Bookreviews     

Gilbert de Landsheere  Marten Groen  John Biggs  John F. Willatt  David Thomas  Clare Burstall  Robin Russell  J. R. Barr  Gerhard Pause  Donald E. Super  John B. Biggs  Alan C. Purves  Klaus Schleicher  Herbert A. Thelen  Neville Postlethwaite  Börje Holmberg  Kenneth Austwick  Sven Hilding  A Group of Scottish Physics Teachers 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》1967,13(1):90-123

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Conditions that enable effective feedback     

Michael Henderson  Michael Phillips  Tracii Ryan  David Boud  Phillip Dawson  Elizabeth Molloy 《高等教育研究与发展》2019,38(7):1401-1416

ABSTRACT

Despite an increasing focus on assessment feedback, educators continue to find that simply replicating an effective feedback practice from one context does not guarantee success in the next. There is a growing recognition that the contextual factors surrounding successful practices need to be considered. This article reports on a large-scale mixed methods project and proposes 12 conditions that enable successful feedback in higher education. The conditions were distilled from seven rich case studies through multiple stages of thematic analysis, case comparison and reliability checking. The conditions were also evaluated by surveying senior leaders of Australian universities. These conditions highlight the importance of carefully designing feedback processes, along with the need for addressing capacity and culture for feedback. This helps to explain why there are such variances in effective feedback across contexts, and offers insight into how it may be achieved.  相似文献   

Facilitating Learning Events Through Example Generation     

Randall P. Dahlberg  David L. Housman 《Educational Studies in Mathematics》1997,33(3):283-299

This study deals with the initial understanding that advanced undergraduate mathematics students exhibit when presented with a new concept in an environment requiring self-generation and self-validation of instances of the concept. Data were collected in spring of 1995 through interviews with 11 third and fourth year undergraduate mathematics students. We discuss the data from the perspective of the student's concept image and introduce the notion of learning event to indicate when a student communicates and applies a new understanding of a concept. We infer that the students in our study who employed an example generation learning strategy were more effective in attaining an initial understanding of the new concept than those who primarily employed other learning strategies such as definition reformulation or memorization.This revised version was published online in September 2005 with corrections to the Cover Date.  相似文献   

Subject index     

David D. Dill 《Higher Education》2004,47(4):533-534

Subject Index

Subject index  相似文献   

A cognitive model for the evaluation of units of instruction     

Witz  Klaus G.  Goodwin  David R.  Easley  Jack A. 《Instructional Science》1974,3(3):307-326

Instructional Science - This paper describes an approach to the problem of how particular pre-existing systems of cognitive structures in individuals could be brought to bear on the design and...  相似文献   

Editorial: Broadening the study of reading     

Mary Hamilton  David Barton 《Journal of Research in Reading》2001,24(3):217-221

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‘Keeping up with the time’: rebranding education and class formation in globalising India     

David Sancho 《Globalisation, Societies & Education》2016,14(4):477-491

This paper investigates the emergence of ‘internationalised’ schools as a form of middle-class aspiration in Kochi, India. It complements recent literature on the growth of international schools catering for host country elites, and shows how private schools are actively engaged in extending the aspiration for internationalised education among the city’s middle classes. The article shows how internationalised schooling has penetrated beyond Indian metropoles into secondary cities. It provides a detailed ethnographic account of how a private school has rebranded itself as an ‘internationalised’ school, involving the introduction of new practices and the repackaging of the school’s old nationalist project.  相似文献   

Embedding an integrated learning environment and digital repository in design engineering education: lessons learned for sustainability     

Caroline Breslin  David Nicol  Hilary Grierson  rew Wodehouse  Neal Juster  William Ion 《British journal of educational technology : journal of the Council for Educational Technology》2007,38(5):805-816

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II. Study 1: Memory and Executive Function     

Philip David Zelazo  Ulrich Müller  Douglas Frye  Stuart Marcovitch 《Monographs of the Society for Research in Child Development》2003,68(3):28-47

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Rural Iowa youth: A descriptive summary of postsecondary persistence five years after high school     

Kimberly A. Schonert  Judi P. Elliott  David B. Bills 《Research in higher education》1991,32(3):269-288

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