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171.
Recent research has shown interest in studying the relationship between epistemological beliefs and numerous aspects of learning. A new question interests us: Is this kind of relationship homogeneous across cultures? This study focuses on the relationship between epistemological beliefs, learning conceptions, and approaches to study. A sample of Chinese (n = 299) and Flemish (n = 324) first-year university students in Beijing, China and Flanders were involved in the study. A structural equation model (SEM) relating the three concepts was applied to the sample data, largely confirming the theoretical assumptions. The results validated the postulation that epistemological beliefs predict students' conceptions of learning, which in turn are related to specific approaches to study. Multiple group analysis using SEM was applied and the structural weights model was confirmed across the two cultural groups. Mean level variations of the three main concepts were detected between the Chinese and Flemish groups. The results identified in the study offer valuable contributions to a deeper understanding of the interplay between epistemological beliefs and student learning from a cross-cultural perspective. Implications for learning and instruction are discussed. 相似文献
172.
Graduate teaching assistants (TAs) are increasingly responsible for instruction in undergraduate science, technology, engineering, and mathematics (STEM) courses. Various professional development (PD) programs have been developed and implemented to prepare TAs for this role, but data about effectiveness are lacking and are derived almost exclusively from self-reported surveys. In this study, we describe the design of a reformed PD (RPD) model and apply Kirkpatrick''s Evaluation Framework to evaluate multiple outcomes of TA PD before, during, and after implementing RPD. This framework allows evaluation that includes both direct measures and self-reported data. In RPD, TAs created and aligned learning objectives and assessments and incorporated more learner-centered instructional practices in their teaching. However, these data are inconsistent with TAs’ self-reported perceptions about RPD and suggest that single measures are insufficient to evaluate TA PD programs. 相似文献
173.
This article explores an urban partnership and service-learning project deliberately created to improve literacy and strengthen learning communities in an urban, Latino neighborhood of Chicago. The project aligns activities and objectives with resources and needs of university participants, a Latino community organization, and local public schools. The needs addressed include (a) improving literacy achievement in Latino students, (b) improving literacy instruction, (c) expanding students’ awareness and engagement with social injustices, and (d) exploring barriers to literacy access in students’ homes and community. This project serves as a model for developing partnerships and outreach between higher education institutions and the community. 相似文献
174.
175.
Alix Slater 《Curator: The Museum Journal》2003,46(2):182-207
Research into museum membership schemes and their members is limited and fragmented. This study presents an overview of existing research as a contextual framework for a study of the motivations and behavior of members of a British national museum. The paper examines factors such as members' motives for joining, their usage of benefits, the value they place on membership, and their feelings about the host organization. It concludes with advice as to how membership managers can more effectively manage their own membership organization. 相似文献
176.
Hatim Lahza Tammy G. Smith Hassan Khosravi 《British journal of educational technology : journal of the Council for Educational Technology》2023,54(1):335-354
Traditional item analyses such as classical test theory (CTT) use exam-taker responses to assessment items to approximate their difficulty and discrimination. The increased adoption by educational institutions of electronic assessment platforms (EAPs) provides new avenues for assessment analytics by capturing detailed logs of an exam-taker's journey through their exam. This paper explores how logs created by EAPs can be employed alongside exam-taker responses and CTT to gain deeper insights into exam items. In particular, we propose an approach for deriving features from exam logs for approximating item difficulty and discrimination based on exam-taker behaviour during an exam. Items for which difficulty and discrimination differ significantly between CTT analysis and our approach are flagged through outlier detection for independent academic review. We demonstrate our approach by analysing de-identified exam logs and responses to assessment items of 463 medical students enrolled in a first-year biomedical sciences course. The analysis shows that the number of times an exam-taker visits an item before selecting a final response is a strong indicator of an item's difficulty and discrimination. Scrutiny by the course instructor of the seven items identified as outliers suggests our log-based analysis can provide insights beyond what is captured by traditional item analyses.
Practitioner notes
What is already known about this topic- Traditional item analysis is based on exam-taker responses to the items using mathematical and statistical models from classical test theory (CTT). The difficulty and discrimination indices thus calculated can be used to determine the effectiveness of each item and consequently the reliability of the entire exam.
- Data extracted from exam logs can be used to identify exam-taker behaviours which complement classical test theory in approximating the difficulty and discrimination of an item and identifying items that may require instructor review.
- Identifying the behaviours of successful exam-takers may allow us to develop effective exam-taking strategies and personal recommendations for students.
- Analysing exam logs may also provide an additional tool for identifying struggling students and items in need of revision.