校园新概念

Grads without grades At schools like New College of Florida(NCF) inSarasota,grades have gone the way of the fanny pack.Intheir place,students receive a one-to-three—page evaluationof their performance at the end of the semester. “Courses are not graded and students do not fulfilltraditional‘credit hours’as they do at many colleges,”explains NCF’S Dean of Admission Jake Hartvigsen. “We believe students’progress should be based ondemonstrated competence and mastery of a subjectrather than on the accumulation (积聚) of credits and     

Cutting Class Harms Grades

An accessible business school population of undergraduate students was investigated in three independent, but related studies to determine effects on grades due to cutting class and failing to take advantage of optional reviews and study quizzes. It was hypothesized that cutting classes harms exam scores, attending preexam reviews helps exam scores, taking optional exam preparation quizzes helps exam scores, and earlier exam scores in the semester predict later exam scores. Using an objective measurement method of actual events and actual exam scores instead of the predominant nonexperimental survey method most often used, it was found that all hypotheses were significant and supported in the predicted direction. Implications for professors and students are provided, revealing that cutting class, missing preexam reviews, and ignoring chapter quizzes effects are real and they matter.     

Student Reactions to Course Grades

Four factor analyses of subtests of three critical thinking tests, a logical reasoning test, and an English test were conducted. Nine group and specific factors were identified. It was concluded that critical thinking is a composite of group and specific factors including: recognition of assumptions; judgments if conclusions follow from evidence given; relevance of evidence; fine discriminations about truth or falsity with which inferences follow. The logical reasoning subtest appeared to represent specific separate variance. The English subtests’ variance overlapped substantially with the critical thinking subtests’ variance.     

The Reliability of College Grades

Little is known about the reliability of college grades relative to how prominently they are used in educational research, and the results to date tend to be based on small sample studies or are decades old. This study uses two large databases (N > 800,000) from over 200 educational institutions spanning 13 years and finds that both first‐year and overall college GPA can be expected to be highly reliable measures of academic performance, with reliability estimated at .86 for first‐year GPA and .93 for overall GPA. Additionally, reliabilities vary moderately by academic discipline, and within‐school grade intercorrelations are highly stable over time. These findings are consistent with a hierarchical structure of academic ability. Practical implications for decision making and measurement using GPA are discussed.     

Mnemonics for the Middle Grades

Mnemonics represent a diverse group of research-based instructional methods with wide application for middle school teachers and students. Teachers can model how to use mnemonics and infuse them in their instruction. Students can use mnemonics as a study skills memory prompt in any class. Due to their potential as a highly effective instructional and learning tool, this article provides information about mnemonics with instructional tips and examples for middle level teachers.     

The Value-Driven Meaning of Grades

A multiple case study approach was used to investigate how grades were assigned by teachers and used by students and parents. This study reported that the interpretation and use of a grade is driven by the value students, parents, and teachers attach to grades. Because high grades were valued, students faced negative consequences for low grades. Parents and teachers, therefore, used grades to control student performance of those students who also valued high grades. Students who did not value grades were controlled by other outside factors they valued. Parents and teachers used both reward and coercive power to control expected student outcomes. This exertion of power resulted in students not valuing the learning process. Instead, they were motivated to perform to receive an extrinsic reward or a high grade and to avoid punishments from things they valued.     

论爱有差等与爱无差等

在如何爱人这个问题上,儒家主张爱有差等,以对亲人的爱为出发点向外推向对他人的爱,最后推向对天地万物的爱。在向外推的过程中,爱的分量在逐步减少。先秦墨家和外来的印度文化提倡平等的博爱,反对这种有差等的爱。现代社会的变迁也摧毁了儒家所主张的有差等的爱。不论是先秦墨家、印度文化还是现代社会都存在摧毁家庭伦理的弊端。印度文化走得最远,它甚至是敌视人的生命的。这些恰恰是儒家文化所批判的。     

Middle Grades Career Planning Programs

Students in middle grades are making decisions that greatly affect their future educational and career paths. Many times students do not have the necessary information or assistance to help them make decisions that would engender success in their educational and career paths. For students to be able to think about their career plans with any depth, they must have a foundation of career awareness and career exploration experiences. These experiences can help students realize what is required of them when interested in a certain career or career cluster and help them form realistic career plans. Implementation of a six-year plan of study, curriculum infusion, and job shadowing are just a few of the critical elements that need to take place in the career exploration phase. These elements, along with others found in a comprehensive career guidance program, can help assure students are cognizant of the many educational and career opportunities available to them and how to capitalize on these opportunities.     

The Relationship between Consistency of Instructor Assigned Freshmen English Grades with Overall Grades and Instructor Effectiveness

Abstract

A brief questionnaire which measured the influence of four factors (Intellectual Emphasis, Practicality, Advice of Others and Social Emphasis) on college choice was administered to the 1966 freshman class at Northern Michigan University. The relationship of these factors to sex, college aptitude, and distance of home from the University was examined by analysis of variance and correlation analysis. All student groups said that they gave substantial emphasis to intellectual considerations in choosing a college, and all felt that the advice of other persons had had little influence upon their decisions. Students whose homes were located near the University were more influenced by practical concerns than those who came from a greater distance, and the more academically-able women expressed greater concern for practical considerations than women of lower ability. This concern appeared to be related to socioeconomic status as measured by father's occupation.     

Intelligence Tests in the Primary Grades

Abstract

This research tested a paradigm of teachers’ psychological investment that hypothesized levels of interaction between teachers’ affective reactions to student success and failure and their psychological conditions (burned out, worn out, or healthy). Data collected from 740 elementary and secondary teachers during 1988-89 showed that affects of anger, guilt, pride, and disappointment both varied with and could be predicted from knowledge of teachers’ psychological condition. Of greatest concern are the worn-out teachers, who were three times more prevalent (18%) in the teacher population than were burned-out teachers. Worn-out teachers demonstrated the lowest levels of anger, guilt, pride, and disappointment in reaction to student success and failure.     

Stem-and-Leaf Plots in the Primary Grades

At first glance, the thought of primary children working with stem-and-leaf plots might seem a radical idea, since such representations are often associated with secondary school. The purpose of this paper is to show how young children can use such representations as a major tool in their educational development. However, before discussing this particular statistical technique, an overview of the role of statistics in the primary programme is included.