动物也友善?     

Aline Alexander Newman  洪馥芝 《英语辅导》2008,(11)

人类有一套道德准则,(美国)科罗拉多大学的动物行为专家马克·贝可夫说。如果我不按某种方式办事,你就不会跟我玩了。有些动物也有同样的准则。  相似文献   

Effects of television utilization procedures on learning     

Serena E. Wade 《Educational technology research and development : ETR & D》1969,17(3):283-290

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From the Adam Smith Institute to the Zapatistas: An Internet Gateway to all development knowledge     

Alex Wilks 《Compare》2002,32(3):327-337

This article critically examines a major World Bank Internet initiative, the Development Gateway. It describes the importance of the World Bank as the Knowledge Bank and the threats posed by the Internet to its near monopoly of development thinking. The Bank's Gateway plan attempts to bring together views of all stakeholders on a large number of topics at both global and country level. The article argues that this effort is naive, impossible and dangerous. The initiative, which will marginalise dissident and minority views, reveals biases and misunderstandings in the World Bank's overall approach to knowledge for development.  相似文献   

差异的世界:大学排名的全球调查   总被引：3，自引：2，他引：3  

亚历克斯·埃舍尔  马斯莫·萨维诺  王亚敏  侯书栋  李立国 《清华大学教育研究》2006,27(5):1-10

本文研究了全球19个大学排行榜,描述了排行榜作为质量评价手段是如何运作的,详细讨论了现有排名系统使用的质量指标并归纳出在排名上存在的不同地域模式。本文发现,世界上的主要排行榜之间没有多少联系,它们采用差别很大的指标和权重来评估大学。但是,有一些大学,无论是用何种的指标和权重,都会居于排行榜的前列。本文还探讨了与目前流行的严格按分数高低排名的“排行榜”不同的做法,并得出了结论。  相似文献   

New forms of government school provision – an international comparison     

Alex Elwick 《教育政策杂志》2018,33(2):206-225

Driven by a desire to improve academic outcomes and transform ‘failing’ schools, governments around the world have often turned to the development of new forms of state-funded school. This paper looks at three such instances of the introduction of new forms of schooling, within three urban localities (academy schools in London; charter schools and small schools of choice in New York City; and Schools of Tomorrow in Rio de Janeiro). It considers the extent to which these types of school did improve academic outcomes for their students and draws comparisons across each case study in order to understand their similarities and differences. It concludes that although the quasi-marketisation of school systems through the introduction of new (often private) providers might improve outcomes, this is not the only means by which improvement can be attained; and that instead the introduction of new forms of school may be successful because this enables certain other changes to happen. It highlights the limited nature of impact evidence available in all instances, which restricts our ability to properly evaluate the effect of new school types on outcomes.  相似文献   

Theoretical Value Belief, Cognitive Ability, and Personality as Predictors of Student Performance in Object-Oriented Programming Environments     

Dianne J. Hall  Casey G. Cegielski  James N. Wade 《Decision Sciences Journal of Innovative Education》2006,4(2):237-257

The research described in this article reports the results of a study designed to evaluate the relationship among object‐oriented (OO) computer programming task performance and a student's (1) theoretical value belief, (2) cognitive ability, and (3) personality. The results of this study do not support the assertion that cognitive ability is a main determinant of performance. Rather, the findings suggest that characteristics of an individual nature have more effect on a student's performance. This supports our belief advanced herein that theoretical value belief and personality are significant predictors of computer programming performance in OO environments. From the findings of this study, we assert that academicians who must teach OO computer programming consider these factors when developing course materials or student assistance programs.  相似文献   

Linguistic and Cultural Appropriations of an Immigrant Multilingual Literacy Teacher Educator     

Patriann Smith  S. Joel Warrican  Alex Kumi-Yeboah 《Studying Teacher Education》2016,12(1):88-112

This autoethnographic self-study describes my interpretations of multicultural awareness, with special attention to multilingual awareness (MLA), based on my interactions with 52 students in the context of two literacy courses over a period of one year. An autoethnographic self-study provided an avenue to harness my reflections on practice and to study the ways in which my practice reflected awareness of my role as an educator. Findings from my teaching videos, written responses to students, and student evaluations suggested that my communication patterns with students reflected certain elements of multicultural awareness, as displayed by my attention to individual predispositions, cultural practices and personal stereotypes. The findings also appeared to indicate that multicultural and MLA interacted to reflect facilitation and symbiosis. Facilitation seemed apparent in my awareness of differences among students’ cultures and my own as I monitored my linguistic processing. Symbiosis appeared to emanate from the recognition of how my response to individual predispositions facilitated my application of conversational strategies based on feedback. This, in turn, heightened my attention to stereotypical attitudes and behaviors. Implications for multicultural teacher education include the benefits of using autoethnographic self-study to scrutinize educators’ awareness in practice as they determine the impact of this awareness on their instructional roles in multicultural teacher education. By extension, the study suggests that autoethnographic self-study research can provide additional lenses through which to interrogate monolithic perceptions of diversity in multicultural teacher education.  相似文献   

Interactive learning in an urban environmental education online course     

Yue Li  Marianne Krasny  Alex Russ 《Environmental Education Research》2016,22(1):111-128

Online courses play an increasing role in professional development of environmental educators, yet little information is available on the interactive processes involved in online learning. We examined the relationship of three types of interactions in an urban environmental education online course – participant–participant, participant–instructor, and participant–content – to four course outcomes: participants’ motivation to learn, intent to adapt ideas and information learned through the course in their practice, actual adaptation of ideas in their practice, and development of professional networks. Content analysis was used to characterize participants’ and instructors’ weekly online posts and comments, and generalized estimation equation modeling was used to explore the relationships between interactions and outcomes. The results showed that participant–content interaction had significant positive relationships with participants’ motivation to learn, intent to adapt ideas, and adaptation of ideas. Participant–participant interaction had significant positive relationships with participants’ motivation to learn, and development of professional networks with each other. Finally, participant–instructor interaction had a significant positive relationship with participants’ development of professional networks. The results of this study can be used to improve professional development online courses for environmental educators.  相似文献   

The novel field-trip phenomenon: Adjustment to novel settings interferes with task learning     

John H. Falk  W. Wade Martin  John D. Balling 《科学教学研究杂志》1978,15(2):127-134

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Better beware: comparing metacognition for phishing and legitimate emails     

Canfield  Casey Inez  Fischhoff  Baruch  Davis  Alex 《Metacognition and Learning》2019,14(3):343-362

Metacognition and Learning - Every electronic message poses some threat of being a phishing attack. If recipients underestimate that threat, they expose themselves, and those connected to them, to...  相似文献