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Elwood Kristin Jordan Michelle E. 《Educational technology research and development : ETR & D》2022,70(5):1781-1807
Educational technology research and development - The educational landscape continues to become increasingly complex, which suggests a need for a teacher-driven creative approach to developing... 相似文献
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Jannette Alejandra Urciuoli Cheryl Bluestone 《Community College Journal of Research & Practice》2013,37(5):397-401
This study explored a concept that learning study skills in the context of the content area under study may transfer across courses, multiplying the benefits towards academic success. Methods that have been reported to influence academic growth at the community college level include success courses and applied study skills. In this pilot project among community college students, two instructors provided an enriched study skills curriculum by linking a success course with a psychology course. The instructors used techniques and activities geared toward enhancing study skills such as developing metacognitive strategies. The Learning and Study Skills Inventory (LASSI) was used to assess students’ progress. Despite few statistically significant findings, there were several interesting interaction effects. These provide some evidence for the need to emphasize the development of study strategies in existing success courses while also formally or informally tying such courses with a content course. 相似文献
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Jannette Elwood 《Curriculum Journal》2013,24(2):189-208
ABSTRACT While interest in gender‐related differences in performance in examinations and assessment in the UK has been considerable, it has tended to focus on the compul‐ sory phase of schooling, particularly at age 16. This lack of attention to gender‐related differences in examinations at 18+ is somewhat surprising since outcomes at this stage of education are critical in terms of life chances and entry into higher and further edu‐ cation. This article discusses the picture of gendered achievement in the GCE A level examination. Trends in differential performance over time are examined and expla‐ nations put forward as to why these differences in performance occur. Explanations proposed cover links between gendered styles of learning and the style of examining; the statistical and educational impact of self‐selecting populations on performance patterns; and the contribution of different assessment techniques to differences in male and female examination performance. Finally, suggestions of where action might be taken to rectify the differences observed are given. The discussion in the article is supported by data from two research projects that have studied in detail the inter‐ action of examination systems and gender. 相似文献
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Hsin‐Chih Chen Elwood F. Holton III Reid A. Bates 《Performance Improvement Quarterly》2006,19(3):7-25
Transfer theories, which are closely related to evaluation theory, have been developed from a holistic perspective, but most of empirical transfer research has not effectively utilized holistic models to investigate transfer of learning until the late 1990s. Additionally, little has been done in examining the relationship between situational variables, demographic variables, and transfer system characteristics. This study contributes to transfer research by examining the combined effects of situational and demographic variables on a holistic model of perceived organizational transfer systems. A key finding was that demographic variables make only a marginal contribution to predicting transfer system characteristics when compared to situational variables. It seems clear that the differences in transfer system characteristics depend on diverse situational influences, primarily due to types of training programs and types of organizational cultures. This finding does not support one‐size‐fits‐all transfer interventions. Future research may focus on investigating benchmark transfer practices in certain types of organizations or industries to empirically identify the true leverage points of a diagnosing instrument of transfer—the Learning Transfer System Inventory—for interventions and change. 相似文献
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Organizations are increasingly concerned about human resource accountability and have turned to HR metrics as an economical way to assess results from human resource activities. Unfortunately, many existing development metrics have limited utility. In this article, we review and discuss existing metrics for employee development. Then, we present five new development metrics and that can provide a core set of metrics for any type of organization. These metrics will provide new perspectives that older metrics do not, and lead to better human resource development decisions. 相似文献
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Teachers and researchers in the field of educational assessment have a strong professional interest in evaluating practices that constitute effective educational assessment at the classroom level. In pursuing these goals it is fundamental for teachers and pupils to grow in a community of shared practice where nothing in the assessment process is hidden and students become assessors of their own learning. The challenge for students and teachers within present-day classrooms is understanding and learning how these communities are created. This paper is based on action research carried out to investigate our own teaching of the subject of assessment at postgraduate level. The focus of the research was to integrate current research evidence within educational assessment into our own professional practice. Such research suggests that to improve learning and indeed teaching, educational assessment must be formative in both function and purpose and must put the student at the centre of the assessment process. The paper describes the processes and procedures by which common meanings of published criteria and assessment quality for masters level coursework held by one community of assessors were shared and interpreted by students to enable them to articulate their own learning through student-self assessment. 相似文献