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121.
Carini Robert M. Hayek John C. Kuh George D. Kennedy John M. Ouimet Judith A. 《Research in higher education》2003,44(1):1-19
We examined the responses of 58,288 college students to 8 scales involving 53 items from the National Survey of Student Engagement (NSSE) to gauge whether individuals respond differently to surveys administered via the Web and paper. Multivariate regression analyses indicated that mode effects were generally small. However, students who completed the Web-based survey responded more favorably than paper on all 8 scales. These patterns generally held for both women and men, and younger and older students. Interestingly, the largest effect was found for a scale of items involving computing and information technology. 相似文献
122.
Judith Halden-Sullivan 《Assessing Writing》1996,3(2):173-195
When composition teachers evaluate student essays, how well-aligned is their grading practice with what those teachers profess is important about writing? How do instructors discover this alignment? This article describes the consequences of inadvertent misalignment by analyzing a document typically found in many writing programs—an instructor's essay evaluation checklist. A critique of this common assessment instrument reveals that, in trying to promote evaluative consistency, the checklist privileges product over process, the authority of academic discourse over the autonomy of students' own voices, and an analytic predisposition to student writing as opposed to an instructor's reader-response. In so doing, the checklist undercuts the kind of composition pedagogy instructors claim to espouse in their classroom practice. Perhaps these conflicts cannot be overcome, but, in response to this precarious predicament, this essay poses this question: Can assessment find its direction and vitality by acknowledging such conflicts? A dual heuristic, of sorts, is proposed for locating assessment techniques that directly address the conflicts inherent in the checklist. This heuristic seeks out in assessment what the checklist clearly lacks: dialogic and dialectic dimensions. Defining which assessment methods best fulfill this heuristic—and in so doing more honestly align pedagogy with evaluation—is the purpose of the concluding remarks in this essay. 相似文献
123.
Judith Haymore Sandholtz Samantha Paredes Scribner 《Teaching and Teacher Education》2006,22(8):1104-1117
In this case study, we use a consensus model as a framework for examining the professional development component of a standards-based reform effort initiated by a school district in the United States. We describe the district's actions, analyze the extent of adherence to the model, and identify reasons for what occurred. Although administrators intended to adopt key design principles of effective professional development, specific implementation strategies undermined and contradicted these principles. Their response to increasing bureaucratic controls at the state and national levels translated into increased regulation and control at the district and school levels, which paradoxically restricted the very attributes they sought to enhance. 相似文献
124.
David Weiner Judith Weiner 《British journal of educational technology : journal of the Council for Educational Technology》1996,27(1):5-14
We describe an intelligent mentor for teaching the ability to think scientifically. The student is given an arbitrary starting place in the matrix of knowledge surrounding an area of biomedical research. He/she then proposes hypotheses and supporting experiments which are checked against the knowledge base for agreement, consistency or contradiction. Agreement or consistency results in the report of successful experiments, thus advancing the student's "state-of-the-art." Contradiction results in failure of the experiment to support the hypothesis. In either case, a new hypothesis can then be proposed and tested, each step being potentially contingent on results of the last.
The knowledge base upon which the system operates is a frame-based implementation of the Biomatrix, augmented with pointers to literature citations. Each object (hypotheses, experiments, cells, animals, etc.) is described in terms of its properties and its relations to other objects. Thus, the matrix is represented as a semantic network. Other objects create the relations among the hypotheses, subhypotheses, experiments and other parts of the knowledge base.
This system provides experiential learning at a rate determined by the student, while saving costly resources. 相似文献
The knowledge base upon which the system operates is a frame-based implementation of the Biomatrix, augmented with pointers to literature citations. Each object (hypotheses, experiments, cells, animals, etc.) is described in terms of its properties and its relations to other objects. Thus, the matrix is represented as a semantic network. Other objects create the relations among the hypotheses, subhypotheses, experiments and other parts of the knowledge base.
This system provides experiential learning at a rate determined by the student, while saving costly resources. 相似文献
125.
The relations among age appearance, facial attractiveness, and adult expectations of the developmental maturity of infants were examined in 3 studies. In Study 1, a relation was demonstrated between ratings of the attractiveness (77 judges) and age appearance (53 judges) of 6-month-olds: less attractive infants were judged to be older than their attractive age-mates. In Study 2, 75 parents judged the specific developmental abilities of 6-month-old infants and estimated the age of the babies. Parents overestimated both the age and the developmental abilities of the unattractive infants. Furthermore, ability estimates for the unattractive infants were significantly higher than judgments of the typical abilities of 6-month-olds made by another group of 35 parents. Finally, the results of Study 2 were replicated in Study 3 conducted with 348 mothers. It was also demonstrated in Study 3 that, although mothers expected unattractive infants to be capable of more specific developmental skills, they nevertheless rated the general competence of the unattractive infants to be lower than that of attractive infants. Specious contradictions in the attractiveness and age appearance literatures are resolved by these results: age appearance seems to function as an informational cue with respect to specific age-appropriate abilities, whereas attractiveness elicits evaluative attributions of general competence. Both types of information conveyed in faces may have important implications for adult evaluations of infants and older children. 相似文献
126.
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128.
The present structure of university examinations 总被引:1,自引:0,他引:1
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130.
Judith Watson 《欧洲师范教育杂志》1991,14(2):155-162
Principles affecting inservice training of teachers are influenced by national technological and demographic developments as well as the economic and political climate. Effects of these different factors are discussed briefly and illustrated by the experience of one College's inservice course for teachers of pupils with special educational needs. 相似文献