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1.
Are four heads better than one? A comparison of cooperative and traditional teaching formats in an introductory biology course 总被引：1，自引：0，他引：1
The objective of this experiment was to compare the impact of a cooperative learning format with a traditional lecture-oriented format in the teaching of introductory biology. Differences were found in favor of the cooperative learning format in measures of student satisfaction, the ability to find information on one's own, the acquisition of factual knowledge, and the ability to work with others. The results of this study affirm the viability of using a cooperative learning approach over a traditional lecture format.Judith E. Miller is Director of Educational Development and Professor of Biology and Biotechnology at WPI, Worcester, Massachusetts. She received the Ph.D. in Microbiology from Case Western Reserve University and the B.S. in Biological Sciences from Cornell University. Her special interests include the restructuring of technical courses to include cooperative learning and educational productivity. James E. Groccia is the Director of the Program for Excellence in Teaching at the University of Missouri, Columbia. He received the Ed.D. in Educational and Counseling Psychology from the University of Tennessee, Knoxville, the M.S.Ed. in Social Science Education from Hofstra University, and the B.A. in Psychology from Hartwick College. 相似文献
2.
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
3.
In light of the widespread recognition of the enduring challenge of enhancing the learning of all students—including a growing
number of students representing diverse racial, ethnic, and socioeconomic backgrounds—there has been an explosion of literature
on teaching, learning, and assessment in higher education. Notwithstanding scores of promising new ideas, individual faculty
in higher education need a dynamic and inclusive model to help them engage in a systematic and continuous process of exploring
and testing various teaching and assessment practices to ensure the learning of their students. This paper introduces a model—Teaching-for-Learning
(TFL)—developed to meet this need.
Clifton F. Conrad received his bachelor’s degree in History and his master’s degree in Political Science from the University of Kansas and his
Ph.D. in Higher Education from the University of Michigan. He is Professor of Higher Education at the University of Wisconsin-Madison;
and his research focus is on college and university curricula with particular emphases on program quality, liberal education,
and teaching and learning.
Jason Johnson received his bachelor’s degree in Comparative History of Ideas and his master’s degree in Educational Leadership and Policy
Studies at the University of Washington. He is nearing completion of his Ph.D. and working as a Teaching Assistant in Higher
Education at the University of Wisconsin-Madison, and his research focuses on rhetoric in higher education.
Divya Malik Gupta received her bachelor’s and master’s degrees in Human Development and Family Studies from Maharaja Sayajirao University in
Gujarat, India. She is currently a Ph.D. student at the University of Wisconsin-Madison. 相似文献
4.
This article details one university’s efforts to develop graduate courses and programs to better serve the needs of the increasing non-traditional student population in underserved rural areas. A detailed overview is presented, along with the strategic planning outcomes achieved. We hope this article will initiate dialogue among higher education professionals on ways to better meet the academic needs of non-traditional students in underserved rural areas.
Erinn D. Lake earned a B.S. in Business Administration and an M.A. in Communication Studies from Edinboro University and a D.Ed. in Administration and Leadership Studies from Indiana University of Pennsylvania. She is the Assistant Vice President for University Planning, Institutional Research, and Continuous Improvement at Edinboro University.
Andrew J. Pushchak earned an Ed.D in Educational Leadership from Youngstown State University. He is an Assistant Professor for the Educational Leadership Program in the Department of Professional Studies at Edinboro University. 相似文献
5.
Experienced undergraduate students served as Peer Learning Assistants (PLAs) to facilitate group process and dynamics in cooperative learning groups. The use of this model in large classes (150 students) resulted in statistically significant improvements in group performance and satisfaction with the group experience. PLAs defused conflict in groups which were, by their cognitively diverse nature, conflict-prone. Student attitudes about their PLAs and PLA attitudes about the experience were positive. Faculty productivity was substantially enhanced because group dynamics problems rarely landed in the faculty office.James E. Groccia is the Director of the Program for Excellence in Teaching at the University of Missouri, Columbia. He received the Ed.D. in Educational and Counseling Psychology from the University of Tennessee, Knoxville, the Ms.Ed. in Social Science Education from Hofstra University, and the B.A. in Psychology from Hartwick College. Judith E. Miller is Associate Professor of Biology and Biotechnology at Worcester Polytechnic Institute, Worcester, Massachusetts. She received the Ph.D. in Microbiology from Case Western Reserve University and the B.S. in Biological Sciences from Cornell University. Her special interests include the restructuring of technical courses to include cooperative learning and educational productivity. 相似文献
6.
This article focuses upon the quality and scholarship of teaching as it pertains to educational and faculty development. We
outline what more than 200 faculty members at one institution have done over a 3-year period to make significant and sustained
improvements in their teaching, surprisingly with minimal effort. The top three factors leading to improvement were active/practical
learning, teacher/student interactions, and clear expectations/learning outcomes. We provide practical applications for change
and suggestions for future research.
Whitney Ransom McGowan is a Ph.D. candidate at Brigham Young University (BYU), and she received an M.S. degree in Instructional Psychology & Technology
from BYU. She is currently a research assistant for the Assistant to the Academic Vice President at BYU and also performs
research at the Center for Teaching & Learning. She can be contacted at whitney.ransom@gmail.com.
Charles R. Graham is an Associate Professor of Instructional Psychology and Technology at Brigham Young University with a focus on technology-mediated
teaching and learning. Graham received his Ph.D. in Instructional Systems Technology from Indiana University. He received
his M.S. degree in Electrical and Computer Engineering from the University of Illinois and his B.S. degree in Electrical and
Computer Engineering, from BYU. He is particularly interested in studying the design and evaluation of blended learning environments.
He can be contacted at charles_graham@byu.edu. 相似文献
7.
This study examines the routes via which transformational leadership, professional learning communities and teacher learning lead to more learner centred teaching practices. By means of structural equation modelling (path analysis with latent variables) a conceptual model was tested, using questionnaire data from 518 teachers in 95 Mozambican primary schools. The data analysis shows that the effect of transformational leadership on teaching practices is substantial but indirect, running via professional learning communities and teacher learning. All in all, the impact of professional learning communities on teaching practices is particularly strong. Its effect is both direct and indirect, running via teacher learning. The findings show the relevance of the concepts transformational leadership and professional learning communities in an African context. 相似文献
8.
文章以华东理工大学7个专业学生为研究对象,从学情分析的视角对"卓越计划"学生培养质量进行了分析。研究发现与普通班学生相比,虽然卓越班学生培养质量显著高于普通班学生,尤其是学生的学习投入程度、对教育教学改革、实习实践机会满意度最为显著;但卓越计划并没有完全达到其面向工业界、面向世界、面向未来的培养目标,学生的设计能力、领导力、沟通交流能力、国际化视野等综合素质仍有待进一步的提升。在影响学生培养质量的因素分析中,学习投入是主要因素,其次是学生对教育教学改革的满意度。因此,在后续卓越计划(2.0版)实施过程中,除了保证学生学习投入,继续推进各种教育教学改革提升学生国际化能力、沟通交流能力等综合素质外,还需要调动教师、院系管理人员参与卓越计划的积极性。 相似文献
9.
Leadership is an important factor affecting organizational innovation. Many studies show that transformational leadership
has positive and significant influence on organizational innovation. Based on a literature review and previous work, this
study aims to investigate the influence of transformational leadership on organizational innovation and to examine whether
organizational learning is a mediator between their relationships. Structural equation modeling was used to test the model.
The research sample consisted of 330 teachers in charge of administration in postsecondary schools. The findings of this study
provide evidence that transformational leadership and organizational learning have significant positive relationship influence
on organizational innovation. The research also demonstrates that there is significant effect on the role of mediation in
organizational learning on the relationship between transformational leadership and organizational innovation. The study suggests
that if school principals use the strategies of transformational leadership and organizational learning at the same time,
organizational learning was highly effectiveness to achieve organizational innovation in the postsecondary schools. 相似文献
10.
This study explores teacher learning in Vocational Education and Training colleges, combining organizational and psychological factors, such as transformational leadership, teamwork, and self-efficacy. 447 teachers participated in a survey study. Multilevel structural equation modeling was used to test 7 hypotheses derived from previous research. The results show that transformational leadership has direct and indirect effects on teacher learning as mediated by teamwork processes. Moreover, the impact of teamwork processes on teacher learning was mediated by self-efficacy. The study contributes to research on workplace learning by giving insight into the role organizational and psychological factors play in stimulating teacher learning. 相似文献
11.
《Journal of Further & Higher Education》2012,36(1):95-106
Literature concerning leadership styles in HE provides no distinct view on whether style relates to gender. Transformational styles are regarded by some as particularly suited to times of change, and likely to be adopted by women; but others argue such styles are unsuited to HE. In a study of leadership within an institute of higher education undergoing change, transformational and transactional leadership behaviours were identified in all senior managers, male and female. However, when official communications were plotted over time, transformational attitudes were superseded by transactional. Women managers apparently identified more with male gender paradigms and displayed male-type leadership behaviours, whilst men showed female paradigm identification and female-type leadership. Additionally, managers indicated that past experience of ‘poor’ management and their subject training had greatly influenced their leadership approaches. 相似文献
12.
Päivi Hakkarainen 《Educational technology research and development : ETR & D》2009,57(2):211-228
This paper reports on a design-based research (DBR) process for designing, implementing, and refining a problem-based learning (PBL) course on educational digital video (DV) use and production at the University of Lapland’s Faculty of Education. The study focuses on the students’ learning processes and outcomes from the viewpoint of meaningful learning. The research subjects included two pilot students and ten students enrolled in the course. To promote the reliability of the findings, data of various kinds and from multiple sources were used, including video recordings of the PBL tutorial sessions. The results suggest that PBL offers a good model to support students’ knowledge and skills in producing and using educational DV. In addition, the results suggest that DV production can be used as a method to learn about the subject matter of the DVs. 相似文献
13.
14.
In an effort to meet the challenge of preparing new international graduate students in chemistry for assignments as teaching assistants (TAs), an innovative training program was designed which incorporated the collaborative efforts of language, pedagogy, and subject matter specialists. This paper describes the approach taken in providing discipline-specific training for new international TAs (ITAs) by providing the rationale and curriculum for such a program and describing the implementation of this program through the academic year. The paper concludes by describing the results of the project on those ITAs who participated and the benefits and limitations of using this approach.Mark W. Tanner obtained his Ph.D. (1991) in Educational Linguistics at the University of Pennsylvania. He is currently, Coordinator of the International Teaching Assistant Program at the University of Washington. Sara Selfe obtained her Ph.D. (1984) in Organic Chemistry at the University of Washington. She is currently Senior Lecturer in the Chemistry Department at the University of Washington and is working to improve the opportunities for Native Americans in the sciences. Deborah Wiegand obtained her Ph.D. (1990) in Analytical Chemistry at Northern Illinois University. Currently she lectures in the Chemistry Department and is Director of the Women in Science Program at the University of Washington.This article previously was accepted for publication in Lewis, K.G. (Ed.). (1993).The TA experience: Preparing for multiple roles. Stillwater, OK: New Forums Press. 相似文献
15.
本文回顾了1980~2010年美国教育领导力评价研究路向。研究显示,20世纪80年代早期美国兴起了以"校长教学管理评定量表"(PIMRS)为代表的教育领导力测评浪潮;到了90年代初,变革型领导成为美国教育领导力评价的另一风潮;而进入21世纪以来,以学生学习为中心而创建的"范德比尔特教育领导力评估"(VAL-ED)成为新的潮流。注重科学性、多样性和时代性已成为美国教育领导力评价的主要趋向。 相似文献
16.
Paul H. Jacques Veselina Vracheva John Garger 《Journal of Further & Higher Education》2019,43(3):321-332
This paper examines the role of student personality traits on student perceptions of an instructor’s and community partner’s leader behaviours in a service-learning context. Extant literature does not examine the role of an educator’s leadership in service-learning projects in conjunction with that of a community partner and does not consider the importance of student perceptions of these two sources of leadership. The present study demonstrates that the emergence of transformational leadership is not only an outcome of leaders’ personality and behaviours, as most of the transformational leadership literature suggests, but also to a degree a function of followers’ attributes. Thus, the development of effective transformational leaders must factor in followers’ personality traits. Specifically, the effects on perceptions of leadership of three personality traits were examined. Findings suggest that both agreeableness and conscientiousness correlate with service-learning participants’ perceptions of an instructor’s transformational leadership behaviours, but extraversion did not. Results also suggest that service-learning participants’ perceptions of an instructor’s transformational leadership behaviours correlate with their perceptions of a community partner’s similar behaviours. 相似文献
17.
Beth C. Rubin 《The Urban Review》2007,39(2):217-249
This article explores the figured world of learning at urban Oakcity High School, describing the learner identities that were
available to students amid the practices, categories, discourses and interactions of this world. My aims are 2-fold and interconnected:
(1) to reframe a taken-for-granted phenomenon—that students tend to do poorly at urban high schools serving low income students
of color, and (2) to apply a situated perspective and the concepts of figured worlds and positional identities to the study
of learning and identity at an urban high school, expanding the use of these concepts in educational research.
Beth C. Rubin is an Assistant Professor in Graduate School of Education, Rutgers The State University of New Jersey 10 Seminary
Place New Brunswick NJ 08901 USA 相似文献
18.
Pamela Ajoku 《Action Learning: Research and Practice》2015,12(1):3-21
A field study focused on learning capabilities within action learning sets was used to evaluate potential opportunities between action learning and transformational learning. The use of action learning as a methodology for the acquisition, sharing and transfer of information while integrating an added perspective for transformational learning within the action learning set was investigated. There could be occurrences of transformation within action learning and critical action learning sets. However, there could be the added possibility of using action learning as a potential vehicle for an enhanced or more specific focus on transformational learning. It is useful to explore this potential, especially when there is an increased awareness regarding associations between action learning and transformational learning. Within such learning environments, there could also be the increased potential for outcomes that transform an individual, group or organization. The use of transformational elements based on discussions and resulting themes that occur within action learning sessions are discussed with the aim of encouraging personal development, enhancing skills and engaging in adult learning that could lead to organizational development. Recommendations for these environments are also presented. 相似文献
19.
LEAD at lunch: inquiry,learning, and action 总被引：1，自引：1，他引：0
Cynthia Roberts 《Action Learning: Research and Practice》2012,9(1):37-44
This account of practice discusses the author's experience in facilitating a small group of managers in health care over lunchtime utilizing an action learning approach. This was part of a larger leadership development initiative which took place in the organization and the intention was to create a more intimate, informal and safe setting whereby the group could further delve into the collaborative learning process, explore issues around leadership, garner feedback about the formal programming, gain insight into larger organizational issues, and perhaps develop strategies for change. Outcomes achieved include better meeting management, revision of an organizational communication forum, the development of a training program for performance management, as well as plans for more collaboration with upper administration and the development of a mentoring program. In summary, this venue created a supportive space whereby all aspects of a problem could be explored and resolutions could be formulated and acted upon. 相似文献
20.
Sonia M. Gómez Puente Michiel van Eijck Wim Jochems 《European Journal of Engineering Education》2015,40(1):14-31
Design-based learning (DBL) is an educational approach in which students gather and apply theoretical knowledge to solve design problems. In this study, we examined how critical DBL dimensions (project characteristics, design elements, the teacher's role, assessment, and social context) are applied by teachers in the redesign of DBL projects. We conducted an intervention for the professional development of the DBL teachers in the Mechanical Engineering and the Electrical Engineering departments. We used the Experiential Learning Cycle as an educational model for the professionalisation programme. The findings show that the programme encouraged teachers to apply the DBL theoretical framework. However, there are some limitations with regard to specific project characteristics. Further research into supporting teachers to develop open-ended and multidisciplinary activities in the projects that support learning is recommended. 相似文献