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41.
This paper presents a comparative research study as a model for assessing undergraduate education. This evaluation model used
Factor Analysis to create scales, tested the reliability of these scales, and used Analysis of Variance to compare the primary
institution with five types of comparable institutions. The value of this statistical/methodological evaluation model was
shown. Results are based on Class of l998survey responses from 244 graduating seniors at the primary institution and 1481
students at 39peer institutions. Comparative analyses identified business courses, faculty, career preparation and impact
on students’ technological skill as strengths and students’ knowledge of arts and foreign languages and campus social life
as areas for improvement at the primary institution. Recommendations advocated publicising students’ superior satisfaction
with courses, faculty and career preparation; using these results as baseline data for future curriculum evaluation; and continuing
efforts to enhance campus social life.
This revised version was published online in June 2006 with corrections to the Cover Date. 相似文献
42.
Puolakanaho A Ahonen T Aro M Eklund K Leppänen PH Poikkeus AM Tolvanen A Torppa M Lyytinen H 《Journal of learning disabilities》2008,41(4):353-370
The authors examined second grade reading accuracy and fluency and their associations via letter knowledge to phonological and language predictors assessed at 3.5, 4.5, and 5.5 years in children in the Jyv?skyl? Longitudinal Study of Dyslexia. Structural equation modeling showed that a developmentally highly stable factor (early phonological and language processing [EPLP]) behind key dyslexia predictors (i.e., phonological awareness, short-term memory, rapid naming, vocabulary, and pseudoword repetition) could already be identified at 3.5 years. EPLP was significantly associated with reading and spelling accuracy and by age with letter knowledge. However, EPLP had only a minor link with reading fluency, which was additionally explained by early letter knowledge. The results show that reading accuracy is well predicted by early phonological and language skills. Variation in fluent reading skills is not well explained by early skills, suggesting factors other than phonological core skills. Future research is suggested to explore the factors behind the development of fast and accurate decoding skills. 相似文献
43.
Carol A. Smith Rodney Parks Jesse Parrish Ryan Swirski 《Journal of Adventure Education & Outdoor Learning》2018,18(1):1-14
Technology plays an integral role in the lives of the majority of the US population. As technology becomes integrated into young people’s lives, questions arise regarding its effects on learning. This exploratory study draws on interviews with students who attend university in the United States to determine how separating students from technology deepens experiential learning. Participants were interviewed following a study abroad course to New Zealand, during which they were disconnected from technologies such as cell phones, the Internet and social media. In the interviews, students discussed their feelings of being disconnected and describe how disconnecting impacted their overall experience. Participants agreed that disconnecting from technology had positive effects on experiential learning and the global experience. Major themes that emerged include students’ enhanced immersion and engagement, the value of disconnection in providing opportunities for personal growth and the difficulty of initial separation from technology as a result of conditioning. 相似文献
44.
Olson Joanne K. Cox-Petersen Anne M. McComas William F. 《Journal of Science Teacher Education》2001,12(3):155-173
Journal of Science Teacher Education - 相似文献
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What makes marking reliable? Experiments with UK examinations 总被引:2,自引:0,他引:2
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While the role of leadership in improving schools is attracting more worldwide attention, there is a need for more research investigating leaders’ experiences in different national contexts. Using focus-group and semi-structured interview data, this paper explores the background, identities and experiences of a small group of Jamaican school leaders who were involved in a leadership development programme. By drawing on the concepts of culture, socialisation and identity, the paper examines how the participants’ journeys of becoming and being school leaders are influenced by national-level societal and cultural issues, experienced at a local level. The findings suggest that in becoming school leaders, the participants perceived that they had a strong sense of agency in attempting to change the social structures within the institutions they lead and in the surrounding local communities, which in turn, they hope, will have a lasting effect on the nation as a whole. 相似文献