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Margaret E. Ross Samuel B. Green Jill D. Salisbury-Glennon Nona Tollefson 《Innovative Higher Education》2006,30(5):361-375
We conducted the present study to investigate whether college students adjust their study strategies to meet the cognitive demands of testing, a metacognitive self-regulatory skill. Participants were randomly assigned to one of the two testing conditions. In one condition we told participants to study for a test that required deep-level cognitive processing and in the other to study for a test that required surface-level cognitive processing. Results suggested that college students adjust their study strategies so that they are in line with the cognitive processing demands of tests and that performance is mediated by the study strategies that are used.Margaret E. Ross is an Associate Professor of Educational Measurement and Statistics at Auburn University. She earned her Ph.D. in Educational Psychology from the University of Kansas. Her research interests include the role assessment plays in influencing student learning strategies, assessment issues and policy, and educational program evaluation. Samuel B. Green is a Professor in the Educational Psychology Department at Arizona State University. He holds a Ph.D. in Measurement and Individual Differences Psychology from the University of Georgia. His research focuses on statistical procedures. Jill Salisbury-Glennon is an Associate Professor teaching Educational Psychology courses at Auburn University. She earned her Ph.D. in Educational Psychology from Pennsylvania. Research interests include college student self-regulation, metacognition, and motivation. Nona Tollefson recently passed away. She was a Professor of Psychology and Research in Education at the University of Kansas and held a Ph.D. from Purdue University. Her research focused on student assessment 相似文献
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Service‐learning clinical experiences in community‐based sites are an important approach to providing medical, nurse practitioner, allied health and other professional students with an opportunity to acquire knowledge, attitudes and skills necessary for working effectively with the elderly. Such experiences provide a balance to the clinical experiences more traditionally provided to students in nursing homes and chronic care hospitals. In community‐based settings, students gain knowledge and skills in working with older people, develop a more balanced view about growing old, and learn about community resources and effective teamwork. The experiences of the George Washington University Medical School in providing these learning experiences has led to student enthusiasm for work with the elderly and has improved access to medical care for elderly persons who participate in programs in community‐based settings. 相似文献
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Nona Lyons 《Irish Educational Studies》2013,32(1):69-88
Abstract At a time of intense interest in third level teaching in the Ireland, the UK, and the US, this paper describes an effort underway at University College Cork (UCC) to foster a new kind of scholarship, a scholarship of teaching and learning. Although impelled by the announcement in 2001 of an award for Excellence in Teaching at UCC, the project was framed by ideas first outlined by Ernest Boyer (1990) in his provocative book, Scholarship Reconsidered. This paper describes how Boyer's concept of a “scholarship of teaching” was implemented at UCC through a reflective portfolio inquiry process; presents the value and meanings staff say they find in engaging in a portfolio process; and, concludes with a consideration of the sometimes sobering institutional implications of this work. This case study of an institutions experience is one contribution to an evolving genre currently being invented: a new way of capturing and conveying the knowledge of teaching. 相似文献
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The effects of teacher-generated and student-generated variability on student ratings of instructors were assessed using multiple regression procedures. Student variables included interest in the subject, reason for course enrollment, and educational level. Teacher variables were generated through dummy coding. Five different samples were studied: 24 classes taught by different instructors were divided into three samples of eight classes each, and 10 classes taught by the same five instructors were divided into two samples. Teacher-generated variability explained more of the variance in student ratings than did student-generated variability. 相似文献
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Nona Tollefson 《Roeper Review》2013,35(2):35-37
The volunteer para‐educator serves as the required link between the professional mentor, the school, and the student in gifted education programs. 相似文献
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This study compared the attitudes and demographic characteristics of an intact group of college freshmen to those of a sample responding to a mail survey and a sample responding to a telephone follow-up. Contrary to expectation, the three samples did not differ significantly in mean attitude responses. The absence of significant mean differences indicated no significant bias in college freshmen's responses to a mail survey. However, a higher percentage of returns was received from females and higher achievers than from males and low achievers. 相似文献
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One hundred and fifty-five elementary teachers in San Jose, Costa Rica rated their expectancy of success, willingness to help, liking for, and evaluation of two students who were failing; one because of low ability, one because of insufficient effort. Significantly higher mean ratings on all four consequences were observed for the protocol describing the student who didn't try than for the protocol describing the student with low ability. 相似文献
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Glenn Dubois Terrence A. Tollefson Scott Wesyoven 《Community College Journal of Research & Practice》2013,37(3):337-344
The New Hampshire Community Technical College System (NHCTCS) began modestly as two small trade schools that were opened in late 1945 for World War II veterans supported by the G.I.Bill. During the next half - century , NHCTCS grew to seven postsecondary institutions , then consolidated to seven campuses of four colleges . These institutions have become larger and more sophisticated , have earned regional accreditation , and have expanded their mission gradually to include programs whose graduates can transfer to senior colleges and universities as well as non - credit continuing education courses and community services. Under the proactive leadership of a new 25 - member governing board and a new commissioner , the NHCTCS is poised to expand and intensify its mission in the next four years to become the primary entity to provide economic development and community development for the benefit of all New Hampshire citizens. 相似文献