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Wes Holleman 《Instructional Science》1985,14(2):169-178
This article tests the claim to comprehensiveness of Bloom's taxonomy of educational objectives. Two testing strategies are employed: (1) an analysis of objectives of some orientation programs for entering freshmen, (2) an analysis of educational objectives connected with human developmental tasks. It is concluded that the taxonomy should be enlarged with a fourth domain: actual induction into the tasks for which students are being prepared. 相似文献
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Wes Cragg 《Interchange》1983,15(1):148-150
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Wesley Cragg 《Interchange》1988,19(1):46-53
Wesley Cragg will respond to the interchanges by Jan Narveson and Larry Haworth (see pp. 60–75 of this issue) in a forthcoming issue ofInterchange. 相似文献
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Kristina M. Cragg 《Research in higher education》2009,50(4):394-413
The purpose of this study is to identify student and institutional characteristics that influence the probability for graduation.
The study delves further into the probability for graduation by examining how far the student deviates from the institutional
mean with respect to academics and affordability; this concept is referred to as the “match.” The validity of the matching
model is tested using a multivariate analysis with select variables from the Beginning Postsecondary Study: 1996/2001 (BPS:96/01)
and the Integrated Postsecondary Education Data System (IPEDS). Traditional multivariate models examine the importance of
both student and institutional characteristics but assume the two are independent of one another. This study is different
in that it uses the matching model to examine the relationship between student and institutional characteristics. The results
are compared to more frequently used models and show that the relationship between students and their institutions plays an
important role in understanding the probability for graduation.
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