The relationship of time orientation with perceived academic performance and preparation for assessment in adolescents     

Terry Bowles 《教育心理学》2008,28(5):551-565

The purpose of this study was to operationalise a model of time orientation and investigate the variability of its factors based on preparation for assessment and perceived academic performance. Responses from 113 male adolescents (mean age = 16.46 years) and 115 female adolescents (mean age = 16.42 years) to items operationalising an expanded model of the contextual approach to adolescent orientation to the future were analysed using principal component analysis. The results rendered five factors including a past orientation, three present orientation factors (task focus, positive social support, and negative social support), and a future orientation. A series of two‐way ANOVAs showed an association of present and future time orientation with academic achievement. Results also showed that students’ approaches to learning varied mainly as a function of present positive social support and task focus. Students who prepared well for assessment had the highest future time orientation. This research highlights the importance of an elevated present and future time orientation to academic achievement and appropriate preparation for assessment tasks.  相似文献   

Greening steel work: Varieties of Capitalism and the ‘greening’ of skills     

Claire Evans 《Journal of Education & Work》2016,29(3):263-283

An important driver of change in work, employment and skills is European Union policy aims of sustainable economic growth and the cultivation of a green economy. Part of the latter – which is supported by increasing environmental regulation – focuses on the development of a ‘green skills agenda’, which involves the ‘greening’ of existing occupations as well as meeting the skill needs of new environmental sectors and occupations. In this paper, we compare attempts to ‘green’ work and skills through an examination of engineering apprenticeships within the German and British steel industries. We argue that efforts to ‘green’ skills are taking place at varying degrees of intensity, mostly because of variations in institutional context. The evidence we present suggests that implementation of change is much more dynamic in the context of Coordinated Market Economies such as Germany, where development is shaped by robust VET frameworks and wider processes of environmental innovation. In contrast, within Liberal Market Economies such as the UK, there are significant barriers to the vision for and investments in skills generally, as well as those necessary for greening the labour process, with an extant development paradigm that is driven by short-term benefits and a limited focus on environmental compliance.  相似文献   

Assessment matters: In search of the wizard of assessment     

Terry D. Piper 《About Campus》2007,12(5):24-27

At first, the shift in measurement of educational success from bodies in seats to learning outcomes sent student affairs educators at California State University, Northridge, into a panic. Persistence, support, and a clear framework for understanding learning led to the discovery that there was a little bit of assessment wizard in all of them.  相似文献   

A conceptual overview of the regression discrepancy model for evaluating severe discrepancy between IQ and achievement scores   总被引：1，自引：0，他引：1  

L D Evans 《Journal of learning disabilities》1990,23(7):406-412

A conceptual overview of the Regression Discrepancy Model (RDM) for determining severe discrepancy between IQ and achievement scores is presented in order to enhance understanding of the model without the use of the complex mathematical equations that constitute the model. The six specific goals of the RDM are identified, and figures illustrate the manner in which the model accomplishes each goal. Figures are also provided from a RDM computer output showing the basic outcomes of the model. Advantages and disadvantages of the RDM are discussed to further promote understanding of the model.  相似文献   

Does Inducing Students to Schedule Lecture Watching in Online Classes Improve Their Academic Performance? An Experimental Analysis of a Time Management Intervention     

Baker  Rachel  Evans  Brent  Li  Qiujie  Cung  Bianca 《Research in higher education》2019,60(4):521-552

Research in Higher Education - Time management skills are an essential component of college student success, especially in online classes. Through a randomized control trial of students in a...  相似文献   

Developing academics’ assessment practices in open,distance and e-learning: an institutional change agenda     

Jessica Evans  Sally Jordan  Freda Wolfenden 《Open Learning》2016,31(2):91-107

Abstract

Universities across the globe are attempting to change assessment practice to address challenges in student engagement and achievement. Integral to this objective are strategies to develop academics’ assessment practice. These frequently focus on attendance at formal Continuous Professional Development events and/or implementation of institutional blueprints. This editorial article uses a case study from the Open University (UK) to explore an alternative ‘communities of practice’ approach to the improvement of assessment arguing that academics’ professional expertise is best deepened through participation in authentic activities of teaching and scholarship. The discussion identifies what is involved in such an approach including the role of an enabling principles-based framework, the constraints on implementation and the implications for HE leaders.  相似文献   

Getting Inside Knowledge: the application of Entwistle's model of surface/deep processing in producing open learning materials     

Barbara Evans  Leslie Honour 《教育心理学》1997,17(1-2):127-139

The work carried out in this study is the result of an Open Learning in Business Education (OLBE) project from 1990‐1995, in which business education students training as teachers and lecturers were required to produce open learning materials on intercultural communications for use in the classroom. Distinctive stages, designed to maximise the effectiveness of this challenging learning task, were refined over the course of the project period. An analysis of student responses at the different stages enabled the authors to distinguish features of ‘deep’ and ‘surface’ learning (Entwistle), a construct widely recognised in the field of learning psychology and particularly well suited to the objective of evaluating and enhancing the quality of learning in the project. A particular sequence of learning modes which included a considerable degree of learner autonomy, combined with regular group discussions and feedback, were considered to have produced some impressive learning outcomes. However, subject matter involving culture is inherently difficult to grasp as it can only be understood in relative, rather than objective, terms. Thus, an established model of the dimensions of culture, recognised in the social sciences (Hofstede), was recently used to analyse further, from collated responses, the depth of student understanding of the concept of cultural variation on each of five dimensions. An overview of the general transition from surface to deep learning which was evident for most students during the progress of the project stages is provided in this paper. The authors believe that the progressive and varied format of the project with the strongly motivational open learning production task, encouraging students themselves to view knowledge and concepts from a learner's perspective, has a wide range of potential applications.  相似文献   

Will college pay off? A guide to the most important financial decision you’ll ever make,by Peter Cappelli,New York,Public Affairs, 2015, vi + 217 pp., US$25.99, CAN$32.50, AU$32.64 (hardback), ISBN 978-1-61039-526-7     

Terry Stokes 《Journal of Higher Education Policy & Management》2016,38(2):229-231

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Craftwork as problem solving: ethnographic studies of design and making     

Terry Hyland 《Journal of Vocational Education & Training》2016,68(3):395-398

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Teaching reading by machine: A case history in early reading behavior     

James L. Evans 《Educational technology research and development : ETR & D》1965,13(3):303-308

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