The relationship between life goals and fields of study among young European graduates     

Adela García-Aracil  Daniel Gabaldón  José-Ginés Mora  Luis E. Vila 《Higher Education》2007,53(6):843-865

This paper analyses the relationships among life goals, job prospects and fields of study for a sample of young European higher education graduates. The results show that there is a characteristic pattern for each field of study with regard to the variables used. Graduates in a given field have similar life goals and job prospects, as well as a similar educational and social background, irrespective of cultural and labour market differences associated with their country of residence.  相似文献   

K-12 Calculator Usage and College Grades   总被引：1，自引：1，他引：1  

W. Stephen Wilson  Daniel Q. Naiman 《Educational Studies in Mathematics》2004,56(1):119-122

We find that students in the big mathematics service courses at the Johns Hopkins University who were encouraged to use calculators in K-12 have somewhat lower grades than those who weren't. This revised version was published online in July 2006 with corrections to the Cover Date.  相似文献   

Applying Kaplan-Meier to Item Response Data     

Daniel McNeish 《Journal of Experimental Education》2018,86(2):308-324

Some IRT models can be equivalently modeled in alternative frameworks such as logistic regression. Logistic regression can also model time-to-event data, which concerns the probability of an event occurring over time. Using the relation between time-to-event models and logistic regression and the relation between logistic regression and IRT, this article outlines how the nonparametric Kaplan-Meier estimator for time-to-event data can be applied to IRT data. Established Kaplan-Meier computational formulas are shown to aid in better approximating “parametric-type” item difficulty compared to methods from existing nonparametric methods, particularly for the less-well-defined scenario wherein the response function is monotonic but invariant item ordering is unreasonable. Limitations and the potential for Kaplan-Meier within differential item functioning are also discussed.  相似文献   

Phonological attainment and foreign language anxiety in distance language learning: a quantitative approach     

Daniel Bosmans  Stella Hurd 《Distance Education》2016,37(3):287-301

Learning a language through distance means is becoming increasingly widespread. The investigation reported in this paper was part of a large study (n = 590) carried out in 2011, which examined the experience of English-speaking students learning French pronunciation in a distance setting. This paper explores the hypothesis that there is a link between foreign language anxiety (FLA) and phonological attainment when learning in a distance setting. Quantitative methods included a questionnaire which explored FLA and learning pronunciation of English-speaking students learning French in a distance setting (n = 590). Pronunciation competence and FLA were measured using two instruments: an adapted version of the Foreign Language Classroom Anxiety Scale, which was part of the questionnaire, and a phonological attainment rating table, assessed through a reading activity. A significant correlation was found between good pronunciation skills and low levels of FLA.  相似文献   

A meta‐analytic review of the evidence for check‐in check‐out     

Daniel D. Drevon  Michael D. Hixson  Robert D. Wyse  Alexander M. Rigney 《Psychology in the schools》2019,56(3):393-412

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VII. Extracurricular Activities     

Daniel R. Anderson  Aletha C. Huston  Kelly L. Schmitt  Deborah L. Linebarger  & John C. Wright 《Monographs of the Society for Research in Child Development》2001,66(1):90-99

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Examining the ontological and epistemic assumptions of research on metacognition,self-regulation and self-regulated learning     

Daniel L. Dinsmore 《教育心理学》2017,37(9):1125-1153

While research on metacognition, self-regulation and self-regulated learning is quite mature, these studies have been carried out with varying methodologies and with mixed results. This paper explores the ontological and epistemological assumptions of theories, models and methods used to investigate these three constructs to examine the underlying assumptions of all three. Using oft-cited theories and models of the three constructs along with highly cited studies identified in a previous review of these constructs, this paper examined facets of two popular frameworks: Cartesian-split-mechanistic tradition (CSMT) and the relational tradition specifically looking at the role of intra-individual development, the inclusiveness of categories and notions of causality in these theories, models and methods. While the theories and methods contained elements of both traditions, methods to investigate these constructs relied almost exclusively on assumptions from CSMT. Future directions for research include incorporating more studies examining intra-individual change and multiple notions of causality. Future directions for practice include better contextualisation of research results to strengthen the link between theory and practice.  相似文献   

Marquage de l’importance et traitement des eléments dans un texte: Effets immédiat et différé     

Daniel Gaonac’h  Jean-Michel Passerault 《European Journal of Psychology of Education - EJPE》1990,5(1):59-68

An expository text is presented, in which two types of importance signals are manipulated: a linguistic signal (a sentence calling attention on the following target-sentence’s contents); a paralinguistic signal (underlining a part of the target-sentence). Reading times (RT) allocated to the various text sentences were measured. The underline affects not only RT for the target-sentence itself (increased in case of underline), but also RT for the preceding linguistic signal (shortened when the targetsentence is underlined), and RT for the following sentence (shortened when the two types of signals are simultaneously present). The interpretation of these results is grounded on the importance signals’ function in activating some high level representations (here bounded to a specific rhetorical structure: analogy), the effects of which can be delayed on the following sentence’s integration. The necessity is argued to take over the connection between relevant representations, marks likely to activate these representations, and devices likely to call reader’s attention on these marks.  相似文献   

Cognitively based models of courseware development     

J. Michael Spector  Daniel J. Muraida  Mary R. Marlino 《Educational technology research and development : ETR & D》1992,40(2):45-54

Many researchers are attempting to develop automated instructional design systems to guide subject matter experts through the courseware authoring process, a process that usually includes analysis, design, production, implementation, and maintenance. What is lacking in many existing efforts, however, is a systematic method for analyzing the interplay between user characteristics, the authoring environment, and the resulting quality of computer-based instruction (CBI). In this article, a cognitively oriented method for developing a useful and predictive model of the process of designing CBI is proposed, and its use in three small-scale case studies in Air Force training settings is reported.  相似文献   

Knowledge management support for teachers   总被引：2，自引：0，他引：2  

John M. Carroll  Chun Wei Choo  Daniel R. Dunlap  Philip L. Isenhour  Stephen T. Kerr  Allan MacLean  Mary Beth Rosson 《Educational technology research and development : ETR & D》2003,51(4):42-64

Business organizations worldwide are implementing techniques and technologies to better manage their knowledge. Their objective is to improve the quality of the contributions people make to their organizations by helping them to make sense of the context within which the organization exists; to take responsibility, cooperate, and share what they know and learn; and to effectively challenge, negotiate, and learn from others. We consider how the concepts, tools, and techniques of organizational knowledge management can be applied to the professional practices and development of teachers. We describe a framework for knowledge management support for teachers where the sharing of concrete knowledge scaffolds the attainment of more abstract levels of knowledge sharing. We describe the development of a knowledge management support system emphasizing long-term participatory design relationships between technologists and teachers, regional cooperation among teachers in adjacent school divisions, the integration of communication and practice, synchronous and asynchronous interactions, and multiple metaphors for organizing knowledge resources and activities. This work was supported by the National Science Foundation, REC-0106552.  相似文献