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A. J. H. Gaite 《教育心理学家》2013,48(3):197-204
Blair, G. M., Jones, R. S., and Simpson, R. H., Educational Psychology (4th Ed.). New York: Macmillan, 1975. 624 pages. $8.95 Craig, R. C., Mehrens, W. H., and Clarizio, H. F., Contemporary Educational Psychology: Concepts, Issues, Applications. New York: Wiley, 1975. 558 pages. $9.95 Gage, N. L., and Berliner, D. C., Educational Psychology. Chicago: Rand McNally, 1975. 869 pages. $9.95 Lefrancois, G., Psychology for Teaching (2nd Ed.). Belmont, Cal.: Wadsworth, 1975. 372 pages. $7.95 Packard, R. G., Psychology of Learning and Instruction. Columbus, Ohio: Merrill, 1975. 480 pages. $9.95 Smith, M. D., Educational Psychology and its Classroom Applications. Boston: Allyn & Bacon, 1975. 574 pages. $9.95 相似文献
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《The Journal of environmental education》2013,44(4)
Abstract Interpretatión y educación ambiental no formal en el manejo de los recursos naturales. E. C. Olson, Mary Lynne Bowman, Robert E. Roth Procesos cognitivos relacionados con la interpretación del ambiente William E. Hammitt Demandas interpretativas del medio ambiente en la República Dominicana Clinton L. Shepard Influencias en el recreo comercial en los ríos David Cockrell, Steve Bange, y Joseph Roggenbuck Evaluación directa: Un medio administrativo para la justifacación, evolución y modificación de programas Paul F. Nowak Beneficios económicos para los visitantes de un puesto de información interpretativa Ted T. Cable, Douglas M. Knudson, y David J. Stewart 相似文献
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《The Journal of environmental education》2013,44(4)
Abstract La methode explicative et l'éducation écologique non formalisée en malière de gestion des ressources naturelles E. C. Olson, Mary Lynne Bowman, et Robert E. Roth La familiarisation et la compréhension de l'environment William E. Hammitt La tǎche de l'éducation écologique en République Dominicaine Clinton L. Shepard La persuasion et la formation des attitudes dans les activités fluviales organisées David Cockrell, Steve Bange, Joseph Roggenbuck L'évaluation directe: un instrument de gestion permettant las justification, l'évaluation et la modification de programmes Paul F. Nowak Les bénéfices économiques réalisés par les visiteurs d'un centre d'information Ted T. Cable, Douglas M. Knudson, David J. Stewart 相似文献
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We derive necessary and sufficient conditions for the existence and an expression of the （anti）reflexive solution with respect to the nontrivial generalized reflection matrix P to the system of complex matrix equations AX = B and XC = D. The explicit solutions of the approximation problem min x∈Ф ｜｜X - E｜｜F was given, where E is a given complex matrix and Ф is the set of all reflexive （or antireflexive） solutions of the system mentioned above, and ｜｜·｜｜ is the Frobenius norm. Furthermore, it was pointed that some results in a recent paper are special cases of this paper. 相似文献
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Salem A. Al khawaldeh 《Research in Science & Technological Education》2013,31(2):168-183
Background and purpose: The purpose of this study was to investigate the comparative effects of a prediction/discussion-based learning cycle (HPD-LC), conceptual change text (CCT) and traditional instruction on 10th grade students’ understanding of genetics concepts. Sample: Participants were 112 10th basic grade male students in three classes of the same school located in an urban area. The three classes taught by the same biology teacher were randomly assigned as a prediction/discussion-based learning cycle class (n?=?39), conceptual change text class (n?=?37) and traditional class (n?=?36). Design and method: A quasi-experimental research design of pre-test–post-test non-equivalent control group was adopted. Participants completed the Genetics Concept Test as pre-test–post-test, to examine the effects of instructional strategies on their genetics understanding. Pre-test scores and Test of Logical Thinking scores were used as covariates. Results: The analysis of covariance showed a statistically significant difference between the experimental and control groups in the favor of experimental groups after treatment. However, no statistically significant difference between the experimental groups (HPD-LC versus CCT instruction) was found. Conclusions: Overall, the findings of this study support the use of the prediction/discussion-based learning cycle and conceptual change text in both research and teaching. The findings may be useful for improving classroom practices in teaching science concepts and for the development of suitable materials promoting students’ understanding of science. 相似文献
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ABSTRACTBackground and Context: Computer Science attrition rates (in the western world) are very concerning, with a large number of students failing to progress each year. It is well acknowledged that a significant factor of this attrition, is the students’ difficulty to master the introductory programming module, often referred to as CS1.Objective: The objective of this article is to describe the evolution of a prediction model named PreSS (Predict Student Success) over a 13-year period (2005–2018).Method: This article ties together, the PreSS prediction model; pilot studies; a longitudinal, multi-institutional re-validation and replication study; improvements to the model since its inception; and interventions to reduce attrition rates.Findings: The outcome of this body of work is an end-to-end real-time web-based tool (PreSS#), which can predict student success early in an introductory programming module (CS1), with an accuracy of 71%. This tool is enhanced with interventions that were developed in conjunction with PreSS#, which improved student performance in CS1.Implications: This work contributes significantly to the computer science education (CSEd) community and the ITiCSE 2015 working group’s call (in particular the second grand challenge), by re-validating and developing further the original PreSS model, 13 years after it was developed, on a modern, disparate, multi-institutional data set. 相似文献
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Chelsea A. Harris 《Roeper Review》2013,35(2):133-134
Making Connections: Teaching and the Human Brain Renate Nummela Caine and Geoffrey Caine Association for Supervision and Curriculum Development (ASCD) 1250 N. Pitt St. Alexandria, VA 22314–1403 1991 $15.95 paper Restructuring Schooling for Individual Differences William M Bechtol and Juanita S. Sorenson Allyn and Bacon 111 10th St. Des Moines, IA 50309 1992 448 pp. $39.95 You Can't Say You Can't Play Vivian Gussin Paley Harvard University Press 79 Garden St. Cambridge, MA 02138 1992 144 pp. $10.00 Challenging the Potential: Programs for Disadvantaged Talented Youth Sherri Oden, Mario Kelley, Zhenkui Ma, David Weikart High/Scope Press 600 N. River St. Ypsilanti, MI 48198–2890 1991 400 pp. $29.00 Creative Thinking Problem‐Solving and the Arts Orientation John F. Wakefield Ablex Publishing Corporation 355 Chestnut St; Norwood, NJ 07648 1992 $22.50 相似文献
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Objective: To assess the sexual health knowledge of secondary school pupils in order to ascertain whether the current government public health and education policies are having any impact on pupils' sexual health. Design: Results obtained from a questionnaire as part of a two‐phase intervention study. Setting: Nineteen mixed‐sex, state secondary schools in central England. Participants: Year 8 pupils (350 male, 345 female), year 9 pupils (300 male, 325 female) and year 10 pupils (310 male, 329 female). Intervention: A questionnaire survey to assess the knowledge of pupils' sexual health education. Main outcome measures: Questionnaires distributed to pupils as baseline to assess their knowledge of sexual health, contraception and sexually transmitted infections. Results: Sexual health knowledge improves with age. A significant difference across all age groups was found, although knowledge regarding sexually transmitted infections and emergency contraception is poor for all age groups. Conclusions: Current sexual health education provision is not providing young people with adequate knowledge regarding sexual health and contraception. 相似文献
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Nicholas D. Myers Soyeon Ahn Min Lu Seniz Celimli Cengiz Zopluoglu 《Structural equation modeling》2017,24(1):112-128
This article describes the REREFACT R package, which provides a postrotation algorithm that reorders or reflects factors for each replication of a simulation study with exploratory factor analysis (EFA). The purpose of REREFACT is to provide a general algorithm written in freely available software, R, dedicated to addressing the possibility that a nonuniform order or sign pattern of the factors could be observed across replications. The algorithm implemented in REREFACT proceeds in 4 steps. Step 1 determines the total number of equivalent forms, I, of the vector of factors, η. Step 2 indexes, i = 1, 2 … I, each equivalent form of η (i.e., ηi) via a unique permutation matrix, P (i.e., Pi). Step 3 determines which ηi each replication follows. Step 4 uses the appropriate Pi to reorder or re-sign parameter estimates within each replication so that all replications uniformly follow the order and sign pattern defined by the population values. Results from two simulation studies provided evidence for the efficacy of the REREFACT to identify and remediate equivalent forms of η in models with EFA only (i.e., Example 1) and in fuller parameterizations of exploratory structural equation modeling (i.e., Example 2). How to use REREFACT is briefly demonstrated prior to the Discussion section by providing annotations for key commands and condensed output using a subset of simulated data from Example 1. 相似文献
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L. W. Michaelson 《College Teaching》2013,61(4):156-159
Abstract Momentous Discoveries/Overdue Recognition Nobel Prize Women in Science: Their Lives, Struggles, and Momentous Discoveries By Sharon Bertsch McGrayne New York: Birch Lane Press. 1993, 419 pages, $26.95. Reviewed by Frieda A. Stahl. 相似文献
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Stefan Kulakow 《The Journal of educational research》2020,113(1):13-25
AbstractThe significant interplay between self-efficacy, autonomy support and approaches to learning in adolescent students is widely recognized. However, less is known about whether substantial differences exist between early and middle adolescent students from schools with different environments. To close this research gap, this study used latent mean comparison and multigroup structural equation modeling with questionnaire data from a sample of German adolescent students (N?=?1153; MAgeT1?=?13.97, SD = 1.37; MAgeT2?=?14.27, SD = 1.25) in two waves. Multigroup structural equation modeling reveals that autonomy functions as a mediator in the association between self-efficacy and approaches to learning only for students from schools with a student-centered learning environment based on competence-matrices in contrast to a teacher-directed learning environment, particularly for early adolescent students. More specifically, adolescents’ approaches to learning can be enhanced through autonomy-supportive learning independently of their self-efficacy. 相似文献
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Amos Draw v3.51. SmallWaters Inc., 1507 East 53rd Street, Suite 452, Chicago, IL. MS® Windows® 3.x, 95, NT. Chartist v1.7. NovaGraph, Inc., P. O. Box 80115, Richardson, TX. MS® Windows® 3.x, 95, NT. Microsoft PowerPoint v7. Microsoft Corp., One Microsoft Way, Redmond, WA 98052–6399. MS® Windows® 3.x, 95, NT. EQS v5.3. Multivariate Software, Inc., 4924 Balboa Boulevard, #368, Encino, CA. Windows® 3.x, 95, NT; Mac® OS 7.0 (and above). MS Paint. (Packaged with Windows® 3.x, 95). Visio v1.0. Visio Corp., 520 Pike Street, Suite 1800, Seattle, WA 98101. MS® Windows® 3.x, 95, NT. 相似文献
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Ester Aflalo Revital Montin Ayala Raviv 《Research in Science & Technological Education》2020,38(2):208-226
ABSTRACTBackground: Outdoor learning and computer-based learning are two different alternatives to in-class conventional teacher-centered learning.Purpose: This study compares the outdoor learning setting with computer-based learning in class. It examines the influence of the two different learning settings on academic achievements, the learning experience, and pro-environmental perceptions.Sample: A total of 90 elementary school students (third and fourth-grade classes) participated in the study.Design and methods: The academic knowledge of the study participants was tested through identical exams for both learning settings. In addition, in each group the students’ perceptions were examined by means of a questionnaire about environmental values and the learning experience.Results: The study demonstrates that academic achievements in the two settings were similar, but the students expressed more enthusiasm about the outdoor learning experience than about in-class learning. In addition, the outdoor learning setting contributed more to promoting positive environmental perceptions even though students did not learn directly about environmental issues and sustainability.Conclusions: These findings suggest that learning in the natural environment is valuable: Alongside the fostering of computerized learning, it is also important to promoteoutdoor learning settings and integrate both settings by implementing mobile technologies in the outdoor teaching. 相似文献
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Ordway Tead 《College Teaching》2013,61(2):88-91
Can Consensus Come from Our Present Disarray?: The State of the Nation and the Agenda for Higher Education By Howard Bowen San Francisco: Jossey-Bass, 1982, 212 pages, index, $13.95. Reviewed by W. B. Allen A Valuable Tool for Educational Reform On Teaching and Learning in College By Paul L. Dressel and Dora Marcus San Francisco: Jossey-Bass, 1982, 241 pages, index, $16.95. Reviewed by Frederick Stirton Weaver 相似文献
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《The Journal of environmental education》2013,44(3)
Abstract Simulación en computadores como una herramienta en la enseñanza de parques y manejo de zonas de vida salvaje Robert E. Manning and Fletcher I. Potter Un juego de interacción para examinar el cambio entre valores económicos ecológicos Paul J. Rago La comunidad se integra en el manejo de desperdicios peligrosos: Comparación entre una visita a la zona y una visita simulada con transparenias Deborah Anne Simmons El desarrollo y la retención de las actitudes ambientales en niños de la escuela primaria. Harold H. Jaus Una comparación entre estudiantes americanos y no americanos respecto a las actitudes del medio físico. A. Doyne Horsley 相似文献
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Paul Douglass 《College Teaching》2013,61(1):43-45
Successful Writing in All Disciplines: Language Connections: Writing and Reading across the Curriculum Edited by Toby Fulwiler and Art YoungUrbana, Illinois: National Council of Teachers of English, 1982, 190 pages, $10.75 paperback. Reviewed by Richard Leahy A Quiet Revolution: The Adult Learner on Campus By Jerold W. AppsChicago: Follet Publishing Company, 1981, 264 pages, index, $17.95. Reviewed by Gary W. Peterson 相似文献
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Stereoselective transformation of Baylis-Hillman acetates I into corresponding （Z）-allyl iodides 2 has been achieved by treatment of I with samarium triiodide in THF. Remarkable rate acceleration of samarium triiodide-mediated iodination of 1 was found when ionic liquid 1-n-butyl-3-methyl-imidazolium tetrafluroborate （[bmim]BF4） was used as reaction media in stead of THF. This novel approach proceeds readily at 50 ℃ within a few minutes to afford （Z）-allyl iodides 2 in excellent yields. A mechanism involving stereoselective iodination of the acetates of Baylis-Hillman adducts by samarium triiodide is described, in which a six-membered ring transition state played a key role in the stereoselective formation of 2. 相似文献
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Carla Márquez Rodolfo Solís-Vivanco Astrid Schilmann Humberto Nicolini 《Parenting, science and practice》2021,21(1):47-54
SYNOPSIS Objective . To explore whether maternal sensitivity is associated with Autism Spectrum Disorder (ASD) severity in children with and without ASD. Design . The samples consisted of 25 Mexican dyads of children with ASD (aged 3.1-6.9 years) and their mothers (aged 20-47 years) and 24 Mexican dyads of children without ASD (aged 3.4-6.7 years) and their mothers (aged 24-45 years). Maternal sensitivity and ASD severity symptoms were scored from 2-h videos of mother-child daily interactions. Results . A between-group comparison showed a trend toward less severe ASD in children with highly sensitive mothers, specifically in the Nonverbal Communication subdomain. Conclusions . Greater maternal sensitivity is associated with improved social ability in children with ASD. 相似文献
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Bernadette Paula Luengo Kanacri Concetta Pastorelli Eriona Thartori Carolina Lunetti Laura Di Giunta Dario Bacchini 《Parenting, science and practice》2021,21(1):24-46
SYNOPSIS Objective. This article examined two-wave longitudinal paths among maternal self-efficacy, maternal warmth, and early adolescents’ prosocial behavior. Design . Participants were 194 Italian mother/child dyads from 9–13 years at the first assessment and 12–15 years at the second assessment. Using a two-wave longitudinal design, the present study tested cross-lagged paths among maternal self-efficacy, warmth, and early adolescents’ prosocial behavior controlling for the stability of these variables and their concurrent associations. Results . Maternal warmth mediated the link between maternal self-efficacy and adolescents’ prosocial behavior, and bi-directional effects between maternal self-efficacy and maternal warmth were found. Conclusions . These findings support a parent-driven model in the promotion of prosocial behaviors across early adolescence and a general need to consider simultaneously parental cognitions (maternal self-efficacy) and actions (maternal warmth) in explaining adolescents’ prosocial behaviors. Implications for parenting program interventions are discussed. 相似文献