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71.
Recent initiatives to enhance retention and widen participation ensure it is crucial to understand the factors that predict students' performance during their undergraduate degree. The present research used Structural Equation Modeling (SEM) to test three separate models that examined the extent to which British Psychology students' A‐level entry qualifications predicted: (1) their performance in years 1–3 of their Psychology degree, and (2) their overall degree performance. Students' overall A‐level entry qualifications positively predicted performance during their first year and overall degree performance, but negatively predicted their performance during their third year. Additionally, and more specifically, students' A‐level entry qualifications in Psychology positively predicted performance in the first year only. Such findings have implications for admissions tutors, as well as for students who have not studied Psychology before but who are considering applying to do so at university. 相似文献
72.
Promoting Self-Regulation in Science Education: Metacognition as Part of a Broader Perspective on Learning 总被引：1，自引：0，他引：1
The purpose of this article is to review recent research on self-regulated learning and discuss the implications of this research
for science education. We draw on examples of self-regulated learning from the science education literature to summarise and
illustrate effective instructional methods and the development of metacognitive understanding (Gunstone; 1999a; Rickey & Stacy,
2000; White & Mitchell, 1994). We also focus on the crucial role that metacognition plays in self-regulation (Baird & White,
1996; Nichols, Tippins, & Wieseman, 1997; White, 1998).
We divide our discussion into two main parts. The first focuses on three components of self-regulated learning, including
cognition, metacognition, and motivation. We relate these aspects of self-regulation to current practices in science education.
The second section focuses on six general instructional strategies for improving self-regulation in the science classroom.
We focus on the use of inquiry based learning, the role of collaborative support, strategy and problem solving instruction,
the construction of mental models, the use of technology to support learning, and the role of personal beliefs such as self-efficacy
and epistemological world views. These instructional strategies are selected because they reflect extensive research agendas
over the last decade within the science education literature and are essential to metacognition and self-regulation (Butler
& Winne, 1995; Gunstone, 1999b). 相似文献
73.
E-book management in academic libraries is examined, and a framework of the stages in the e-book management process is generated; the framework summarizes the key activities and associated issues and challenges for each stage. Academic libraries are one of the main markets for textbooks and other e-books. As such, the relationships that they forge with e-book vendors (publishers and aggregators), and the resolution of some of the challenges that they currently face in managing their collections of e-books, will have significant consequences for the adoption of e-books in learning. An interview-based study with a purposive sample of interviewees working as managers, subject librarians, metadata officers, and e-resources coordinators from seven academic libraries in the UK was conducted to investigate the libraries' experiences and perceptions of e-book management. The resultant e-book management framework identifies the processes associated with the management of e-books, and also offers insights into the challenges and issues associated with each stage. The stages in the framework are: collection development policy, budget, discovery, evaluation and selection, license negotiations, cataloging and delivery, marketing/promotion, user education, monitoring and reviewing, and renewals and cancellation. 相似文献
74.
Institutions of higher education in the United States and Canada are demonstrating an increasing interest in the field of social gerontology. However, many practitioners already working in the field find it difficult, if not impossible, to enter “full‐time” formal programs of graduate study. Correspondence instruction could prove to be one of the most effective means of providing educational opportunities about aging to individuals either working or contemplating working with the aged. This paper summarizes the results of a study conducted to determine what is available in the field of aging through correspondence instruction at accredited institutions in the United States and Canada. There were 85 institutions offering correspondence instruction surveyed; 51 of these institutions (60%) offer correspondence instruction courses that are related, in one way or another, to the field of aging. A total of 99 aging or aging‐related correspbndence courses are identified. 相似文献
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