The impact of curriculum change on health sciences first year students’ approaches to learning     

Rebecca Walker  Rachel Spronken-Smith  Carol Bond  Fiona McDonald  John Reynolds  Anna McMartin 《Instructional Science》2010,38(6):707-722

This study aimed to use a learning inventory (the Approaches and Study Skills Inventory for Students, ASSIST) to measure the impact of a curriculum change on students’ approaches to learning in two large courses in a health sciences first year programme. The two new Human Body Systems (HUBS) courses were designed to encourage students to take a deep approach to learning. ASSIST was completed by 599 students enrolled in a biology class in 2006 that was part of the old curriculum, and by 705 students at the beginning and end of the new HUBS courses in 2007. Changes in students’ approaches to learning over time were examined. The ASSIST scores for both HUBS courses reflected the dominance of a surface approach, followed by a strategic and then a deep approach. However, by the end of the year, students were taking a deep and strategic approach to their studies to a greater extent, and a surface approach to a lesser extent. Moreover, students enrolled in the new course adopted a deep approach to their studies to a significantly greater degree than those studying the old curriculum. Despite the predominance of a surface approach, the results suggest that it is possible to bring about small but significant positive changes in students’ learning behaviour in a very large class through curriculum change. The proportion of students preferring a surface approach, and results showing that high performance on the final exam was significantly correlated with a surface approach, probably reflected contextual factors, including assessment, and is the focus of ongoing curriculum development.  相似文献   

Validating a shortened form of the ARC for special populations     

Mark Bond  Carrie-Lou Garberoglio  Sarah Schoffstall  Jackie Caemmerer  Stephanie Cawthon 《Educational Assessment》2018,23(1):69-84

Autonomy describes cognition or behavior that is self-directed, according to personal interests, and free from external influence. This construct is of importance to students who are deaf because it has been shown to be positively related to their post-school transition outcomes, and this population faces unique challenges in this area. To conduct research with this construct, it is necessary to use measures that are valid and reliable for the population of interest. Therefore, a set of exploratory and confirmatory factor analyses validated the unidimensionality of a shortened form of the ARC Self-Determination Scale’s autonomy dimension. A three-factor solution, including a social skills dimension, was measurement-invariant across many groups of students, including those with learning disabilities, emotional disturbances, speech and language impairments, and other health impairments. Although the shortened form of this scale was not unidimensional, as hypothesized, the generalizability of its measurement properties may prove useful. Discussion highlights the differences between these three dimensions and Wehmeyer's theory of self-determination.  相似文献   

The Development of the Manchester Motor Skills Assessment (MMSA): An initial evaluation     

C. Bond  M. Cole  H. Crook  J. Fletcher  J. Lucanz  J. Noble 《Educational Psychology in Practice》2007,23(4):363-379

This article is an initial evaluation of a motor skills assessment for primary aged children. The Manchester Motor Skills Assessment (MMSA) is designed to be quick and easy for teaching assistants to complete, with the dual purposes of informing group programme planning and demonstrating an individual child’s progress following a period of intervention. Inter‐rater reliability checks were conducted during initial assessments of 37 children in 11 schools. Focus groups discussed practical relevance of the tool. The evidence from this small‐scale study suggests that a range of assessors can reliably complete the MMSA. The tool also taps into functionally relevant motor skills for primary age children and informs programme planning. The MMSA appears to be a promising tool for supporting primary schools in identifying children with motor skills difficulties. The contribution of EPs to the MMSA’s development and implementation is discussed.  相似文献   

Improving the Motivation and Retention of Online Students Through the Use of ARCS-Based E-Mails     

Jason Bond Huett  Kevin E. Kalinowski  Leslie Moller  Kimberly Cleaves Huett 《The American journal of distance education》2013,27(3):159-176

Abstract

This study examined the use of ARCS-based, motivational mass e-mail messages designed to improve the motivation and retention of students enrolled in an online, entry-level, undergraduate computer applications course. Data from the Course Interest Survey, based on Keller's ARCS model, were gathered and analyzed for two online groups (one treatment and one control) and compared with a face-to-face class for differences in attention, relevance, confidence, satisfaction, and overall motivation. Based on the analysis, this article argues that simple, cost-effective, and easy-to-design mass e-mail messages show potential for addressing some of the motivational needs and retention concerns of online students.  相似文献   

A COLLEGE DEPARTMENT OF RELIGIOUS EDUCATION     

Charles M. Bond∗ 《Religious education (Chicago, Ill.)》2013,108(9):901-907

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Cognitive development in a secondary science setting     

Lorna C. Endler  Dr Trevor Bond 《Research in Science Education》2000,30(4):403-416

Observations were made of the progressive change in the cognitive development of 141 students over the course of their secondary education in an Australian private school. Cognitive development was measured in years 8, 10 and 12 usingBond's Logical Orerations Test. Rasch analysis of each of the data sets provided ability estimates for students in the year groups of 1993 (year 8), 1995 (year 10) and 1997 (year 12). Twenty-nine students from the year group of 1993 were tested on all three occasions. We analysed data from these 29 students in order to investigate the children's cognitive development across years 8, 10 and 12. We also examined the influence of the Cognitive Acceleration through Science Education (CASE)Thinking Science program on the cognitive development and scholastic achievement of these students. We found increased mental growth between years 8 and 10 for most students in theThinking Science cohort, which could not be predicted from their starting levels. There was a significant correlation between cognitive development and the scholastic achievement of these students. Although boys as a group were more advanced in cognitive development than girls in years 8 and 10, no difference was found in the rate of cognitive change based on sex up to year 10. However girls showed cognitive gains across years 10–12 which were not found in boys. The students who were new to the school also showed increased cognitive development in years 11 and 12. Students who had experienced theThinking Science course were more cognitively developed than students who joined the school after the intervention had taken place. This study supports the claim of Adey and Shayer that there is a relationship between cognitive development and scholastic achievement, even though we used different measures of cognitive development and scholastic achievement.  相似文献   

Zero tolerance: A new enemy of academic freedom?     

W. Richard Bond 《Interchange》1996,27(2):103-110

Recent provincial government policy proposals related to university governance and substantive and procedural autonomy has had the effect on Ontario university faculty members of throwing the cat among the pigeons. The policy proposals were based on an articulated need for zero tolerance of various forms of harassment, in the first instance voiced by interest groups representing gender, race, political affiliation, sexual orientation and a number of other concerns, and consequently transformed into a provincial government position by politicians.As the province is the main funding agency for universities, the threat to a number of aspects of university integrity is a real one. However, there appears to be much more at stake than a simple threat to the fair treatment of different minorities in the university setting. Such proposals, if articulated as formal policy, have the potential to erode those very elements around which universities have been created and for which universities continue to exist, namely, substantive and procedural autonomy and academic freedom.While in no way denying the rights of minority groups or humans in general as espoused by changing norms in a representative democracy, this article addresses the controversy, defines the freedoms at stake and extrapolates upon the implications of their erosion.  相似文献   

Validating English Language Proficiency Assessment Uses for English Learners: Academic Language Proficiency and Content Assessment Performance     

Mikyung Kim Wolf  Molly Faulkner‐Bond 《Educational Measurement》2016,35(2):6-18

States use standards‐based English language proficiency (ELP) assessments to inform relatively high‐stakes decisions for English learner (EL) students. Results from these assessments are one of the primary criteria used to determine EL students’ level of ELP and readiness for reclassification. The results are also used to evaluate the effectiveness of and funding allocation to district or school programs that serve EL students. In an effort to provide empirical validity evidence for such important uses of ELP assessments, this study focused on examining the constructs of ELP assessments as a fundamental validity issue. Particularly, the study examined the types of language proficiency measured in three sample states’ ELP assessments and the relationship between each type of language proficiency and content assessment performance. The results revealed notable variation in the presence of academic and social language in the three ELP assessments. A series of hierarchical linear modeling (HLM) analyses also revealed varied relationships among social language proficiency, academic language proficiency, and content assessment performance. The findings highlight the importance of examining the constructs of ELP assessments for making appropriate interpretations and decisions based on the assessment scores for EL students. Implications for policy and practice are discussed.  相似文献   

Assessment in the Service of Student Learning: Three Cases in Point     

Lloyd Bond 《Educational Measurement》2020,39(3):86-89

Three examples of extant testing practices (i.e., a classroom instructor's use of a simple pre-post design, the practice of teaching to the test, and the think aloud verbal protocol) are discussed to illustrate the contention that assessment in the service of testing and learning does not necessarily involve radically different assessment practices. It is demonstrated that activities already familiar to teachers and assessment specialists can powerfully inform student learning and teaching practice.  相似文献   

Flipped learning and parent engagement in secondary schools: A South Australian case study     

Melissa Bond 《British journal of educational technology : journal of the Council for Educational Technology》2019,50(3):1294-1319

Parent involvement in and engagement with children’s learning has been shown to strongly influence student achievement, engagement, motivation and school completion. However, parent involvement decreases once students reach middle school, as subject content gets harder, the number of teachers increases, and students are less likely to share their homework and learning with parents. To this end, the flipped learning (FL) approach has received growing attention, with evidence of improved higher order thinking and collaborative skills and increased transparency for parents. This paper explores school leader, parent, student and teacher perceptions of the FL approach, through the lens of a 1-year case study of two rural South Australian schools, in order to uncover how the approach affects parent engagement. Findings reveal that, whilst stakeholders feel that the flipped approach is beneficial for absent students, to reinforce content and increase student responsibility, it has not yet improved transparency for parents, with a disconnect between what schools think parents know and are engaging in, and the actual level of parent engagement in student learning. Recommendations for schools implementing the FL approach are provided against a bioecological model, adapted for this study.  相似文献