A psychometric evaluation of the Learning Styles Questionnaire: 40-item version     

Britt Klein  Louise McCall  David Austin  Leon Piterman 《British journal of educational technology : journal of the Council for Educational Technology》2007,38(1):23-32

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Assessing Individuality in Learning: the learning skills profile     

Richard E. Boyatzis  David A. Kolb 《教育心理学》1991,11(3-4):279-295

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Do Costs Differ Between For-Profit and Not-for-Profit Producers of Higher Education?   总被引：1，自引：0，他引：1  

Laband  David N.  Lentz  Bernard F. 《Research in higher education》2004,45(4):429-441

In theory, not-for-profit organizations will be characterized by higher production costs per unit of output than for-profit producers of otherwise-identical goods/services, since profit maximization implies cost minimization per unit of output; breaking even does not imply cost minimization and, indeed, may imply inflated costs. We explore the empirical validity of this hypothesis in the context of higher education. Using 1996 data, we estimate multiproduct cost functions for 1,450 public, 1,316 private, not-for-profit, and 176 private, for-profit institutions of higher education in the United States. We fail to find a statistically significant difference between for-profit and not-for-profit private providers, but do find a statistically significant difference between private, not-for-profit institutions and public institutions.  相似文献   

Influences on Computer‐based Problem Solving: help facilities,intrinsic orientation,gender and home computing     

David J. Messer  Anita Jackson  Mazahir Mohamedali 《教育心理学》1987,7(1):33-46

Abstract Microcomputer aided instruction often provides pupils with a means of obtaining assistance. The findings of an initial study suggested that experience on a microcomputer task with a help facility does not necessarily lead to improved performance. The frequent use of a help facility was associated with poorer concurrent performance and was associated with poorer performance when the help facility was no longer available. The possibility that the effects of the help facility were confounded by other variables led to a second controlled investigation of this issue. This experiment confirmed that a help facility was of no significant benefit and appeared to interfere with some aspects of the pupils’ performance. The initial investigation also examined other sources of influence on computer‐based problem solving. It was found that, as predicted, pupils with an intrinsic orientation tended to use a help facility less and to choose more difficult problems. However, pupils who were intrinsically orientated were not found to be any better at computer‐based problem solving than pupils who were less intrinsically orientated. Finally, no differences were found in computer‐based problem solving according to gender or the pupils’ access to home computers.  相似文献   

Using Exploratory Talk to Enhance Problem-solving and Reasoning Skills in Grade-7 Science Classrooms     

Paul Webb  David F. Treagust 《Research in Science Education》2006,36(4):381-401

This study investigates whether the generation of exploratory talk in grade seven, second-language science classrooms in the Eastern Cape Province, South Africa, has a positive effect on learners in terms of their problem-solving and reasoning skills and whether socio-cultural milieus (urban, peri-urban and rural settings of schools) have an effect on any cognitive gains that may be made by learners. The findings were that there is a clear and statistically significant improvement in the mean test scores on problem-solving and reasoning of pupils who participated in the classroom discussion initiative (exploratory talk) over those of the comparison groups. This result was consistent in both the first- and second-studies that were undertaken. There was also a significant difference between the gains in problem-solving and reasoning test scores of the three socio-geographical settings in which the participating schools are found.  相似文献   

Legitimizing university governance: Theory and practice     

David W. Leslie 《Higher Education》1975,4(2):233-246

This paper attempts a theoretically based articulation of the concept of legitimacy and applies the elements of the concept to concrete problems in university governance. Legitimacy is measured by the assessment of several elements of governance by constituents. It is a function of constituents' value systems, of the decision-making issue, and of the level at which decisions are made. The components of legitimacy are developed, and illustrative applications are provided. Through operational application of the idea of political legitimacy, it is contended that more realistic and workable solutions to governance can be approximated and that crisis oriented governance tactics can be reserved for situations which genuinely require them.  相似文献   

EDITORIAL     

David Wray 《Literacy》1992,26(3):1-2

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Primary Children's Use of Information Books     

David Wray  Maureen Lewis 《Literacy》1992,26(3):19-24

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The influence of Work-Integrated Learning and paid work during studies on graduate employment and underemployment     

Denise Jackson  David Collings 《Higher Education》2018,76(3):403-425

To enhance employability and improve the career prospects of graduating students, this study explores the influence of practical experience on graduate employment outcomes in an Australian setting. To develop our understanding of the relative benefit of different forms of practical experience, the study evaluates the influence of both Work-Integrated Learning (WIL) and paid work in the final year of study on graduate employment and underemployment. Two samples are used, N?=?628 and N?=?237, to evaluate institutional data on practical experience combined with national data on graduate employment outcomes. Findings indicate that participating in WIL does not produce an increase in full-time employment rates. There is some evidence to suggest that it could lead to higher quality, relevant employment in both the short and long term. Paid employment during the final year of undergraduate study produced higher full-time employment rates, but had little effect on underemployment. Findings will help to inform stakeholders of the relative benefit of curricular and extra-curricular work experience and contribute to the dearth of empirical evidence on the value of activities designed to improve graduate employment prospects. This is particularly important given growth in the supply of graduates, concerns for credentialism, soft graduate labour markets and global economic weakening.  相似文献   

Novelty versus retrieval cue value of visual contextual stimuli in pigeons     

Thomas  David R.  Morrison  Spencer K. 《Learning & behavior》1994,22(1):90-95

Learning & Behavior - Thomas and Empedocles (1992) proposed that in a retention test, the relative enhancement of responding when the context that had accompanied training is again present...  相似文献