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1.
Shayna Rusticus Anne Worthington Derek Wilson Karen Joughin 《Learning Environments Research》2014,17(3):423-435
The Medical School Learning Environment Survey (MSLES) was used with a sample of 311 undergraduate medical students in British Columbia, Canada, to assess the seven scales of Medical Breadth of Interest, Personal Breadth of Interest, Emotional Climate, Flexibility, Meaningful Learning Experience, Organization, Nurturance and Student–Student Interaction. Confirmatory factor analysis was used to support the validity of the MSLES when used with this sample. 相似文献
2.
Within mathematics education research, the responses to the Programme for International Student Assessment’s (PISA’s) international testing regime tend to accept its framework and results as necessary points of reference, even when offering a critical reinterpretation or challenging national policy discourses based on PISA. In this article, we offer a different approach to the critique of PISA, drawing on theoretical tools provided by Bernstein and Foucault, to ask what the PISA regime achieves. Our understanding of this achievement encompasses both the production of knowledge structures and the production of students, teachers and other agents as subjects. We propose that the theoretical approach we offer provides a methodological entry point into analysis of the texts comprising the PISA mathematics regime. Analysis of a single PISA item is used to illustrate the insights that may be gained from such a theoretical lens. Such insights into the logic of PISA have the potential to allow us better to understand and hence contest the role that PISA and other large-scale assessment regimes may play in global and local policy discourses. 相似文献
3.
Separate groups of rats were trained and tested on asymmetrically and symmetrically reinforced successive delayed matching-to-sample (DMTS) or delayed discrimination (DD) tasks in Experiment 1. Each rat received training and testing on symmetrically reinforced DMTS and DD tasks in Experiment 2. The only difference between each task was that the rats had to respond correctly to a light or tone test stimulus, S2, if it matched a light or tone sample stimulus, S1, in DMTS, but could respond to either S2 if S1 had been a particular stimulus in DD. Only correct leverpresses were reinforced in the asymmetrically reinforced version of each task. Both correct presses and correct omissions were reinforced in the symmetrically reinforced version of each task. Response biases to leverpress during tests for delayed responding to S1 were reduced in both symmetrically reinforced tasks, but only in the DD task did such contingencies produce consistently poorer performance in responding to either S, in Experiment 1. Declines in accuracy of performance that occurred in both experiments were greater to the visual than to the auditory S1 only in the DMTS tasks with increased intervals between S1 and S2. A third experiment, in which rats had to respond to S2 if it matched S1 (DMTS) or if S2 mismatched S, (DMmTS), was carried out. Modality of S1 similarly affected accuracy of delayed responding in each task, as in the first two experiments. Methodological and theoretical implications of these results are discussed in terms of Honig and Thompson’s (1982) dual-process theory of working memory. 相似文献
4.
H. L. Roitblat 《Learning & behavior》1980,8(3):341-351
The delayed matching-to-sample (DMTS) task was used in three experiments to investigate how pigeons code information about sample stimuli. In all experiments, each trial consisted of a signaled presentation of a sample stimulus for a fixed duration followed, after some delay, by the presentation of three comparison stimuli. After incorrect first choices, the bird was allowed a second choice between the remaining two stimuli. It was found, in Experiment 1, that the probability of a second choice error declined with increasing sample duration. This result is consistent with a gradual short-term memory encoding process but not with a simple two-state all-or-none process. In the second experiment, it was found that the distribution of first-choice errors was affected by the particular sample occurring on a trial. This result is inconsistent with a two-stage discrete state memory/attention model based on the assumption that encoding of the sample and attention to the comparison stimuli are both independent all-or-none processes. The third experiment involved symbolic DMTS, in which the sample stimuli varied along a dimension different from that along which the comparison stimuli varied. With increasing delay between sample and comparison stimulus presentations, the pigeons were more likely to confuse test stimuli than to confuse sample stimuli. The results of these experiments lead to the conclusion that pigeon DMTS performance depends on a gradual encoding process in which a representation isomorphic with the test stimuli is generated and maintained. 相似文献
5.
The present study investigated the strategies involved in the Kohs Block Design task from a cognitive point of view. One purpose was to improve the classical distinction between syncretic and analytic strategies. An other goal was to determine whether subjects show the same strategies according to their field dependence level. Finally, we analysed the way the subjects described their own strategies in order to assess their metacognitive skills. The subjects (17 year-old pupils) were first given a field dependence proof (G.E.F.T.), then the Kohs Block Design task and finally were interviewed about their strategies. Each pupil was tested individually and videotaped. The strategies were drawn by four indicators. The results indicated three strategies: syncretic, analytic and synthetic strategies. The degree of field dependence clearly distinguished the strategies in the Block Design task: more independent the subject is, more he used a synthetic strategy. Finally, the subjects’ verbalizations were more closely connected with their behaviours. In a general way, the subjects appeared to be steady in the use of a particular strategy. 相似文献
6.
Bobbie A. Henderson 《Early Childhood Education Journal》1983,11(1):10-11
CIA does not stand for what you ordinarily would think, The Central Intelligence Agency! These initials can be quite meaningful to caregivers and definitely beneficial to school-agers who are involved in before and after school care. CIA—Creativity, Imagination and Anticipation! These are key words and functions which can enhance a school-age program. 相似文献
7.
Stephen Ntim 《Higher Education》2014,68(6):837-849
High quality provision has been one of the key aims of the current reforms in higher educational institutions across the globe since the beginning of the century and the millennium. Consequently this has led to the increasing demand for quality assurance (QA). This report identifies those institutional processes and structures that support the development of an internal quality culture in the emerging private universities in Ghana. The study bases its understanding of “quality culture” on the definition which sees it as referring to an organizational culture characterized by a cultural/psychological element on the one hand, and a structural/managerial element on the other hand. If we take our educational activity as a process, then the process (the activity) requires inputs (information, materials), resources (people, equipment, space) and control (QMS) to produce outputs (products and/or services). QA then is a culture—a way of continuously aiming to improve and do better—and the private universities in Ghana are responding to this. 相似文献
8.
The global context of contemporary higher education demands international benchmarks. Quality assurance of teaching and learning would benefit from the insights gained from cross-cultural assessments. If cross-cultural assessments are used it is imperative that equivalence is assured, requiring attention to the technical standards used. In this paper we draw on our experiences implementing the Organisation for Economic Cooperation and Development’s Assessment of Higher Education Learning Outcomes (AHELO) Feasibility Study across 17 countries. We consider the key standards required in a number of core technical areas to achieve equivalence. We discuss how different elements were achieved in the AHELO Feasibility Study. These include the development of assessment materials for use across languages; selection and engagement of students; delivery of assessment materials and analysis of assessment data. 相似文献
9.
Short-term memory (STM) for haptic information was examined in a delayed matching-to-sample (DMTS) task. Three rhesus monkeys were tested in DMTS with all possible combinations of different-size spheres and cubes as the sample and comparison stimuli. The results showed that the decrease in percentage correct as a function of the retention intervals was relatively independent of the size and shape of the sample and comparison stimuli. In general, at each retention interval, percentage correct was higher when the (1) comparison stimuli differed in both size and shape than when the comparison stimuli differed in only size or shape, (2) size differences between the comparison stimuli increased, and (3) samples were spheres rather than cubes. This pattern of results suggests that dimensions of the haptic stimuli influenced discrimination but had little effect on the animals’ STM. In Experiment 2, the same three monkeys responded to the sample and comparison stimuli with the same hand or responded to the sample with one hand and the comparison stimuli with the opposite hand. The decrease in percentage correct across retention intervals was comparable for all possible hand combinations. These results suggest that the loss of information from STM is comparable when the sample and comparison stimuli are both felt with the same hand or with opposite hands. 相似文献
10.
Jill Forster 《The Australian Educational Researcher》1991,18(3):21-36
The main purpose of this study was to investigate how policy has become practice in the area of gifted education in the New South Wales government school system. In general, it was a heuristic study of the articulation of policy and practice. A conceptual framework applied to the policy process was used to consider the extent to which the policy intent was realised. At each level of the policy process perceptions and practice were revealed through interviews, documents, content analyses and, in addition, at the school level, through questionnaires as part of a case study approach. The study clarified and gave validity to general assumptions in the areas of policy-making and gifted education. Findings showed that providing for gifted and talented children was not a priority, was not systematic and was not routine. Specifics were lacking through the policy process, resulting in the ad hoc nature of provision for gifted children which varied according to individual initiatives. As the then Minister for Education saw it, the situation was ‘a pepper pot of exciting activities alongside inaction (Metherell 1989). 相似文献
11.
Adolescent future orientation was studied from the point of view of orienting expectations about the future, consisting of three aspects: cognitive (clarity of plans for the use of future time), affective (optimistic vs pessimistic attitudes toward the future), and motivational (realistic vs unrealistic wishes for the future). The study was part of the Jyväskylä Longitudinal Study of Social Development, the original sample for which consisted of 8-year-old subjects. Follow-up studies were made using a semistructured interview covering several aspects of home atmosphere (child-rearing and external home conditions) and youthful life orientation at ages 14 and 20 with 115 subjects. Results obtained with LISREL confirmed the hypothesis that optimism toward the future at age 20 was related to positive memories of child-rearing, and to a degree the hypothesis that the clarity of plans was related to parental occupational status and working conditions. Memory of the parents’ time for the child explained all aspects of adolescent future orientation. 相似文献
12.
Judy Lewis 《Learning & behavior》1973,1(4):247-250
Albino rats were trained to respond on a multiple variable-interval (VI) shock-avoidance schedule, where VI responses were reinforced on one bar, and shock-avoidance responses were reinforced on another in alternating components. Tone-shock pairs were superimposed upon the VI components, and conditioned suppression was obtained. These results are in opposition to those obtained when stimulus-shock pairs are superimposed upon baselines in Ss with shock-avoidance histories where a single manipulandum has been used for both schedules. 相似文献
13.
Brian A. Woodcock 《Science & Education》2014,23(10):2069-2093
“The Scientific Method” as it has been portrayed in popular and introductory contexts has been declared a myth. The variation that one finds in introductory presentations of “The Scientific Method” is explained by the fact that there is no canonical account among historians and philosophers of science. What, in particular, is wrong with “The Scientific Method”? This essay provides a fairly comprehensive survey of shortcomings of “The Scientific Method”. Included are corrections to several misconceptions that often accompany such presentations. Rather than treating “The Scientific Method” as a useful approximation or an ideal, the myth should be discarded. Lessons can be learned for introductory pedagogical contexts from considering the shortcomings of the myth. 相似文献
14.
Two experiments investigating odor production and utilization in rats under the effects of Thorazine and Elavil injections, respectively, are reported. In Experiment 1, significantly slower speeds shown by the Thorazine-injected subjects indicated that this drug depressed performance. It is felt that depressed performance allowed these subjects to attend and respond to odor cues earlier in Phase 1 than did saline-injected control animals. Reversing the injection conditions (Phase 2) failed to disrupt already-established patterning. During the first phase of Experiment 2, Elavil-injected subjects failed to establish patterned responding, whereas such responding was readily established by saline-injected subjects. Reversing the injection conditions (Phase 2) resulted in the rapid development of double-alternation patterning by the subjects that were shifted from Elavil to saline and in the maintenance of such responding by the animals shifted from saline to Elavil. 相似文献
15.
Steven F. Schomberg Darwin D. Hendel Caroline L. Bassett 《Innovative Higher Education》1983,7(2):95-104
This article describes one institution's use of the College Outcome Measures Project (COMP) in comparing outcomes for graduates of traditional and non-traditional programs. The study was designed to answer three questions concerning the use of COMP in evaluating traditional and non-traditional programs. Results obtained in a study of 96 University of Minnesota graduating seniors suggest greater potential usefulness in distinguishing among institutions than in comparing outcomes of programs within an institution. The authors conclude that as new approaches and instruments for measuring college outcomes become available, criteria for instrument selection need to be shared among individuals charged with conducting outcome studies. 相似文献
16.
John Welton 《Higher Education》1983,12(5):597-607
This article examines factors affecting the development and implementation of Education Policy with special reference to the 1981 Education Act for England and Wales. Research is reported about professional practice and administrative behaviour in special education assessment. Six professional and administrative factors are identified which may affect the implementation of the new special education legislation:
- The nature of the professional domain of special education assessment;
- The emergence of competing definitions of special educational need and good practice;
- The concern for professional and administrative accountability;
- The concern for the rights of users of special education provision;
- The politicisation of special education through the development of interest groups;
- The market relations between supply and demand in special education provision.
17.
Sandra Schmiedeler Frank Niklas Wolfgang Schneider 《European Journal of Psychology of Education - EJPE》2014,29(3):467-482
The concept of “Home Learning Environment” (HLE) covers activities in a family providing intellectual stimulation for a child, such as reading to him or her or visiting libraries. Numerous studies have shown an association between HLE and children's cognitive development. In this longitudinal study, we focus on HLE as a predictor for children's behavioral development, namely, for later symptoms of attention-deficit hyperactivity disorder (ADHD), controlling for relevant aspects like socioeconomic status (SES), or television viewing behavior. We analyzed the development of ADHD symptoms from kindergarten to the end of grade 2 and possible associations with HLE, SES, and television exposure, using a German community sample (N?=?924). Results indicated that ADHD symptoms were negatively and significantly correlated to HLE for all five measurement points as well as to SES (except T4) and to television exposure for T1 to T4. Observing later development, only early HLE but not SES or television exposure served as a significant predictor for ADHD symptoms at school, when age, sex, and ADHD symptoms in kindergarten were controlled for. A structural equation model showed that HLE acted as a mediator between SES and later ADHD symptoms. Our results highlight the importance of the concept of home learning environment also for children's behavioral development. As a consequence, parents should be supported in offering their children a more favorable learning environment. 相似文献
18.
John Twining 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》1986,32(3):295-311
Information Technology has the potential to provide virtually any educational requirement which the human mind can imagine. Before ideas can become applications, however, there have to be a suitable infrastructure and detailed procedures, otherwise they merely become historical footnotes. Inside Information, a scheme developed by the B.B.C. and the City and Guilds of London Institute, uses Information Technology in some novel ways and in some new contexts. The linking of it to a short-course programme sponsored by the Department of Education and Science opens up a much wider range of possibilities. The article explains the background to the development of Inside Information and its linking to the Department's short-course programme. It shows how such linking is necessary to enable the potential of the scheme to be realised. Inside Information, as it is now being developed, makes distinctions between formal, nonformal and informal education meaningless for most purposes. Medium- and long-term scenarios are suggested. Exciting as they are, these scenarios cannot become reality until the necessary infrastructure and procedures have been created. 相似文献
19.
In a repeated shifts experiment four independent groups of thirsty rats received the following treatments: LSLS, LLLS, SSLS, and SSSS, with each letter denoting the magnitude (large or small) of sucrose reward received in each of the four phases of the experiment. While no negative contrast effect (NCE) was obtained in Phase 2, a very reliable positive contrast effect (PCE) was found in Phase 3. Moreover, a significant NCE was obtained in Phase 4. The results were explained in terms of the relative rather than absolute effects of reinforcement. 相似文献
20.
Vibration and sound damping in polymers 总被引：2，自引：0，他引：2
Excessive vibrations or loud sounds cause deafness or reduced efficiency of people, wastage of energy and fatigue failure of machines/structures. Hence, unwanted vibrations need to be dampened. This article describes the transmission of vibrations/sound through different materials such as metals and polymers. Viscoelasticity and glass transition are two important factors which influence the vibration damping of polymers. Among polymers, rubbers exhibit greater damping capability compared to plastics. Rubbers reduce vibration and sound whereas metals radiate sound. The damping property of rubbers is utilized in products like vibration damper, shock absorber, bridge bearing, seismic absorber, etc. 相似文献