University class size: Is smaller better?   总被引：1，自引：0，他引：1  

David D. Williams  Paul F. Cook  Bill Quinn  Randall P. Jensen 《Research in higher education》1985,23(3):307-318

This study investigates the relationship between class size and achievement at the college level. Recent meta-analyses have found a strong relationship between class size and student achievement, but few of the studies examined class size larger than 40 or university-age populations. This analysis examines a university's testing-center data-archives representing 305 sections from 24 different courses. Section sizes ranged from 13 to 1,006. A total of 16,230 test scores were analyzed. The results of this investigation reveal that at the college level, class size may be less important an influence on student achievement than some educators have thought.  相似文献   

The field as a ‘pedagogical resource’? A critical analysis of students’ affective engagement with the field environment     

Victoria Cook 《Environmental Education Research》2008,14(5):507-517

This paper presents findings from research into students’ perceptions and experiences of geography fieldwork. The study focused on Year 9 students (13–14 years) from three state secondary schools in urban northern England. Geography fieldwork, depending on its conceptualisation and implementation, has the potential to provide students with a wide range of environmental learning experiences. This paper analyses the implicit values and ideologies underlying the three schools’ approaches to fieldwork using Fien’s (1993 Fien, J. 1993. Education for the environment: Critical curriculum theorising and environmental education, Melbourne, Australia: Deakin University Press.  [Google Scholar]) conceptual distinction between education about, through and for the environment. The significance of these underlying values and ideologies to the students’ affective engagement with the field environment is discussed. The paper concludes that, while some students engaged with the field environment in terms of their personal values and environmental ideologies, broader influences on the fieldwork agenda were also discernable. These findings deepen our understanding of the implicit values underlying environmental education and highlight a potentially important conflict between the cognitive and affective objectives of such work.  相似文献   

The predictive validity of the Phelps Kindergarten Readiness Scale     

Kristine M. Augustyniak  Catherine P. Cook‐Cottone  Nancy Calabrese 《Psychology in the schools》2004,41(5):509-516

This study assesses the predictive validity of the Phelps Kindergarten Readiness Scale (PKRS) for later academic achievement and explores the utility of a domain‐specific measure of kindergarten readiness. Kindergarten readiness scores were significantly correlated with both math and language arts achievement as measured by New York State fourth‐grade assessments for 148 students in a suburban, northeastern public school. In addition, each of the PKRS domains (Verbal, Perceptual, and Auditory) was correlated with later academic achievement. Two simultaneously calculated regression analyses showed that language arts skills were best predicted by the Verbal and Auditory domains of the PKRS and that math achievement was more complexly determined by all three readiness domains. Structural equation modeling using AMOS‐4 showed that the latent construct readiness, as measured by the PKRS domain scores, was positively and significantly related to the latent construct academic achievement. Finally, this relationship held when age, gender, and behavioral indices at the time of kindergarten screening were used as moderator variables. © 2004 Wiley Periodicals, Inc. Psychol Schs 41: 509–516, 2004.  相似文献   

Three cases of hybridity in learning spaces: Towards a design for a Zone of Possibility     

John Cook  Yishay Mor  Patricia Santos 《British journal of educational technology : journal of the Council for Educational Technology》2020,51(4):1155-1167

The paper contributes to design discourse by drawing on Educational Design Research (EDR) that has been conducted into what we call a Zone of Possibility (ZoP) over the past seven years. We define a ZoP as a place where individuals can overcome the constraints of expectations and power structures to effect desired change. Specifically, this paper presents details of how our initial research question (RQ1) has evolved to the one presented in the conclusions (RQ2); both RQs are summarised below in the section “Research Questions.” To describe this evolution, the paper is presented as 3 cases (Confer, ZoP Stokes Croft and Google Lens in HE) that have provided insights to explore the concept of the ZoP and its implications for EDR. Specifically, one of the main conclusions is the importance of bridging positioning practices as “successful communication” and an understanding of social context in hybrid contexts (ie, the ZoP).  相似文献   

Business and Higher Education Partner to Develop a High‐Skilled Workforce: A Case Study     

Catherine M. Sleezer  Mary Anne Gularte  Louann Waldner  Juli Cook 《Performance Improvement Quarterly》2004,17(2):65-81

The workforce development literature contains little scholarly work on how organizations in a community work together to develop a high‐skilled workforce. This exploratory case study examined business and higher education partnerships that were instrumental in creating such an educational infrastructure for information technology in Tulsa, Oklahoma. The findings from this case study provide insight into the chronology of key events and the leaders' characteristics and their interactions. Tulsa's IT workforce‐development infrastructure was negotiated one partnership at a time, bridging diverse interests, until a workforce‐development system emerged. The infrastructure grew as the result of accident, purposeful activity, serendipity, and negotiated processes and structures. The leaders' differing motivations and energy, their history of collaboration and mutual trust, and their different perspectives influenced the information technology workforce development infrastructure that developed. The insights into inter‐organization processes that resulted from the study can contribute to theory building in human performance technology and to our understanding of how to address gaps between desired and actual workforce performance at a community level.  相似文献   

The Cultural Politics of Disability,Education and the Law     

Roger Slee  Sandy Cook 《Discourse: Studies in the Cultural Politics of Education》1999,20(2):267-277

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“Into Eternity’s Certain Breadth”: Ambivalent Escapes in Markus Zusak’s <Emphasis Type="Italic">The Book Thief</Emphasis>     

Jenni Adams 《Children‘s Literature in Education》2010,41(3):222-233

This article examines the consolatory possibilities presented by Markus Zusak’s recent crossover novel The Book Thief, investigating the degree to which the novel delivers the simultaneous consolation and confrontation identified with children’s and young adults’ Holocaust texts by such critics as Adrienne Kertzer and Lawrence Baron. Contending that the supernatural nature of the novel’s redemptive imagery ultimately undermines its apparently consolatory purpose, the article concludes with an analysis of the extent to which such a reading is complicated by the novel’s status as crossover text, and the triangular gaze that might subsequently be attributed to its adult readers.  相似文献   

Competing Activation During Fantasy Text Comprehension     

Sarah D. Creer  Anne E. Cook  Edward J. O’Brien 《Scientific Studies of Reading》2018,22(4):308-320

During comprehension, readers’ general world knowledge and contextual information compete for influence during integration and validation. Fantasy narratives, in which general world knowledge often conflicts with fantastical events, provide a setting to examine this competition. Experiment 1 showed that with sufficient elaboration, contextual information can dominate the integration and validation of fantastical information. In Experiments 2a and 2b, contextual support was diminished and general world knowledge dominated integration and validation and disrupted fantasy comprehension. Experiment 3 demonstrated that skilled readers make better use of contextual elaborations during integration and validation than less skilled readers, leading to different consequences for comprehension.  相似文献   

Digit ratio (2D:4D) and performance in elite rugby players     

M. Bennett  J. T. Manning  C. J. Cook 《Journal of sports sciences》2013,31(13):1415-1421

Abstract

The relative length of the second and fourth digits (2D:4D) is a putative marker for prenatal testosterone. Low 2D:4D has been reported to correlate with high performance in sport in general. Here, for the first time, we examine the relationship between 2D:4D and performance in elite rugby players. The 44 players (28 forwards, 16 backs) were drawn from the Ospreys Rugby Union Club and 44 age-matched controls. The measures of performance comprised age-adjusted number of international performances (caps) for Wales, a comparison of coaches' first-choice League team with others, and the number of tries scored by backs in club matches. Compared with controls, players were larger and had lower 2D:4D for the right and left hand. With regard to number of caps, players with low 2D:4D in their right hand and low right 2D:4D compared with their left (right ? left 2D:4D difference) had high numbers of caps. First-choice players did not differ significantly from second-choice players in their 2D:4D but they did have a lower right ? left 2D:4D difference than second-choice players. Low right 2D:4D and low right ? left 2D:4D difference were significantly linked with large numbers of tries. We conclude that low right 2D:4D and low right ? left 2D:4D difference are predictors of high rugby performance.  相似文献   

A comparison of the spelling errors of older dyslexic and second-grade normal children     

Louisa Cook Moats Ed.D. 《Annals of dyslexia》1983,33(1):121-140

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