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91.
Standard Age Scores on the Stanford-Binet Intelligence Scale: Fourth Edition (SBIV) and WISC-R IQs of 51 urban black males receiving special education services were compared. Correlations between the SBIV Composite scores and WISC-R Verbal, Performance, and Full Scale IQs were 0.803, 0.826, and 0.87 respectively. Correlations between all combinations of scales ranged from 0.612 to 0.888, median r=.723. SBIV Composite mean scores did not differ significantly from the mean WISC-R Full Scale, Verbal, and Performance IQs. Regression analysis of the three subgroups (BD. LD, and EMR) indicated that the SBIV possesses differential validity for each group. Tabular comparison of precision of classification between the SBIV and the WISC-R yielded a 78% agreement. These data suggest that the SBIV possesses utility for assessing the intelligence of black students classified as BD and EMR. However, the use of the scale with LD students is unsupported. 相似文献
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AbstractThe authors have completed a 2-year quasi-experimental study on the use of inquiry-based learning (IBL) in precalculus. This study included six traditional lecture-style courses and seven modified Moore method courses taught by three instructors. Both quantitative and qualitative analyses were used to investigate the attitudes and beliefs of the students in each section. In this article, we provide a summary of those results with a particular focus on the Openness to IBL survey we developed for assessing student preferences for either student-centered or teacher-centered instruction. Although the majority of the students exhibited a strong preference for direct instruction, students whose scores favored student-centered approaches according to the survey also tended to perform better on the final exam, indicating that a key element to success in an IBL course may be students’ perceptions of the method. 相似文献
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Community colleges continue to operate in a society of accountability and efficiencies. Throughout the country, states have implemented performance-based funding and completion agendas while also tightening or restricting funding for higher education. The state of Ohio has implemented one of the boldest performance funding plans in the country while also mandating that higher education institutions limit spending and lower costs to students. This article explores how Central Ohio Technical College has implemented the flipped classroom and one-room school house models in college-level mathematics courses and how both models of instruction can help community colleges increase successful completion rates to meet performance-based funding completion metrics while also limiting instructional cost. 相似文献
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Andrew Wilkins Jordi Collet-Sabé Brad Gobby Judith Hangartner 《Globalisation, Societies & Education》2019,17(2):147-160
Despite the prevalence of corporate and performative models of school governance within and across different education systems, there are various cases of uneven, hybrid expressions of New Public Management (NPM) that reveal the contingency of global patterns of rule. Adopting a ‘decentred approach’ to governance (Bevir, M. 2010. “Rethinking Governmentality: Towards Genealogies of Governance.” European Journal of Social Theory 13 (4): 423–441), this paper compares the development of NPM in four OECD countries: Australia, England, Spain, and Switzerland. A focus of the paper is how certain policy instruments are created and sustained within highly differentiated geo-political settings and through different multi-scalar actors and authorities yet modified to reflect established traditions and practices. 相似文献
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Most modern cognitive theories postulate that active executive control is the only internal source of self-regulation of learning processes. To account for incidental and other categories of unintentional learning, this study explored the hypothesis that two independent sources of internal control regulate academic learning: (a) active (or executive) and (b) dynamic (or nonexecutive). College undergraduates completed an inventory of active and dynamic learning processes. The findings supported the twosource hypothesis. Moreover, when the contribution of dynamic self-regulation was removed, the correlation between active self-regulation and learning was no longer significant. When active self-regulation was removed, the correlation between dynamic self-regulation and learning remained basically the same.Asghar Iran-Nejad received his Ph.D. in 1983 from the University of Illinois at Urbana-Champaign. He is Associate Professor of Educational Psychology at The University of Alabama. His research interests and publications include the multisource nature of learning, cognitive and affective causes of interest, and sources of self-regulation. Brad S. Chissom received his Ed.D. in 1969 from Florida State University. He is Professor and Program Chair in Educational Research at The University of Alabama. He has written in the areas of educational research methodology, measurement and statistical applications. 相似文献
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