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Stephen T. Peverly Karen E. Brobst Kerri S. Morris 《Journal of Research in Reading》2002,25(2):203-216
This study investigated the developmental changes in the contributions of comprehension ability and the meta‐cognitive control of several study strategies (selection, memory, monitoring) to competence in studying among average and above‐average seventh and eleventh‐grade students. Results indicated that the ability to comprehend and meta‐cognitive control of study strategies were related to the recall of information at both ages. However, meta‐cognitive control was clearly more important to the older students than it was to the younger students. These data suggest that future research on the development of studying should focus on students’ use of the strategies of memory and monitoring. 相似文献
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Believing that accountability could be a vehicle for change, the California Department of Education (CDE) requires all high
school students to pass the Calfornia High School Exit Exam (CAHSEE) in order to graduate. In doing so, California joins many
others states in mandating a high school exit exam as a current or future requirement for graduation. In this essay, the authors
will argue that this testing approach to school change is based on myths about the role of assessment, the information testing
can provide and the impact high stakes testing has on urban schools. Although California is the focus of this analysis, these
issues are salient across the county. Testing as a solution to poor student achievement is based on faulty assumptions. It
is these assumptions this piece seeks to address.
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| Joi SpencerEmail: |
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Attai Shanna L. Reyes Jorge C. Davis John L. York Judy Ranney Kerri Hyde Truell W. 《Learning Environments Research》2021,24(2):153-167
Learning Environments Research - Educators are beginning to consider the physical learning environment as an additional resource in meeting learning outcomes in modern classrooms. In order to... 相似文献
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Gerald V. Teague 《Research in higher education》1982,17(2):179-186
Whether current policies governing external consulting during institutional time are adequate is being discussed both within and outside of academe. Many institutions are presently reviewing their consulting policy statements to determine their adequacy in light of pressures to more closely monitor outside work by their faculty. Faculty, on the other hand, are concerned with what they see as a movement to restrict consulting opportunities. A review of institutional documents shows most large universities do not address in a formal, written manner many important considerations of the consulting arrangement. As a result, confusion and confrontation over control of noninstitutional work for compensation is present. 相似文献
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Students’ engagement in first‐year university 总被引：1，自引：0，他引：1
This paper reports on seven calibrated scales of student engagement emerging from a large‐scale study of first year undergraduate students in Australian universities. The analysis presents insights into contemporary undergraduate student engagement, including online, self‐managed, peer and student‐staff engagement. The results point to the imperative for developing a broader understanding of engagement as a process with several dimensions. These must be acknowledged in any measurement and monitoring of this construct in higher education. The paper calls for a more robust theorising of the engagement concept that encompasses both quantitative and qualitative measures. It considers implications for pedagogy and institutional policy in support of enhancing the quality of the student experience. 相似文献