献   

The role of HE in professional development: some reflections on a foundation degree for teaching assistants     

Nadia Edmond 《Teaching in Higher Education》2013,18(3):311-322

Rapid change in higher education (HE) has lead to a reappraisal and debate about the role and ‘mission’ of the university and the university teacher. In the diversification of the HE sector, it is possible to see a shift away from the ‘advancement of knowledge’ as the primary purpose of the HE sector as a whole. This article focuses on a particular dimension of this change referred to as the ‘vocationalisation’ of HE and evident in the growing role of work-based learning (WBL) in the academy. In particular, foundation degrees provide a context for examining the role of WBL and the university in professional development. Analysis of interviews with 19 students on, or progressing from a foundation degree for teaching assistants reveals how they construct their learning and the relationship between work-based and academic learning. The author concludes that notions of ‘equivalence’ between work-based and academic learning are flawed and fail to recognise HE's distinctive contribution to professional learning, and argues for recognition of the distinctive contributions that both WBL and ‘academic’ learning make to professional development.  相似文献   

Challenges in Educating for Ecologically Sustainable Communities     

C.A. Bowers 《Educational Philosophy and Theory》2001,33(2):257-265

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Naming-speed processes, timing, and reading: a conceptual review     

Wolf M  Bowers PG  Biddle K 《Journal of learning disabilities》2000,33(4):387-407

This article integrates the findings in the special issue with a comprehensive review of the evidence for seven central questions about the role of naming-speed deficits in developmental reading disabilities. Cross-sectional, longitudinal, and cross-linguistic research on naming-speed processes, timing processes, and reading is presented. An evolving model of visual naming illustrates areas of difference and areas of overlap between naming speed and phonology in their underlying requirements. Work in the cognitive neurosciences is used to explore two nonexclusive hypotheses about the putative links between naming speed and reading processes and about the sources of disruption that may cause subtypes of reading disabilities predicted by the double-deficit hypothesis. Finally, the implications of the work in this special issue for diagnosis and intervention are elaborated.  相似文献   

Educational provisions for maladjusted children in Ontario schools     

Joan E. Bowers 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》1974,20(3):398-402

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Touching creativity; a review and early pilot test of haptic tooling to support design practice,within a distance learning curriculum     

Lisa Jane Bowers 《Open Learning》2019,34(1):6-18

ABSTRACT

Machine haptics has been shown to assist and enhance human–computer interactions. Research from previous studies in the field of haptics has focused on developing a user’s sense of realism of touch when using a haptic device. This paper examines the use of haptics for education, specifically for creative online education. The paper is presented in two parts. First, a review of literature was conducted and used to aid the rationale and underpin the design of a pilot test. Second, a pilot test was designed using a single-point kinaesthetic haptic device with a haptic rendered interface, to support the assembly of a virtual design prototype. The pilot test proved to be extremely valuable in creating and developing a rich virtual environment for non-sighted and sighted participants to use. The results from the initial pilot test showed that although users were positive about their experience of using the haptic device, there were improvements to be made to the interface to enhance the user experience in the next phase of testing.  相似文献   

A Problem-based Approach to Learning Economics: An Experiment in Progress at the Ngee Ann Polytechnic     

Edmond Khoo Keng Gie 《Asia Pacific Journal of Education》1989,10(1):60-65

Employers want workers with the skills of life-long learning and problem-solving. Recent efforts emphasize the value of having learning skills embedded within the total curriculum. The problem-based approach to learning has been found to encourage the development of these skills in students as well as to foster in them a deep (as opposed to the surface) approach to learning. The problem bared approach is also seen to foster confidence and initiative, and in some instances the development of teamwork and communication skills. This paper briefly describes the problem-based approach and the attempt currently being made to introduce the approach to business studies students at Ngee Ann Polytechnic in the context of an Economics course. Preliminary results indicate that students had been stimulated to show initiative, and that a large majority found self-learning, communication skills to be a major benefit of the course.  相似文献   

EDUCATIONAL IMPLICATIONS OF AN ECOLOGICALLY CENTERED VIEW OF CREATIVITY     

C. A. Bowers 《Educational theory》1994,44(2):159-171

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