James H McMillan
Biographic Data
| ID | 5180474 |
|---|---|
| NAME | James H McMillan |
| GIVEN NAMES | James H |
| FAMILY NAME | McMillan |
| SIGNATURE | MCMILLAN J H |
| AFFILIATIONS | Virginia Commonwealth University |
| ORCID | 0000-0001-7915-3576 |
| VERIFIED | Yes |
| TOTAL WORKS | 12 |
| TOTAL CITATIONS | 1 |
| AUTHOR COUNT | 12 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 1975 |
| LATEST PUBLICATION YEAR | 2023 |
| H-INDEX | 1 |
Supporting undocumented students
Despite the 1982 Supreme Court decision Plyler v. Doe, little guidance has been provided on how to support undocumented students. Although education scholars have explored undocumented students’ experiences, little research examines the effects of professional development on pre-service school professionals’ understanding regarding policies and factors impacting undocumented students and their families. Since school professionals can be allies, a…
A Century of Grading Research
Grading refers to the symbols assigned to individual pieces of student work or to composite measures of student performance on report cards. This review of over 100 years of research on grading considers five types of studies: (a) early studies of the reliability of grades, (b) quantitative studies of the composition of K–12 report card grades, (c) survey and interview studies of teachers’ perceptions of grades, (d) studies of standards-based gra…
Classroom Assessment
Sage Handbook of Research on Classroom Assessment
What causes failure and success? Students’ perceptions of their academic outcomes
Investigacion Educativa
Student Opinion Survey
This research describes the development of measures of student motivation. Using the expectancy-value model of motivation as a theoretical rationale, instruments were developed to measure self-efficacy and attitudes toward the importance of learning in general, science, mathematics, and reading/English of elementary, middle, and secondary students. The instruments were validated with existing measures and teacher ratings of students. Results of t…
Beyond Value-Added Education
Additional informationNotes on contributorsJames H. McMillanJames H. McMillan is associate professor of educational studies at the Virginia Commonwealth University
Achievement Outcome, Task Importance, and Effort as Determinants of Student Affect
S ummary . Seventy‐five undergraduate students projected their feelings in eight typical achievement situations. Each student described affective responses to one situation, varying in achievement outcome, task importance, and effort. The 2 × 2 × 2 ANOVA for affective component scores indicated that perceptions of success/failure accounted for most of the affect reported. Small contributions were found for the following: generalised positive or n…
The Social Psychology of School Learning
The Effect of Effort and Feedback on the Formation of Student Attitudes
The effect of two factors, (1) degree of effort exerted studying a subject, and (2) written feedback from the instructor, on the cognitive and affective attitudes students formed toward the subject and assignment was determined in four university classes. The students, unaware that they were subjects in an experiment, received high or low effort assignments and high or no praise comments. Two assignments were given to each student from two differ…
The Impact of Instructional Improvement Agencies in Higher Education
Thirty-five public and private universities in the United States have developed agencies to improve teaching at their respective institutions. A survey of most of these units is reviewed with other research to indicate present and potential impacts of these programs. The agencies influencefaculty to improve their instruction through workshops, seminars, courses, newsletters, other publications, and individual consultations. Unfortunately, the age…
Beyond Value-Added Education
Additional informationNotes on contributorsJames H. McMillanJames H. McMillan is associate professor of educational studies at the Virginia Commonwealth University
The Impact of Instructional Improvement Agencies in Higher Education
Thirty-five public and private universities in the United States have developed agencies to improve teaching at their respective institutions. A survey of most of these units is reviewed with other research to indicate present and potential impacts of these programs. The agencies influencefaculty to improve their instruction through workshops, seminars, courses, newsletters, other publications, and individual consultations. Unfortunately, the age…
The Effect of Effort and Feedback on the Formation of Student Attitudes
The effect of two factors, (1) degree of effort exerted studying a subject, and (2) written feedback from the instructor, on the cognitive and affective attitudes students formed toward the subject and assignment was determined in four university classes. The students, unaware that they were subjects in an experiment, received high or low effort assignments and high or no praise comments. Two assignments were given to each student from two differ…
The Social Psychology of School Learning
Achievement Outcome, Task Importance, and Effort as Determinants of Student Affect
S ummary . Seventy‐five undergraduate students projected their feelings in eight typical achievement situations. Each student described affective responses to one situation, varying in achievement outcome, task importance, and effort. The 2 × 2 × 2 ANOVA for affective component scores indicated that perceptions of success/failure accounted for most of the affect reported. Small contributions were found for the following: generalised positive or n…
Beyond Value-Added Education
Additional informationNotes on contributorsJames H. McMillanJames H. McMillan is associate professor of educational studies at the Virginia Commonwealth University
Student Opinion Survey
This research describes the development of measures of student motivation. Using the expectancy-value model of motivation as a theoretical rationale, instruments were developed to measure self-efficacy and attitudes toward the importance of learning in general, science, mathematics, and reading/English of elementary, middle, and secondary students. The instruments were validated with existing measures and teacher ratings of students. Results of t…
Investigacion Educativa
What causes failure and success? Students’ perceptions of their academic outcomes
Sage Handbook of Research on Classroom Assessment
Classroom Assessment
A Century of Grading Research
Grading refers to the symbols assigned to individual pieces of student work or to composite measures of student performance on report cards. This review of over 100 years of research on grading considers five types of studies: (a) early studies of the reliability of grades, (b) quantitative studies of the composition of K–12 report card grades, (c) survey and interview studies of teachers’ perceptions of grades, (d) studies of standards-based gra…
Supporting undocumented students
Despite the 1982 Supreme Court decision Plyler v. Doe, little guidance has been provided on how to support undocumented students. Although education scholars have explored undocumented students’ experiences, little research examines the effects of professional development on pre-service school professionals’ understanding regarding policies and factors impacting undocumented students and their families. Since school professionals can be allies, a…
Psychology (11 works) · Mathematics education (8 works) · Pedagogy (5 works) · Social Psychology (5 works) · Computer Science (4 works) · Medical education (3 works) · Medicine (3 works) · Political science (3 works) · Social Psychology (3 works) · Student Assessment and Feedback (3 works)