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81.
82.
In this study, we created a computer-delivered problem-solving task based on the cognitive research literature and investigated its validity for graduate admissions assessment. The task asked examinees to sort mathematical word problem stems according to prototypes. Data analyses focused on the meaning of sorting scores and examinee perceptions of the task. Results showed that those who sorted well tended to have higher GRE General Test scores and college grades than did examinees who sorted less proficiently. Examinees generally preferred this task to multiple-choice items like those found on the General Test's Quantitative section and felt the task was a fairer measure of their ability to succeed in graduate school. Adaptations of the task might be used in admissions tests, as well as for instructional assessments to help lower- scoring examinees localize and remediate problem-solving difficulties. 相似文献
83.
Elliot Inman Michael Kerwin Larry Mayes 《Community College Journal of Research & Practice》2013,37(6):581-591
Eleven community college instructors and the 334 students in their distance learning classes were surveyed. Data showed instructors had conflicting attitudes about distance education. They were willing to teach a distance learning class again, but they rated the quality of the courses as equal or lower quality than other classes taught on campus. Their students, on the other hand, were highly satisfied with these instructors and the courses . But the critical factor in much of traditional classroom instruction, direct interaction with instructors, played no role in determining students' satisfaction in these courses. This difference in the nature of student-teacher interaction in distance learning classes may explain instructors' conflicting attitudes. 相似文献
84.
Andrew Klobucar Norbert Elliot Perry Deess Oleksandr Rudniy Kamal Joshi 《Assessing Writing》2013,18(1):62-84
This study investigated the use of automated essay scoring (AES) to identify at-risk students enrolled in a first-year university writing course. An application of AES, the Criterion® Online Writing Evaluation Service was evaluated through a methodology focusing on construct modelling, response processes, disaggregation, extrapolation, generalization, and consequence. Based on the results of our two-year study with students (N = 1,482) at a public technological research university in the United States, we found that Criterion offered a defined writing construct congruent with established models, achieved acceptance among students and instructors, showed no statistically significant differences between ethnicity groups of sufficient sample size, correlated at acceptable levels with other writing measures, performed in a stable fashion, and enabled instructors to identify at-risk students to increase their course success. 相似文献
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86.
Library networks have developed transaction processing software as automation tools for technical and public services, based on generic library models. Transaction processing systems are shown to be a flexible type of design, allowing users to introduce modifications which aid their individual objectives: 92% of user institutions reported they made local modifications to standard OCLC practices and procedures. These findings are discussed in terms of network models for decision making in software use; methodology of software user studies; and diffusion of innovation processes in post-implementation stages of transaction processing software. 相似文献
87.
Brenda Taggart Pam Sammons Rebecca Smees Kathy Sylva Edward Melhuish Iram Siraj-Blatchford Karen Elliot Ingrid Lunt 《British Journal of Special Education》2006,33(1):40-45
Education in the early years is a key element in the Government's current strategy. Recently, the Department for Education and Skills (DfES) funded a major study of Effective Provision of Pre-School Education (EPPE). The Early Years Transition and Special Educational Needs (EYTSEN) Project developed from the EPPE research and was also funded by the DfES. The authors of this article, Brenda Taggart, Pam Sammons, Rebecca Smees, Kathy Sylva, Edward Melhuish, Iram Siraj-Blatchford, Karen Elliott and Ingrid Lunt, all worked on the EYTSEN Project, based at the Institute of Education, University of London. In this article, they provide a summary of the findings from the EYTSEN Project, reviewing the impact of pre-school provision on children said to be 'at risk' of developing special educational needs. They suggest that pre-school experience has a positive impact on cognitive attainment and social or behavioural development and that integrated centres (where education and care are fully combined) and nursery schools have the most positive influence among the different f o rms of pre-school provision. This paper also discusses the identification of special educational needs; quality in pre-school centres; parents' perspectives; and future developments. The article closes with a call for improved training for practitioners working in early years settings. 相似文献
88.
This article discusses challenges educators face when attempting to sequence moral education. Two factors are identified as primary sources hindering efforts to engage in effective moral education: (a) the premature application of research findings from developmental psychology to classroom practices and (b) the underestimation of the complexity of interactions between development in students' social and moral understandings and their applications in social contexts. Research is reviewed demonstrating that morality develops alongside concepts about societal conventions and zones of personal discretion and privacy. Results of an ongoing study are presented pointing toward a U-shaped pattern in moral development in which frequency of moral choices is higher among younger children and older adolescents than among early adolescents. Research examining contextual moral decision making is discussed in relation to efforts to sequence moral education. 相似文献
89.
Recent studies have demonstrated that genetic influences on cognitive ability and academic achievement are larger for children raised in higher socioeconomic status (SES) homes. However, little work has been done to document the psychosocial processes that underlie this Gene × Environment interaction. One process may involve the conversion of intellectual interest into academic achievement. Analyses of data from 777 pairs of 17-year-old twins indicated that Gene × SES effects on achievement scores can be accounted for by stronger influences of genes for intellectual interest on achievement at higher levels of SES. These findings are consistent with the hypothesis that higher SES affords greater opportunity for children to seek out and benefit from learning experiences that are congruent with their genetically influenced intellectual interests. 相似文献
90.
Elliot Noma 《Information processing & management》1982,18(2):43-53
The pattern of citation links between articles permits a placement in a space of points representing these articles. Using the rule that articles are placed at the centroid of the articles to which they are linked, pictures can be drawn revealing key papers and their descendants. This simple rule for placing papers by their citation pattern may also be used to scale other citation-based data. The example used in this paper is the placement of overlapping groups of articles linked by shared articles. 相似文献