Melbourne Graduate School of Education - Research Publications
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ItemReformulating the depression model of learned hopelessness for academic outcomes(ELSEVIER SCI LTD, 2009-01-01)
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ItemDevelopment of a new measurement tool for individualism and collectivism(SAGE PUBLICATIONS INC, 2007-12-01)A new measurement tool for individualism and collectivism has been developed to address critical methodological issues in this field of social psychology. This new measure, the Auckland Individualism and Collectivism Scale (AICS), defines three dimensions of individualism: (a) responsibility (acknowledging one's responsibility for one's actions), (b) uniqueness (distinction of the self from the other), and (c) competitiveness (striving for personal goals is one's prime interest). The scale also defines two dimensions of collectivism: (a) advice (seeking advice from people close to one, before taking decisions) and (b) harmony (seeking to avoid conflict). The AICS avoids the need for measuring horizontal and vertical dimensions of collectivism and individualism and the confounding effect of familialism on the collectivism—individualism constructs.
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ItemThe predictability of enrolment and first-year university results from secondary school performance: the New Zealand National Certificate of Educational Achievement(ROUTLEDGE JOURNALS, TAYLOR & FRANCIS LTD, 2008-01-01)
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ItemThe power of feedback(SAGE PUBLICATIONS INC, 2007-03-01)Feedback is one of the most powerful influences on learning and achievement, but this impact can be either positive or negative. Its power is frequently mentioned in articles about learning and teaching, but surprisingly few recent studies have systematically investigated its meaning. This article provides a conceptual analysis of feedback and reviews the evidence related to its impact on learning and achievement. This evidence shows that although feedback is among the major influences, the type of feedback and the way it is given can be differentially effective. A model of feedback is then proposed that identifies the particular properties and circumstances that make it effective, and some typically thorny issues are discussed, including the timing of feedback and the effects of positive and negative feedback. Finally, this analysis is used to suggest ways in which feedback can be used to enhance its effectiveness in classrooms.
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ItemThe paradox of reducing class size and improving learning outcomes(Elsevier BV, 2005-12-01)