共查询到20条相似文献，搜索用时 31 毫秒
1.
Robert M. Weiler 《Educational Psychology Review》1995,7(1):125-134
Reducing violence-related injuries and deaths among youth requires an integrated community-based approach, involving policy, education, legal and regulatory, and environmental modification strategies. Developing violence-prevention programs demands an understanding of the problem, knowledge of existing programs and their effectiveness, technical expert assistance, and human and material resources. This annotated bibliography of selected publications and resources relates to violence and violence prevention. The purpose of the bibliography is to provide a first point-of-entry for using the literature and for identifying and locating additional resources. The publications include a collection of research reports, conference proceedings and their background papers, and articles exploring issues and reviewing prevention strategies and resources. Resource entries identify federal agencies, academic centers, and projects that provide a range of services and assistance. 相似文献
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A continuation of the bibliography published in the Fall 1979 issue of ECU, this article presents an annotated bibliography
of 73 reports of research on the impact of instructional media on attitude formation and change. The author also shares some
general observations about the findings, including procedures most likely and least likely to produce the desired attitudinal
outcomes.
Research for this study was supported by a grant from the Research Institute for Studies in Education, College of Education,
Iowa State University. 相似文献
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Technical communication is being integrated into the pre‐college curriculum at an accelerating pace. However, few curriculum materials have been developed for the pre‐college level. This annotated bibliography is a partial attempt to address this lack. The entries have been divided into two categories: Pre‐College Level Material and Adaptable Post‐Secondary Material. 相似文献
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Lee M. Wolfle 《Structural equation modeling》2013,20(3):280-291
When Dudley Duncan and others became interested in linear causal models, they discovered a genetic biologist had laid down the groundwork for them over nearly a 50‐year period. This annotated bibliography covers Sewall Wright's development of the method of path coefficients. 相似文献
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Natalie Gerhart Daniel Peak Victor R. Prybutok 《Decision Sciences Journal of Innovative Education》2017,15(2):191-218
This research builds a new model by drawing upon e‐textbook adoption models developed in two recent publications, which share similarities but have different findings. Although they both achieve positive results, these two prior e‐textbook studies employ different methods and background theories. This research bridges these earlier models and develops a third, parsimonious, blended model for e‐textbook adoption. Using a survey of undergraduate students, the authors first assess each model independently. Broadening the diversity of the sample population yields results that are similar, yet slightly different from those found in the prior two studies. Next, this study develops a single blended, parsimonious model that explains a higher proportion of the variance than the prior studies with just three constructs: perceived usefulness, hedonic motivation, and habit. In addition to developing and testing a new parsimonious model, this research provides theoretical and practical guidance for e‐textbook usage. 相似文献
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This module describes some common standard-setting procedures used to derive performance levels for achievement tests in education, licensure, and certification. Upon completing the module, readers will be able to: describe what standard setting is; understand why standard setting is necessary; recognize some of the purposes of standard setting; calculate cut scores using various methods; and identify elements to be considered when evaluating standard-setting procedures. A self-test and annotated bibliography are provided at the end of the module. Teaching aids to accompany the module are available through NCME. 相似文献
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The evaluation and improvement of teaching in higher education 总被引：1，自引：4，他引：1
Marcel L. Goldschmid 《Higher Education》1978,7(2):221-245
Four procedures to evaluate teaching (by students, peers, video-recordings, and direct measurements of student learning) and three uses of the evaluation results (improving teaching, personnel decisions, course handbooks) are reviewed in the light of empirical evidence. Special emphasis is placed on the timing and validity of student ratings and the instruments used. Since none of the procedures appear sufficient in and by itself, a multiple indicator approach, especially for personnel decisions, would seem to be the most defensible one.While it is essential to take evidence of teaching effectiveness into account in considerations for tenure and promotion, faculty must also be given opportunities to become professionals as teachers. Higher education units, designed primarily for this purpose, appear to be effective as judged by their clients (the faculty they have served), but have failed to make an impact on the faculty as a whole. What is required now is an institutional commitment to quality instruction, i.e. a departmental policy on the evaluation of teaching and faculty development.Invited keynote address presented at the Third International Conference on Improving University Teaching, Newcastle-upon-Tyne, June 8–11, 1977. An annotated bibliography Evaluation des systèmes d'éducation supérieure produced by L. de Marchi in preparation for this address is available from the author. 相似文献
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《The Internet and Higher Education》2006,9(1):63-75
This study examined 68 Web sources selected by 19 second-language (L2) students while preparing to write research papers. Students submitted an annotated bibliography consisting of ten sources from print or electronic media. Each Web source was classified according to type (e.g., news or advocacy). Of the 68 sites, 29 were considered conventional, i.e., similar to materials housed in libraries (e.g., books and journal articles), and eight were “dead” links. The remaining 33 were rated unconventional, consisting of materials from interest groups, commercial enterprises, and informal academic materials. This paper presents an assessment of the 33 unconventional sites based on WATCH, a rating scale consisting of four broad criteria: author's reputation; the site's objectivity; its academic rigor; and the transparency of its publishing information (Stapleton, P., and Helms-Park, R. (in press). Evaluating Web sources in an EAP course: Introducing a multi-trait instrument for feedback and assessment. English for Specific Purposes). In addition, the paper analyzes seven unconventional sources to illustrate the need to focus on Website evaluation skills in academic contexts. 相似文献
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Contemporary undergraduates in the biological sciences have unprecedented access to scientific information. Although many of these students may be savvy technologists, studies from the field of library and information science consistently show that undergraduates often struggle to locate, evaluate, and use high-quality, reputable sources of information. This study demonstrates the efficacy and pedagogical value of a collaborative teaching approach designed to enhance information literacy competencies among undergraduate biology majors who must write a formal scientific research paper. We rely on the triangulation of assessment data to determine the effectiveness of a substantial research paper project completed by students enrolled in an upper-level biology course. After enhancing library-based instruction, adding an annotated bibliography requirement, and using multiple assessment techniques, we show fundamental improvements in students' library research abilities. Ultimately, these improvements make it possible for students to more independently and effectively complete this challenging science-based writing assignment. We document critical information literacy advances in several key areas: student source-type use, annotated bibliography enhancement, plagiarism reduction, as well as student and faculty/librarian satisfaction. 相似文献
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本文介绍19世纪50年代至2019年期间,欧美地区学者用英文发表的中国宝卷研究、翻译成果以及学术书评。通过评介不同时期欧美地区的中国宝卷研究,整理回顾中国宝卷研究在欧美学界的发展历程;梳理海外中国宝卷研究中的代表性议题;聚焦欧美地区宝卷研究与文学、音乐、宗教、社会文化史等相关学科的互动发展及多重研究视角;汇总近期相关研究学者与团体的学术研究动态;总结欧美英语学界关于中国宝卷研究的范式及发展趋势,为中国宝卷研究者的相关工作提供文献、资讯参考及可资借鉴的方法与视野。 相似文献
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《Structural equation modeling》2013,20(2):151-173
We examine the controversial practice of using parcels of items as manifest variables in structural equation modeling (SEM) procedures. After detailing arguments pro and con, we conclude that the unconsidered use of parcels is never warranted, while, at the same time, the considered use of parcels cannot be dismissed out of hand. In large part, the decision to parcel or not depends on one's philosophical stance regarding scientific inquiry (e.g., empiricist vs. pragmatist) and the substantive goal of a study (e.g., to understand the structure of a set of items or to examine the nature of a set of constructs). Prior to creating parcels, however, we recommend strongly that investigators acquire a thorough understanding of the nature and dimensionality of the items to be parceled. With this knowledge in hand, various techniques for creating parcels can be utilized to minimize potential pitfalls and to optimize the measurement structure of constructs in SEM procedures. A number of parceling techniques are described, noting their strengths and weaknesses. 相似文献
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The process of learning new surgical technical skills is vital to the career of a surgeon. The acquisition of these new skills is influenced greatly by visual‐spatial ability (VSA) and may be difficult for some learners to rapidly assimilate. In many cases, the role of VSA on the acquisition of a novel technical skill has been explored; however, none have probed the impact of a three‐dimensional (3D) video learning module on the acquisition of new surgical skills. The first aim of this study is to capture spatially complex surgical translational flaps using 3D videography and incorporate the footage into a self‐contained e‐learning module designed in line with the principles of cognitive load theory. The second aim is to assess the efficacy of 3D video as a medium to support the acquisition of complex surgical skills in novice surgeons as evaluated using a global ratings scale. It is hypothesized that the addition of depth in 3D viewing will augment the learner's innate visual spatial abilities, thereby enhancing skill acquisition compared to two‐dimensional viewing of the same procedure. Despite growing literature suggesting that 3D correlates directly to enhanced skill acquisition, this study did not differentiate significant results contributing to increased surgical performance. This topic will continue to be explored using more sensitive scales of measurement and more complex “open procedures” capitalizing on the importance of depth perception in surgical manipulation. Anat Sci Educ. © 2012 American Association of Anatomists. 相似文献
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A first study by the authors found that publications in refereed (i.e., peer‐reviewed) serials were viewed as significantly more important in tenure and promotion decisions than publications in non‐refereed serials. Neither the title of the respondent (i.e., dean, chairman, co‐ordinator, director, or head) nor graduate designation (i.e., Master's degree‐granting versus doctoral degree‐granting institutions) affected the results. A further split by geographical regions (western versus central versus eastern Canada), by institutional designation within regions, and by holders of Canadian versus foreign doctorates did not significantly alter the original findings. Thus peer‐reviewed publications continue to have higher ratings than other publications in tenure and promotion decisions. Possible reasons for these findings are presented along with implications for future research. 相似文献
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《Educational Philosophy and Theory》2013,45(4):494-514
This article responds to Schulz's criticisms of an earlier paper published in Educational Philosophy and Theory. The purpose in this paper is to clarify and extend some of my earlier arguments, to indicate what is unfortunate (i.e. what is lost) from a non‐charitable, modernist reading of Lyotardian postmodernism (despite its weaknesses), and to suggest what new directions are emerging in science education from efforts to move beyond an either/or dichotomy of foundationalism and relativism. 相似文献
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《Chinese Education & Society》2013,46(2):1-13
The materials included in this bibliography are derived from English- and Chinese-language sources (which predominate), as well as from Japanese, French, German, and Italian publications. The majority of references are available in English-language publications or translations. Those sources which are solely in the Chinese language are listed in romanized form with a concurrent English title. References are made to a variety of bibliographies, biographical dictionaries, yearbooks, dictionaries of terminology, and similar standard works. These have been published during or after the Cultural Revolution and do not include pre- 1966 publications. 相似文献
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The purpose of the present study was twofold: First, the authors investigated if an extended version of the component model of reading (CMR; Model 2), including decoding rate and oral vocabulary comprehension, accounted for more of the variance in reading comprehension than the commonly used measures of the cognitive factors in the CMR. Second, the authors investigated the fitness of a new model, titled the reading efficiency model (REM), which deviates from earlier models regarding how reading is defined. In the study, 780 Norwegian students from Grades 6 and 10 were recruited. Here, hierarchical regression analyses showed that the extended model did not account for more of the variance in reading comprehension than the traditional CMR model (Model 1). In the second part of the study the authors used structural equation modeling (SEM) to explore the REM. The results showed that the REM explained an overall larger amount of variance in reading ability, compared to Model 1 and Model 2. This result is probably the result of the new definition of reading applied in the REM. The authors believe their model will more fully reflects students' differentiated reading skills by including reading fluency in the definition of reading. 相似文献