The Japanese University in Crisis     

Ikuo?Amano  Gregory?S.?PooleEmail author 《Higher Education》2005,50(4):685-711

Japanese education has been a focus of comparative studies for the past 20 years. Many scholars have attributed the economic success of this industrialized society to a highly literate and well-educated population. Recent studies, however, have tended to be more critical of, in particular, Japanese higher education (HE). Indeed, most universities in Japan are acutely aware of the need for change and a considerable effort at institutional reform is sweeping the nation. Unfortunately most of the constructive criticism of Japanese HE has not yet been published in English. One of the most vocal of the reformists, Professor Ikuo Amano, has published widely on various aspects of HE in Japan. The following paper is a translation of a chapter in his book Challenges to Japanese Universities. This translation is prefaced by both a synopsis of this book as well as a brief introduction to Amano and his work.  相似文献   

Parent academic involvement as related to school behavior, achievement, and aspirations: demographic variations across adolescence   总被引：2，自引：0，他引：2  

Hill NE  Castellino DR  Lansford JE  Nowlin P  Dodge KA  Bates JE  Pettit GS 《Child development》2004,75(5):1491-1509

A longitudinal model of parent academic involvement, behavioral problems, achievement, and aspirations was examined for 463 adolescents, followed from 7th (approximately 12 years old) through 11th (approximately 16 years old) grades. Parent academic involvement in 7th grade was negatively related to 8th-grade behavioral problems and positively related to 11th-grade aspirations. There were variations across parental education levels and ethnicity: Among the higher parental education group, parent academic involvement was related to fewer behavioral problems, which were related to achievement and then aspirations. For the lower parental education group, parent academic involvement was related to aspirations but not to behavior or achievement. Parent academic involvement was positively related to achievement for African Americans but not for European Americans. Parent academic involvement may be interpreted differently and serve different purposes across sociodemographic backgrounds.  相似文献   

Standard-Setting Guidelines   总被引：1，自引：0，他引：1  

Gregory J. Cizek 《Educational Measurement》1996,15(1):13-21

Do we need guidelines for standard-setting studies? What should the guidelines address? What additional research on standard-setting is needed?  相似文献   

A VBA‐based Simulation for Teaching Simple Linear Regression     

Gregory Todd Jones  Reidar Hagtvedt  Kari Jones 《Teaching Statistics》2004,26(2):36-41

In spite of the name, simple linear regression presents a number of conceptual difficulties, particularly for introductory students. This article describes a simulation tool that provides a hands‐on method for illuminating the relationship between parameters and sample statistics.  相似文献   

The use of computer-based environments for understanding and improving self-regulation     

Gregory Schraw 《Metacognition and Learning》2007,2(2-3):169-176

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What time-series designs may have to offer educational researchers     

Thomas R. Kratochwill  Joel R. Levin 《Contemporary educational psychology》1978,3(4):273-329

The promise of time-series designs for educational research and evaluation is reviewed. Ten time-series designs are presented and discussed in the context of threats to internal and external validity. The advantages and disadvantages of various visual and statistical data-analysis techniques are presented. It is argued that time-series research paradigms are useful when researchers (a) wish to involve a single subject in experimental research (individuals as units of analysis) or conduct program-evaluation studies (aggregates as units of analysis), (b) are interested in nearly continuous measurement, (c) cannot meet conventional design and statistical assumptions, or (d) wish to specify individual differences through N = 1 research strategies. It is also suggested that more research endeavors be devoted to combining unique characteristics of time-series research with conventional multi-unit paradigms.  相似文献   

Enhancing comprehension in small reading groups using a manipulation strategy     

Arthur M. Glenberg  Megan Brown  Joel R. Levin 《Contemporary educational psychology》2007

Having young readers manipulate objects to correspond to the characters and actions in a text greatly enhances comprehension as measured by both recall and inference tests. As a step toward classroom implementation, we applied this manipulation strategy in small (three-child) reading groups. For successive critical sentences, one child would read the sentence aloud and then manipulate the objects, then the next child would read and manipulate, and so on. Children in a reread control condition also alternated reading the text. For the reread condition, one child would read the critical sentence and then reread it, followed by the next child, and so on. Children who manipulated were substantially more accurate in answering questions about the texts. Thus, the manipulation strategy meets at least some of the criteria for being applicable in a classroom setting, namely it is effective when applied in small groups.  相似文献   

Multimedia-casting syndication for educational purposes Considerations of a Podcast for use in higher education     

Gregory O'Toole  M. A. 《British journal of educational technology : journal of the Council for Educational Technology》2007,38(5):939-941

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The effects of TV program pacing on the behavior of preschool children     

Daniel R. Anderson  Stephen R. Levin  Elizabeth Pugzles Lorch 《Educational technology research and development : ETR & D》1977,25(2):159-166

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Conceptual Mediation Program in Practice: Educational Outcomes from Two Sites     

Gregory C. R. Yates  E. Harry Lyndon 《Research in Science Education》2004,34(4):389-401

We report on two studies in which high school students who had been exposed to a cognitive training procedure known as the Conceptual Mediation Program (CMP) were compared to students who had not participated within the program. In the first study, based on data from two sites, it was found that 70 CMP students exhibited higher levels of school affect and strategy awareness than 103 comparable students not in the program. In the second study, based on retrospective data from one site, 53 students who had participated within CMP classes were found to exhibit higher levels of attainment on Year 12 South Australian public examination results (effect size of 1.04 on the aggregate). On the Year 12 examination results, the CMP students outperformed both the school and state norms.  相似文献