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161.
This paper explores the contribution of a physical learning space to student engagement in social work education. Drawing on a constructivist methodology, this paper examines the findings of a survey conducted with students and staff in a social work and human service programme about their experiences of a Social Work Studio learning space. The analysis identified that students and staff who used the Studio reported that students were emotionally, cognitively and behaviourally engaged in the space, which enriched their development as social work and human service practitioners. The researchers concluded that the Social Work Studio is a useful tool for enhancing social work student engagement and increasing their confidence to address the ‘real-life’ challenges they may face as social work practitioners. 相似文献
162.
Carole J. Gallagher 《Educational Psychology Review》2003,15(1):83-99
The entrenchment of standardized assessment in America's schools reflects its emergence from the dual traditions of democratic school reform and scientific measurement. Within distinct sociohistorical contexts, ambitious testing pioneers persuaded educators and policymakers to embrace the standardized testing movement. Their efforts ushered in an era of unprecedented testing in schools, a practice that has escalated despite challenges from contemporary psychologists who endorse a more learner-centered approach to education. This article examines the historical rationale for testing and urges educators to accommodate the legacy of standardized assessment within a new learning paradigm. 相似文献
163.
Carole Kanchier 《Journal of Career Development》1990,16(4):269-281
Conclusion Appropriate assessment, counseling and training techniques are imperative for the effective career education of MH adolescents. These techniques should be integrated and viewed as a series of student-centered developmental activities. Counselors can play an important role in the career development of MH adolescents by coordinating these activities. This requires collaboration with special education teachers, other professionals, parents and students themselves to integrate assessment, training, counseling and work experiences. 相似文献
164.
Carole h. Ernest 《教育心理学》1983,3(3-4):227-244
Objective and subjective indices of imagery and verbal ability and their relationship to recognition memory for pictures and concrete words were examined in a large correlational study. Objective spatial tests of imagery proved to be better predictors of picture recognition than were self‐assessments, the Flags test excepted. Spatial tests also predicted word memory in males, but not females. Imagery control and imagery vividness bore little relation to recognition; vividness within specific modalities may have some influence, however, particularly in males. Verbal fluency and verbal comprehension were either unrelated or marginally negatively related to performance. In general, a more specialised pattern of ability‐performance correlations emerged for females than for males. 相似文献
165.
166.
Enhancing the early student experience 总被引:1,自引:0,他引:1
This paper is concerned with identifying how the early student experience can be enhanced in order to improve levels of student retention and achievement. The early student experience is the focus of this project as the literature has consistently declared the first year to be the most critical in shaping persistence decisions. Programme managers of courses with high and low retention rates have been interviewed to identify activities that appear to be associated with good retention rates. The results show that there are similarities in the way programmes with high retention are run, with these features not being prevalent on programmes with low retention. Recommendations of activities that appear likely to enhance the early student experience are provided. 相似文献
167.
Lee Yeung Chung Lee Carole Kwan-Ping Lam Irene Chung-Man Kwok Ping Wai So Winnie Wing-Mui 《Research in Science Education》2020,50(1):227-251
Research in Science Education - International studies of science education, such as the Trends in Mathematics and Science Study (TIMSS), have revealed considerable national disparities in... 相似文献
168.
The Development of Text Evaluation and Revision Skills 总被引:1,自引:0,他引:1
Carole R. Beal 《Child development》1990,61(1):247-258
Children in elementary school settings generally do not revise frequently or skillfully, but relatively little is known about the source of their difficulty with revision. 3 studies were conducted to investigate children's developing ability to evaluate and revise problematic texts. In the first 2 studies, fourth-grade (10 years) and sixth-grade (12 years) students were asked to evaluate 3 types of problematic texts and suggest changes to make the texts easier to understand. In the third study, children were asked whether 4 types of revisions improved the comprehensibility of problematic stories. The results showed, first, that older children detected more of the text problems; second, that when younger children spontaneously detected a text problem they were as likely as older children to revise the text adequately; third, that younger children were less able than older children to revise text problems that they had originally overlooked; and, fourth, that younger children overestimated the informativeness of several types of revisions. The results suggest that developmental differences in constructive processing contribute to children's ability to detect and revise text problems. 相似文献
169.
This paper argues for more randomised controlled trials in educational research. Educational researchers have largely abandoned the methodology they helped to pioneer. This gold-standard methodology should be more widely used as it is an appropriate and robust research technique. Without subjecting curriculum innovations to a RCT then potentially harmful educational initiatives could be visited upon the nation's children. 相似文献
170.