共查询到20条相似文献，搜索用时 265 毫秒
1.
Lawrence J. Stricker 《Research in higher education》1994,35(5):569-587
The aim of this study was to delineate departmental differences in the length of time that doctoral students take to receive
their degrees and the institutional characteristics linked with it. Variables describing graduate departments in three disciplines
(chemistry, English, and psychology) and their parent universities were obtained from available records. In analyses of departments
in each discipline, a relatively small set of institutional variables correlated with average time to the doctorate for the
department, after controlling for characteristics of students in the department, and these relationships differed from discipline
to discipline. The clearest and most extensive findings emerged for psychology: the institutional variables identified primarily
concerned faculty accessibility (student/faculty ratio and department size)—a longer time to the doctorate for departments
with many students per faculty member or many students. 相似文献
2.
Dwane R. Collins Myrtle T. Collins Donald A. Leton 《Journal of Experimental Education》2013,81(4):32-37
The effects of human relations seminars on dogmatism scores of educational administration students were investigated. Two groups of graduate students coming largely from the Middle and Far East were used in this study. The experimental group was given a series of human relations workshops over a period of four weeks. The results provided evidence that human relations training can reduce dogmatism as measured by the Rokeach Dogmatism Scale. Also, the seminars provided an opportunity not usually found in the traditional academic program for graduate students to interact with their peers and the faculty. 相似文献
3.
King-Dow Su 《International Journal of Science and Mathematics Education》2008,6(2):225-249
The purpose of this study was to evaluate the instructional effects of using animations, static figures, PowerPoint bulletins,
and e-plus software as chemistry texts with the aid of computer-based technology. This study analyzed the characteristics
of students involved in three multimedia courses and their achievement and attitude toward chemistry and learning chemistry.
The three samples included in this study involved 257 undergraduate engineering students enrolled in the courses during the
academic year in which the study occurred. The results indicate that: (a) students acquired a better understanding of targeted
chemistry concepts during the multimedia courses, (b) some categories of students, based on their major area of study, computer
use, and attendance status at orientation achieved significantly (p < 0.05) higher post-test scores when adjusted for pre-test performance, and (c) significant differences and Cohen’s effect
sizes in attitudes toward chemistry and learning chemistry were detected for students’ level of computer use, disposition
toward computer multimedia, gender, and attendance at the multimedia orientation session. It appears to be helpful to incorporate
computer-based multimedia (animations, images, sounds) teaching while utilizing constructivist design principles to facilitate
students’ chemistry understanding and attitude toward chemistry and learning chemistry. 相似文献
4.
《Africa Education Review》2013,10(3):508-524
ABSTRACTIn computer engineering education, specific English language practices are needed to enable computer engineering students to succeed in professional settings. This study was conducted for two purposes. First, it aimed at investigating to what extent the English courses offered to computer engineering students at the National School of Applied Sciences in Al-Hoceima were successful in fulfilling the job requirements of the prospective engineers. And the second objective was to devise an English for Specific Purposes (ESP) course that is rather related to the field of specialization of the respondents and attends to their communicative needs as well. For these purposes a ‘needs analysis questionnaire’ was devised to identify these students' perceptions of the English language practices used, the importance of these practices, the areas of language use that they need training/teaching in, and their preferences for the English language course. The results stressed the significance of English for computer engineering students. They also identified the students' lacks, needs and interests with regard to English language practices. The study concluded with pedagogical implications. 相似文献
5.
Tazzarae Spivey-Mooring 《Peabody Journal of Education》2014,89(3):393-410
This study examines an innovative model program for the mentorship of diverse graduate students entitled the Inter-Ethnic/Interdisciplinary Mentoring Institute for Graduate Education (i.e., Mentoring Institute), which was established by the Graduate Student Diversity Programs in the Office of the Vice President for Research at the University of Virginia (UVa). The Mentoring Institute was created to promote an inclusive environment for graduate students from diverse backgrounds as well as to provide support for and increase the number of students of color who successfully matriculate and graduate from UVa. A comprehensive program evaluation was conducted that assesses the mentoring experiences of UVa graduate students who participate in the Mentoring Institute. The evaluation data reveals how graduate students’ involvement in the Mentoring Institute has positively impacted their academic and social experiences as well as their feelings of connectedness to UVa's professional community. The evaluation also assesses ongoing activities, professional trainings, workshops, and other support mechanisms provided for graduate students by the Mentoring Institute. In all, graduate students who participated in the Mentoring Institute evaluation indicated that the program has contributed significantly to their academic success, social well being, and feelings of connectedness to the UVa graduate school community. This study should particularly benefit administrators, faculty, students, and higher education professionals who are interested in multicultural graduate student development at predominately White institutions of higher education. 相似文献
6.
Maria Ferreira 《International Journal of Science Education》2013,35(8):969-989
This study explored the gender issues that contributed to the differential attrition rate of men and women graduate students in two science departments (biology and chemistry) at a large research university. Departmental records were used to compute the student attrition rate while surveys from 170 students, and interviews with 32 of them, were used to explore students' perspectives on the reasons affecting the attrition of men and women graduate students in each department. Analysis of the data indicated a significantly larger student attrition rate in chemistry than in biology. In each department the attrition rate for women was also significantly larger than the attrition rate for men. The study uncovered different gender issues, in each department, related to the significantly larger attrition rate for women students. 相似文献
7.
在中国教育领域中研究生教育非常重要,研究生们应努力吸收国外优秀文化与科研成果并将本族文化与科研成果传播出去。目前的研究生英语口语教学是否能够满足这种需要已经引起学者们的关注。本文通过对广西师范大学外国语学院2009级英语专业的研究生进行抽样调查,旨在探讨对英语专业的研究生设置英语口语课的必要性及如何设置口语课。 相似文献
8.
P. Cretchley 《Education and Information Technologies》2007,12(1):29-39
Employer expectations have changed: university students are expected to graduate with computer competencies appropriate for
their field. Educators are also harnessing technology as a medium for learning in the belief that information and communication
technologies (ICT’s) can enliven and motivate learning across a wide range of disciplines. Alongside developing students’
computer skills and introducing them to the use of professional software, educators are also harnessing professional and scientific
packages for learning in some disciplines. As the educational use of information and communication technologies increases
dramatically, questions arise about the effects on learners. While the use of computers for delivery, support, and communication,
is generally easy and unthreatening, higher-level use may pose a barrier to learning for those who lack confidence or experience.
Computer confidence may mediate in how well students perform in learning environments that require interaction with computers.
This paper examines the role played by computer confidence (or computer self-efficacy) in a technology-enriched science and
engineering mathematics course in an Australian university. Findings revealed that careful and appropriate use of professional
software did indeed enliven learning for the majority of students. However, computer confidence occupied a very different
dimension to mathematics confidence: and was not a predictor of achievement in the mathematics tasks, not even those requiring
use of technology. Moreover, despite careful and nurturing support for use of the software, students with low computer confidence
levels felt threatened and disadvantaged by computer laboratory tasks. The educational implications of these findings are
discussed with regard to teaching and assessment, in particular. The TCAT scales used to measure technology attitudes, computer
confidence/self-efficacy and mathematics confidence are included in an Appendix. Well-established, reliable, internally consistent, they may be useful to other researchers. The development of the computer
confidence scale is outlined, and guidelines are offered for the design of other discipline-specific confidence/self-efficacy
scales appropriate for use alongside the computer confidence scale. 相似文献
9.
Graduate students play an integral role in undergraduate chemistry education at doctoral granting institutions where they routinely serve as instructors of laboratories and supplementary discussion sessions. Simultaneously, graduate teaching assistants (GTAs) balance major research and academic responsibilities. Although GTAs have substantial instructional facetime with large numbers of undergraduate students, little is known about their conceptions of teaching or their identities as teachers. To investigate the knowledge that GTAs have regarding teaching in this unique context, their teaching identities, and how these developed, we conducted 22 interviews with graduate students from several universities at various levels in their graduate school career using a modified Teacher Beliefs Interview. Interviews were analyzed for two overarching teacher learning constructs: teacher knowledge and teacher identity. We characterized chemistry GTAs' teacher knowledge and identity and determined major influencing factors. We found that chemistry GTAs often identified as a tutor or lab manager, which hindered their self-investment in developing as teachers. The results presented herein contribute to an understanding of GTAs' teacher knowledge, teacher identity, and their teaching context, from which training can be designed to best support GTA development. 相似文献
10.
The University of Debrecen's Faculty of Medicine has an international, multilingual student population with anatomy courses taught in English to all but Hungarian students. An elective computer‐assisted gross anatomy course, the Computer Human Anatomy (CHA), has been taught in English at the Anatomy Department since 2008. This course focuses on an introduction to anatomical digital images along with clinical cases. This low‐budget course has a large visual component using images from magnetic resonance imaging and computer axial tomogram scans, ultrasound clinical studies, and readily available anatomy software that presents topics which run in parallel to the university's core anatomy curriculum. From the combined computer images and CHA lecture information, students are asked to solve computer‐based clinical anatomy problems in the CHA computer laboratory. A statistical comparison was undertaken of core anatomy oral examination performances of English program first‐year medical students who took the elective CHA course and those who did not in the three academic years 2007–2008, 2008–2009, and 2009–2010. The results of this study indicate that the CHA‐enrolled students improved their performance on required anatomy core curriculum oral examinations (P < 0.001), suggesting that computer‐assisted learning may play an active role in anatomy curriculum improvement. These preliminary results have prompted ongoing evaluation of what specific aspects of CHA are valuable and which students benefit from computer‐assisted learning in a multilingual and diverse cultural environment. Anat Sci Educ. © 2012 American Association of Anatomists. 相似文献
11.
We describe a model professional development intervention currently being implemented to support 3rd- through 5th-grade teachers’
science instruction in 9 urban elementary schools with high numbers of English language learners. The intervention consists
of curriculum materials for students and teachers, as well as teacher workshops throughout the school year. The curriculum
materials and workshops are designed to complement and reinforce each other in improving teachers’ knowledge, beliefs, and
practices in science instruction and English language development for ELL students. In addition to these primary goals, secondary
goals of the intervention included supporting mathematical understanding, improving scientific reasoning, capitalizing on
students’ home language and culture, and preparing students for high-stakes science testing and accountability through hands-on,
inquiry-based learning experiences. 相似文献
12.
《学校用计算机》2013,30(1):231-248
Abstract This paper discusses the use of online classroom collaborative environments to support the face-to-face teaching of a graduate course in English Literature. Online data from graduate students and the professor were collected and analyzed. Results show that students benefit from the online interaction to learn English Literature. There are, however, also disadvantages in the use of online environments, which are discussed in our conclusion. 相似文献
13.
曹英 《福建教育学院学报》2009,10(4):126-128
采用粒子群算法分析了选题和指导教师因素对于数学、软件工程及计算机三专业学生毕业设计质量的影响,结果显示对于不同专业,质量因素的影响是不一样的,因此需要针对性地给出改进措施;然后基于分析结果给出了对导师遴选及课题筛选工作的改进建议。 相似文献
14.
This paper explores new patterns of learning across cultures in higher education through a case study of a cohort of international
graduate students at a university in Chinese mainland. North University (NU) has hosted international students in its Chinese
language and culture programs for decades. However, between 2008 and 2010, a new Master’s degree program for international
students was established. This attracted 75 graduate students from different disciplinary backgrounds, from 21 developing
countries in Africa, Asia, Latin America, and Oceania. English is the common language to both students and faculty, but a
foreign language to all. This program marks a significant shift for China’s higher education as it reaches out to the world.
The paper describes this cohort’s lived experiences in China, including academic, linguistic and sociocultural learning. It
analyzes the challenges such programs pose for the Chinese higher education system, explores how these challenges have become
opportunities for growth and how barriers have been overcome. It also discusses the implications of this case for the upgrading
of higher education quality in China. 相似文献
15.
Virginia E. Garland 《TechTrends》1990,35(3):17-19
Conclusions These findings are important to educational leaders, especially those in higher education, who are responsible for allocating
resources for microcomputers. Recommendations for the selection of appropriate hardware can be derived from this analysis
of current computer use and of expected changes.
That computer facilities need upgrading in the next decade is clear. The purchase of new Macintosh and MS-DOS microcomputers
would fit the needs of a majority of educational administration students. Of the program coordinators and professors with
computer expertise who responded to the survey, 43 percent believe that their graduate students are gaining more access to
computers in places other than the university. College of Education computer laboratories should be more open to students
in educational leadership programs, and these programs should make the availability of appropriate hardware and software a
priority. Understanding the extent to which educational administration programs train their students in computer use is of
paramount importance in assessing curriculum development and its concomitant hardware demands.
She has published reviews and articles on various aspects of computers in education. 相似文献
16.
Lloyd H. Barrow 《科学教学研究杂志》1985,22(6):477-483
The purpose of this study was to compare elementary science education library resources available in graduate and undergraduate teacher education institutions in New England. A 31-item survey was sent to teacher education institutions certified to prepare elementary teachers. The survey had four components: (1) services (i.e., ERIC, computer search, etc.), (2) journal holdings/science (i.e., Science and Children, Science Education, etc.), and nonscience (i.e., Reading Teacher, Instructor, etc.), (3) resources available (i.e., elementary science textbooks, audio-visual materials, computer software, etc.), and (4) an open-ended question about what major resources were needed to help prepare preservice students to teach science. There was a 72% return rate from the 87 institutions. Data were analyzed by the FREQUENCIES and ONEWAY subprograms of SPSSX. Less than 34% of the non-graduate libraries had ERIC microfiche available, Dissertation Abstracts, and computer search capabilities services. There was significant difference between graduate and nongraduate institutions journal holdings for science education journals and indexes. The surveyed libraries had more elementary science textbooks published prior to 1980 than those published after 1980 and were severely lacking in computer software. 相似文献
17.
随着教育的国际化,研究生英语教学改革也迫在眉睫,尤其是研究生英语交际能力的培养显得更为重要。作者探讨了如何应用英文原版电影作为研究生视听说教材,培养研究生英语交际能力。 相似文献
18.
19.
In this study we explore the strategies that undergraduate and graduate chemistry students use when engaged in classification tasks involving symbolic and microscopic (particulate) representations of different chemical reactions. We were specifically interested in characterizing the basic features to which students pay attention when classifying chemical reactions at the symbolic and microscopic levels. We identified the categories that students create when classifying chemical reactions, and compared the performance in simple classification tasks of students with different levels of preparation in the discipline. Our results suggest that advanced levels of expertise in chemical classification do not necessarily evolve in a linear and continuous way with academic training; a significant proportion of undergraduate students, regardless of their level of preparation in chemistry, based their classification schemes on the identification of surface features and failed to create chemically meaningful classes. Students' ability to identify chemically meaningful groups was strongly influenced by their recent learning experiences and their graduate work in chemistry. The level of expertise and the type of chemical representation influenced the number and types of categories created, the nature of the features used to build a class, and the role that these features played during the classification process. Although all of the participants in our study expressed similar levels of unfamiliarity with the microscopic images of chemical reactions, advanced students were more adept at using the available representational features to build chemical meaning. © 2007 Wiley Periodicals, Inc. J Res Sci Teach 45: 771–793, 2008 相似文献
20.
We investigated the conflict management preferences of graduate students with their faculty advisors and assessed the effects of participating in a conflict resolution workshop on those preferences. One hundred and twenty-one graduate students completed the pre-workshop surveys, and 69 participants completed the post-workshop surveys after seven workshops conducted over a 3 year period. Nineteen subjects participated in three post-workshop focus groups. The quantitative pre-workshop data showed that avoidance and accommodation styles for managing conflict were preferred among participants. Participants showed a trend towards a statistically significant increase in the collaborating score post-workshop relative to pre-workshop levels. The qualitative data indicated that students applied skills taught during the workshop, including interest-based principles, when interacting with faculty. 相似文献