Education Abroad and College Completion     

Bhatt  Rachana  Bell  Angela  Rubin  Donald L.  Shiflet  Coryn  Hodges  Leslie 《Research in higher education》2022,63(6):987-1014

Research in Higher Education - While some stakeholders presume that studying abroad distracts students from efficient pursuit of their programs of study, others regard education abroad as a high...  相似文献   

What makes students satisfied? A discussion and analysis of the UK’s national student survey     

Adrian R. Bell 《Journal of Further & Higher Education》2018,42(8):1118-1142

This paper analyses data from the National Students Survey, determining which groups of students expressed the greatest levels of satisfaction. We find students registered on clinical degrees and those studying humanities to be the most satisfied, with those in general engineering and media studies the least. We also find contentment to be higher among part-time students, and significantly higher among Russell group and post-1992 universities. We further investigate the sub-areas that drive overall student satisfaction, finding teaching and course organisation to be the most important aspects, with resources and assessment and feedback far less relevant. We then develop a multi-attribute measure of satisfaction which we argue produces a more accurate and more stable reflection of overall student satisfaction than that based on a single question.  相似文献   

Personal viewpoint     

Hazel K. Bell 《Learned Publishing》1999,12(1):63-64

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Developing and acting upon one's conception of the nature of science: A follow‐up study     

Randy L. Bell  Norman G. Lederman  Fouad Abd‐El‐Khalick 《科学教学研究杂志》2000,37(6):563-581

This study aimed to delineate the factors mediating the translation of preservice teachers' conceptions of the nature of science into instructional planning and classroom practice. Additionally, the study assessed the influence of temporally separating teaching preservice teachers about the nature of science and teaching them how to address it instructionally. This latter intervention was based on the results of a previous investigation. Prior to student teaching, the 13 participants responded to an open‐ended questionnaire designed to assess conceptions of the nature of science. Throughout student teaching, daily lesson plans, classroom videotapes, portfolios, and supervisors' weekly clinical observation notes were collected and searched for explicit instances of nature of science planning and/or instruction. Following student teaching, participants were interviewed to validate their responses to the open‐ended questionnaire, identify factors that mediate the translation of their conceptions of the nature of science into classroom teaching, and explicate their pedagogical preferences for teaching the nature of science. Participants possessed adequate understanding of several aspects of the nature of science and, contrary to the results of the earlier investigation, most did not conflate the nature of science with science processes. Furthermore, several participants explicitly addressed some aspects of the nature of science during classroom instruction. Participants, however, failed to include the nature of science among their instructional objectives and did not make a concerted effort to assess student understandings. © 2000 John Wiley & Sons, Inc. J Res Sci Teach 37: 563–581, 2000  相似文献   

Focused Multisensory Anatomy Observation and Drawing for Enhancing Social Learning and Three-Dimensional Spatial Understanding     

Leonard Shapiro  Kathryn Bell  Kallpana Dhas  Toby Branson  Graham Louw  Iain D. Keenan 《Anatomical sciences education》2020,13(4):488-503

The concept that multisensory observation and drawing can be effective for enhancing anatomy learning is supported by pedagogic research and theory, and theories of drawing. A haptico-visual observation and drawing (HVOD) process has been previously introduced to support understanding of the three-dimensional (3D) spatial form of anatomical structures. The HVOD process involves exploration of 3D anatomy with the combined use of touch and sight, and the simultaneous act of making graphite marks on paper which correspond to the anatomy under observation. Findings from a previous study suggest that HVOD can increase perceptual understanding of anatomy through memorization and recall of the 3D form of observed structures. Here, additional pedagogic and cognitive underpinnings are presented to further demonstrate how and why HVOD can be effective for anatomy learning. Delivery of a HVOD workshop is described as a detailed guide for instructors, and themes arising from a phenomenological study of educator experiences of the HVOD process are presented. Findings indicate that HVOD can provide an engaging approach for the spatial exploration of anatomy within a supportive social learning environment, but also requires modification for effective curricular integration. Consequently, based on the most effective research-informed, theoretical, and logistical elements of art-based approaches in anatomy learning, including the framework provided by the observe–reflect–draw–edit–repeat (ORDER) method, an optimized “ORDER Touch” observation and drawing process has been developed. This is with the aim of providing a widely accessible resource for supporting social learning and 3D spatial understanding of anatomy, in addition to improving specific anatomical knowledge.  相似文献   

Exploring representations of Black masculinity and emasculation on NBC’s Parenthood     

Gina Castle Bell  Tina M. Harris 《Journal of International and Intercultural Communication》2017,10(2):135-152

Here, representations of Black masculinity and emasculation are explored on NBC’s Parenthood. We question whether depictions of Black masculinity represented through Parenthood’s character, Alex, are empowering or stereotypical; how do they reflect, destabilize, and/or reinforce heteronormative depictions of Black community members? Two seasons were analyzed using Owen’s thematic analysis. Ultimately, Black males are portrayed as being societal failures, criminals, violent, and hypersexualized through his character. This embodiment ultimately preserves long-held images of Black men as “Toms, coons?…?bucks?…?as oversexed, aggressive, violent, animalistic, or emasculated” (Jackson, R. L. II. 2006. Scripting the black masculine body: Identity, discourse, and racial politics in popular media. Albany, NY: State University of New York Press). Practical recommendations and suggestions for researchers and media practitioners are provided.  相似文献   

Antioxidant-rich beetroot juice does not adversely affect acute neuromuscular adaptation following eccentric exercise     

Tom Clifford  Oliver Bell  Daniel J. West  Glyn Howatson  Emma J. Stevenson 《Journal of sports sciences》2017,35(8):812-819

This study examined the effects of beetroot juice on the repeated bout effect (RBE) to eccentric exercise. Twenty-nine recreationally active males performed two bouts of 100-drop jumps, separated by 14–21 days. Using a double-blind, independent groups design, participants consumed either a higher dose beetroot juice (H-BT; 250 ml, n = 10), a lower dose beetroot juice (L-BT; 125 ml, n = 9) or an isocaloric placebo (PLA; 250 ml, n = 10) for 3 days after bout 1; no drinks were consumed after bout 2. Maximal isometric voluntary contraction (MIVC), countermovement jump (CMJ), pressure-pain threshold (PPT) and creatine kinase (CK) were measured pre, post, 24, 48 and 72 h following both bouts. In bout 2, CMJ and MIVC recovered quicker and CK activity was attenuated (versus bout 1) (P < 0.05) in all groups, demonstrating an RBE. At 24 h post bout 1, MIVC was 84.1 ± 16.1, 83.6 ± 11.6, 79.7 ± 15.1% relative to baseline values in the H-BT, L-BT and PLA groups, respectively; at 24 h post bout 2, MIVC recovered to 90.7 ± 13.7, 92.9 ± 6.9, 87.8 ± 6.9, in the H-BT, L-BT and PLA groups, respectively. These findings suggest that supplementation with antioxidant-rich beetroot juice does not adversely affect acute adaptations to a bout of eccentric exercise.  相似文献   

Global Families: A History of Asian International Adoption in America Catherine Ceniza Choy. New York: New York University Press, 2013.          下载免费PDF全文

A. William Bell 《Journal of American culture (Malden, Mass. : 2003)》2015,38(2):167-168

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Developmental patterns of children's shyness: Relations with physiological,emotional, and regulatory responses to being treated unfairly     

Raha Hassan  Cynthia L. Smith  Louis A. Schmidt  Christina A. Brook  Martha Ann Bell 《Child development》2023,94(6):1745-1761

The dysregulation of social fear has been widely studied in children's shyness, but we know little about how shy children regulate during unfair treatment. We first characterized developmental patterns of children's shyness (N = 304, n_girls = 153; 74% White, 26% Other) across 2 (M_age = 2.07), 3 (M_age = 3.08), 4 (M_age = 4.08), and 6 (M_age = 6.58) years of age. Data collection occurred from 2007 to 2014. At age 6, the high stable group had higher cardiac vagal withdrawal and lower expressed sadness and approach-related regulatory strategy than the low stable group when being treated unfairly. Although shy children may be more physiologically impacted by being treated unfairly, they may mask their sadness to signal appeasement.  相似文献   

Exploring employee perception of the work environment along generational lines     

Edith E. Bell 《Performance Improvement》2008,47(9):35-45

The research reported in this article investigated the influence of generational similarities and differences on employee perception of the work environment and associated environmental variables. The values, beliefs, and historical and social experiences that generation‐defined employees bring to the workplace likely affect their interaction with work, thus influencing organizational and individual performance. By including a variable to gather generational cohort‐specific data, design of interventions may become easier in a multigenerational workplace.  相似文献