Perceived teacher directiveness,student variables,grades, and satisfaction: aptitude x treatment interactions?     

Stewart J. H. McCann  Robert H. Short  Leonard L. Stewin 《Instructional Science》1986,15(1):131-164

Researchers have reported that student authoritarianism, dogmatism, intelligence, convergent-divergent abilities, conceptual level, anxiety, compulsivity, achievement motivation, achievement orientation, locus of control, independence-dependence, and extraversion-introversion interact with teacher directiveness in relation to grades and satisfaction. Evidence that the student variables are moderately intercorrelated suggested that some of the interactions may not be independent. The present study was initiated to simplify the multivariate nature of these interactive patterns by carrying out a modified stepwise regression analysis of the twelve interactions which could result in a lesser number of nonredundant interactions emerging, weighted according to how much unique variance they could account for in grades and satisfaction. Data were collected from 445 students in the classes of 26 Grade 11 and 12 English teachers at five schools in regard to English grades, satisfaction with the teacher and the course, the 12 student variables, and perceived teacher directiveness. Only achievement motivation produced significant interactions. Consequently, the planned regression models could not be constructed.  相似文献   

Predicting predictability: The influence of student and institutional characteristics on the prediction of grades     

Leonard L. Baird 《Research in higher education》1984,21(3):261-279

This study examined the statistical and institutional influences on the prediction of first-year college grades, using data from College Board validity studies and the College Handbook. The criterion was the size of the multiple correlation between academic predictors and first-year college grades. The independent variables were the statistical data of the validity study and college characteristics. In general, the extent of the variation of the academic ability of the students was positively related to the size of the multiple correlation, and the heterogeneity of the programs and experience of college negatively related. Further analyses investigated the characteristics that were associated with the greater or lesser efficiency of the predictors (SAT Verbal and Mathematical and high school grades.)  相似文献   

Writing for Science as Scholarly Communication     

Finegold  Leonard 《Journal of Science Education and Technology》2002,11(3):255-260

A humane method (from the perspective of faculty and of students) to improve the writing of students, from freshmen to graduate, is described. This method follows the standard procedure of submission of a paper to a journal, whereby the students (peer) review each other's work, revise their papers in light of the referee's comments (or rebut them). Then acceptance for publication by the editor is marked by a high grade. It has been used in a variety of physics-related courses (astronomy, high-fidelity sound, biophysics), and also in general university-wide courses (The Atomic Bomb, The Bhagavad-Gita). The method introduces students to broadly-accepted scholarly communication modes of communicating ideas, with anonymous reviews. With suitable organization the time spent by faculty can be readily reduced, and faculty efficiency improved, to make the method convenient and viable. Also, it seems that other disciplines can use this method to advantage.  相似文献   

The ‘Re‐visioning’ of Vocational Education in the American High School     

Leonard Cantor 《比较教育学》1989,25(2):125-132

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The undergraduate experience: Commonalities and differences among colleges     

Leonard L. Baird 《Research in higher education》1990,31(3):271-278

Item and scale responses of students in 42 colleges to the College Student Experiences Questionnaire were examined to determine the frequency with which students had engaged in a wide variety of college activities. Results suggested that students most commonly attended and carried out activities related to studying and classwork, but typically did not engage in a great many intellectual and extracurricular activities. Students in selective and general liberal arts colleges were more active and involved in their colleges' lives than students in doctoral universities or comprehensive colleges and universities. Community college students were just as active as other students in academic areas, but were far less involved in out-of-class activities.  相似文献   

Publication productivity in doctoral research departments: Interdisciplinary and intradisciplinary factors   总被引：1，自引：2，他引：1  

Leonard L. Baird 《Research in higher education》1991,32(3):303-318

Examination of a national data set reporting departmental levels of publication productivity in 23 disciplines revealed very large differences between disciplines, with the mean departments in the most productive disciplines averaging more than 10 times the number of publications of the mean departments in the least productive disciplines. The differences within disciplines were also very large. Analyses of the characteristics of departments associated with productivity showed great variation across disciplines. Regression analyses indicated the importance of size and internal university support rather than federal support. Similar results are reported for the number of citations to the work of departments. The implications of these results for program review and the reputations of departments are reviewed.  相似文献   

A comparison of student reactions to biology instruction by interactive videodisc or conventional laboratory     

William H. Leonard 《科学教学研究杂志》1989,26(2):95-104

This study was designed to learn if students perceived an interactive computer/videodisc learning system to represent a viable alternative to (or extension of) the conventional laboratory for learning biology skills and concepts normally taught under classroom laboratory conditions. Data were collected by questionnaire for introductory biology classes at a large midwestern university where students were randomly assigned to two interactive videodisc/computer lessons titled Respiration and Climate and Life or traditional laboratory investigation with the same titles and concepts. The interactive videodisc system consisted of a TRS-80 Model III microcomputer interfaced to a Pioneer laser-disc player and a color TV monitor. Students indicated an overall level satisfaction with this strategy very similar to that of conventional laboratory instruction. Students frequently remarked that videodisc instruction gave them more experimental and procedural options and more efficient use of instructional time than did the conventional laboratory mode. These two results are consistent with past CAI research. Students also had a strong perception that the images on the videodisc “were not real” and this factor was perceived as having both advantages and disadvantages. Students found the two approaches to be equivalent to conventional laboratory instruction in the areas of general interest, understanding of basic principles, help on examinations, and attitude toward science. The student-opinion data in this study do not suggest that interactive videodisc technology serve as a substitute to the “wet” laboratory experience, but that this medium may enrich the spectrum of educational experiences usually not possible in typical classroom settings.  相似文献   

Acquisition of behavioral control by the auditory features of an imprinting object     

Leonard A. Eiserer  Howard S. Hoffman 《Learning & behavior》1974,2(4):275-277

Presentations of a visible moving object immediately suppressed ongoing distress vocalization in newly hatched ducklings, but presentations of only the auditory features of the object initially had no effect. However, as the ducklings received more and more exposure to the visible moving object, the object’s auditory features gradually acquired the ability to suppress distress calls themselves. These auditory features failed to develop suppressive properties in ducklings which received prolonged exposure to those features but never saw the object in motion. The gradual acquisition of behavioral control by the auditory features of a moving object is taken to represent the essence of the imprinting process.  相似文献   

Exploring immigrant students' adjustment to learning in their new cultural setting     

Margaret Jamieson  Leonard L. Stewin 《International journal for the advancement of counseling》1987,10(1):19-33

The adjustment of non-English speaking immigrant students to learning was explored by comparing the learning characteristics of immigrant students with those of a matched group of Canadian students. Eleven immigrant students and eleven Canadian students from three grade 4 classrooms in three schools in a large Western Canadian urban school system were assessed on academic achievement, attitude to school, English proficiency, academic self-concept, and quality of teacher-student interaction. Data on attitudes of teachers toward immigrant students and on attitudes of parents of immigrant students towards the mother culture and learning in a second culture were also collected. Results indicated that immigrant students did not differ significantly from Canadian students on any of these variables. Findings were supported by other Canadian studies on immigrant students and the research on second language learning. The adjustment of immigrant students to learning appeared to be dependent upon three factors: length on time in the second culture, the proportion of immigrant students within a classroom, and the cultural harmony in both home and school settings.  相似文献   

Vocabulary does not complicate the simple view of reading     

David Braze  Leonard Katz  James S. Magnuson  W. Einar Mencl  Whitney Tabor  Julie A. Van Dyke  Tao Gong  Clinton L. Johns  Donald P. Shankweiler 《Reading and writing》2016,29(3):435-451

Gough and Tunmer’s (1986) simple view of reading (SVR) proposed that reading comprehension (RC) is a function of language comprehension (LC) and word recognition/decoding. Braze et al. (2007) presented data suggesting an extension of the SVR in which knowledge of vocabulary (V) affected RC over and above the effects of LC. Tunmer and Chapman (2012) found a similar independent contribution of V to RC when the data were analyzed by hierarchical regression. However, additional analysis by factor analysis and structural equation modeling indicated that the effect of V on RC was, in fact, completely captured by LC itself and there was no need to posit a separate direct effect of V on RC. In the present study, we present new data from young adults with sub-optimal reading skill (N = 286). Latent variable and regression analyses support Gough and Tunmer’s original proposal and the conclusions of Tunmer and Chapman that V can be considered a component of LC and not an independent contributor to RC.  相似文献