A reply to Hafner and Stewart's comments on “predicting genetics achievement in nonmajors college biology”     

Anton E. Lawson 《科学教学研究杂志》1989,26(6):555-556

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A principal components analysis of the Kaufman Assessment Battery for Children (K-ABC): implications for the test results of children with learning disabilities     

J Inglis  J S Lawson 《Journal of learning disabilities》1986,19(2):80-85

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Mr. Klein on "The Presuppositions of Teaching"     

Robert M. Lawson 《Educational theory》1969,19(3):308-311

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Sex Differences in the Stability of Reflectivity/Impulsivity in Infant School Pupils     

Geoffrey Brown  Thomas W. Lawson 《Educational studies》1975,1(2):99-104

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Guest editorial: The method of multiple working hypotheses     

Anton E. Lawson 《科学教学研究杂志》1990,27(3):195-196

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Teachers’ views on risk factors for problematic school absenteeism in Swedish primary school students     

Malin Gren-Landell  Cornelia Ekerfelt Allvin  Maria Bradley  Maria Andersson  Gerhard Andersson 《Educational Psychology in Practice》2015,31(4):412-423

In the present online survey, 158 teachers in regular and special education teaching in grades six to nine were asked to rate the importance of probable reasons for problematic school absenteeism. On average, the teachers estimated that among their students, 19 students had presented with problematic school absenteeism over the last five years. Teachers viewed school absenteeism as a multifactorial problem. Family factors were considered to contribute most and low mood or depression were rated as one of the five most contributing factors. Teachers in special education viewed school factors as more influential than teachers in mainstream education did (t₁₅₆ = ?3.94, p < 0.05). The current findings stress the importance of collaboration between the school, parents and the student to be able to address all factors that may lead to problematic school absenteeism.  相似文献   

The calibration of student judgement through self-assessment: disruptive effects of assessment patterns     

David Boud  Romy Lawson  Darrall G. Thompson 《高等教育研究与发展》2015,34(1):45-59

Can extended opportunities for self-assessment over time help students develop the capacity to make better judgements about their work? Using evidence gathered through students' voluntary self-assessment of their performance with respect to assessment tasks in two different disciplines at two Australian universities, the paper focuses on the effects of sequences of units of study and the use of different types of assessment task (written, oral, analysis, and project) in the development of student judgement. Convergence between student criteria-based gradings of their own performance in units of study and those allocated by tutors was analysed to explore the calibration of students' judgement over time. First, it seeks to replicate analyses from an earlier smaller-scale study to confirm that students' judgements can be calibrated through continuing opportunities for self-assessment and feedback. Second, it extends the analysis to coherently designed sequences of units of study and explores the effects of different types of assessment. It finds that disruptive patterns of assessment within a sequence of subjects can reduce convergence between student and tutor judgements.  相似文献   

Hunting and gathering: new imperatives in mapping and collecting student learning data to assure quality outcomes     

Romy Lawson  Tracy Taylor  Erica French  Eveline Fallshaw  Cathy Hall  Shelley Kinash 《高等教育研究与发展》2015,34(3):581-595

Assurance of learning (AOL) is a quality enhancement and quality assurance process used in higher education. It involves a process of determining programme learning outcomes and standards, and systematically gathering evidence to measure students' performance on these. The systematic assessment of whole-of-programme outcomes provides a basis for curriculum development and management, continuous improvement, and accreditation. To better understand how AOL processes operate, a national study of university practices across one discipline area, business and management, was undertaken. To solicit data on AOL practice, interviews were undertaken with a sample of business school representatives (n?=?25). Two key processes emerged: (1) mapping of graduate attributes and (2) collection of assurance data. External drivers such as professional accreditation and government legislation were the primary reasons for undertaking AOL outcomes but intrinsic motivators in relation to continuous improvement were also evident. The facilitation of academic commitment was achieved through an embedded approach to AOL by the majority of universities in the study. A sustainable and inclusive process of AOL was seen to support wider stakeholder engagement in the development of higher education learning outcomes.  相似文献   

The intermingled history of occupational therapy and anatomical education: A retrospective exploration          下载免费PDF全文

Melissa A. Carroll  Katherine Lawson 《Anatomical sciences education》2014,7(6):494-500

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Inductive-deductive versus hypothetico-deductive reasoning: A reply to yore     

Anton E. Lawson 《科学教学研究杂志》1993,30(6):613-614

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