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The Inventory of Learning Processes (ILP), originally developed by Schmeck et al. (1977), assesses individual differences in information processing styles of college level students. The inventory consists of four scales: Deep Processing (DP), Methodical Study (MS), Fact Retention (FR), and Elaborative Processing (EP). Three aspects of the ILP scales have been studied for 9th and 11th grade high-school students. First, the internal consistency reliabilities of the ILP scales, two of which DP and MS were satisfactory. Second, the factor structure obtained in this study included three out of the four original factors. FR was not reconstructed. Third, the relationship between academic achievement and information processing of high-school students have been analyzed. Deep Processing (DP) came out as the most prominent style in its relation to academic achievement, particularly among the younger students. 相似文献
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Candace Hansford Gretchen E. Ely Chris Flaherty Nancy Meyer-Adams 《Journal of Teaching in Social Work》2017,37(3):199-217
The purpose of this article is to describe student perceptions of their experiences around social justice discussions in the social work classroom through a qualitative, grounded theory framework. Student responses from a qualitative section of a survey were analyzed and sorted into three categories: perceived discrimination, heightened self-awareness/self-assessment, and future social work practice. Each of these categories was derived from comparable multiple themes stemming from the student responses. A conceptual model resulting from the analysis suggests that students who shared experiences of perceived discrimination during classroom discussions could develop an enhanced self-awareness, which would result in an added empathy for clients in their future social work practice. Suggestions for teaching strategies and directions for future research are also discussed. 相似文献
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Donald P. Ely 《Educational technology research and development : ETR & D》1991,39(1):114-120
Abstracts compiled by Nancy R. Preston, ERIC Clearinghouse on Information Resources, Syracuse University, Syracuse, NY 13244-2340. 相似文献
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Katherine Ely Traci Sitzmann Cari Falkiewicz 《Learning and individual differences》2009,19(1):146-150
This study examined the role of goal orientation dimensions in understanding differences in time spent in an online, occupational training program. In predicting time to train, there was a significant interaction between mastery and performance-avoid goal orientations (β = ? .32), highlighting the value of considering goal orientation dimensions in concert. Trainees with low mastery and low performance-avoid goal orientations completed training considerably faster than trainees who were high on one or both of these dimensions. Although trainees varied greatly in the amount of time spent in training (lengths ranged from 21 to 72 days), time spent in training did not significantly predict knowledge levels (β = ? .14). As organizations move toward Web-based instruction, research is needed to elucidate the decisions that trainees make in self-paced training environments and the impact that individual differences have on these decisions. 相似文献