Correspondence and Contradiction in Ancient Greek Society and Education: Homer's Epic Poetry and Plato's Early Dialogues     

Betty A. Sichel 《Educational theory》1983,33(2):49-59

  相似文献   

Human Rights and the Global Campaign for Peace Education     

Reardon  Betty A. 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》2002,48(3-4):283-284

International Review of Education -  相似文献   

Recipes for fun     

Ann Cole  Carolyn Haas  Elizabeth Heller  Betty Weinberger 《Early Childhood Education Journal》1973,1(2):50-53

  相似文献   

Can Kohlberg Respond to Critics?     

Betty A. Sichel 《Educational theory》1976,26(4):337-394

  相似文献   

The impact of image characteristics on written naming in adults     

Bonin  Patrick  Méot  Alain  Laroche  Betty  Bugaiska  Aurélia  Perret  Cyril 《Reading and writing》2019,32(1):13-31

The present study was aimed at investigating whether and how image characteristics influence written naming performance in adults. In three different sessions, participants had to quickly write down the names of pictured objects on a graphic tablet. Across sessions, the picture format was different, but the to-be-named objects were the same: There were black-and-white pictures (Snodgrass & Vanderwart’s [SV] 1980 drawings), grayscale and colored pictures of the SV drawings as provided by Rossion and Pourtois (2004). Linear-mixed models (LMM) were used to analyze written latencies. The main findings were the following: (1) Colorized pictures yielded shorter written naming latencies than line drawings with the grayscale pictures being situated between the two; (2) Both within- and between-picture format LMM revealed reliable effects of name agreement, objective word frequency, frequency trajectory (the effect was marginal in the grayscale condition), and imageability on written latencies. The influence of image agreement was, however, less stable (reliable only in the colorized condition in the within-picture format LMM analysis; significant with both line drawings and their colorized version only in the between-picture format LMM analysis); (3) None of the interactions with picture format reached significance except the interaction of Image agreement with Picture format. In line with Bonin, Roux, Barry, & Canell (2012b), the findings support a limited-cascading account of written word production.

  相似文献   

Attitudes toward teachers as a function of student academic self-concept     

Betty J. Haslett 《Research in higher education》1976,4(1):41-58

The evaluative dimensions students used in assessing their academic self-concept were correlated with judgmental dimensions students utilized in evaluating teachers by means of a stepwise multiple regression analysis. All students evaluated themselves as students in terms of academic skill and ability, interpersonal effectiveness, and quality of scholastic involvement. College students also evaluated themselves on self-confidence and style of intellectual inquiry, while high school students evaluated themselves on their tolerance. All students judged teachers on the dimensions of student/teacher rapport, communicative style, instructional style, and stimulation. Dimensions of student academic self-concept were significantly related to students' judgments of teaching: student interpersonal effectiveness was found to be the most significant overall predictor of high school students' attitudes toward teachers, whereas a student's assessment of his academic abilities was the major predictive variable among college students. Student sex was not a significant predictor of students' attitudes toward teachers except for the dimension of student/teacher rapport among college students, with females rating teachers significantly higher on this dimension than males.  相似文献   

Learning productivity: a case analysis of the 'e-BOSNO' course for manager teams     

Koos Winnips  Betty Collis 《British journal of educational technology : journal of the Council for Educational Technology》2004,35(4):443-460

Action learning in a workplace context, focused on projects relating to real business needs, is the basis of the management seminars offered by the BOSNO (in Dutch, ‘BedrijfsOpleiding voor Samenwerkende Nederlandse Ondernemingen’[Company training for Dutch companies working in cooperation with each other]) consortium in The Netherlands. In the seminars, managers from participating companies work in teams on multiple‐step problem analysis and solution strategies, supported by workplace coaches. The teams also interact with each other so that peer learning is stimulated. To extend the BOSNO management seminar model in both depth and flexibility, a new approach called e‐BOSNO was designed in which a web‐based learning support environment played a critical role. This paper describes the e‐BOSNO design process and gives results from the first cycle of e‐BOSNO. The results showed the participants to be much more active and interactive than in previous e‐BOSNO seminars, even though there were fewer face‐to‐face meetings. Workplace‐oriented learning occurred and was shared in a way which makes it available for reuse in subsequent e‐BOSNO seminars.  相似文献   

Predicting student progression: The influence of race and other student and institutional characteristics on college student performance     

Erica J. Gosman  Betty A. Dandridge  Michael T. Nettles  A. Robert Thoeny 《Research in higher education》1983,18(2):209-236

In this study of college student retention and progression, significant differences were found between black and white student cohorts in terms of their attrition rates, overall progression rates (defined as length of time to graduate), and tendency to follow the prescribed progression pattern (sophomore in the second year, junior in the third year, senior in the fourth year, and graduate after the fourth year). However, multiple regression analyses show that racial differences disappear when the effects of other student and institutional characteristics are statistically controlled. Therefore, colleges and universities would do well to rethink special retention and counseling programs designed especially to serve minority group students.  相似文献   

Sensory, cognitive, and linguistic factors in the early academic performance of elementary school children: The Benton-IU project     

Watson CS  Kidd GR  Homer DG  Connell PJ  Lowther A  Eddins DA  Krueger G  Goss DA  Rainey BB  Gospel MD  Watson BU 《Journal of learning disabilities》2003,36(2):165-197

Standardized sensory, perceptual, linguistic, intellectual, and cognitive tests were administered to 470 children, approximately 96% of the students entering the first grade in the four elementary schools of Benton County, Indiana, over a 3-year period (1995--1997). The results of 36 tests and subtests administered to entering first graders were well described by a 4-factor solution. These factors and the tests that loaded most heavily on them were reading-related skills (phonological awareness, letter and word identification); visual cognition (visual perceptual abilities, spatial perception, visual memory); verbal cognition (language development, vocabulary, verbal concepts); and speech processing (the ability to understand speech under difficult listening conditions). A cluster analysis identified 9 groups of children, each with a different profile of scores on the 4 factors. Within these groups, the proportion of students with unsatisfactory reading achievement in the first 2 years of elementary school (as reflected in teacher-assigned grades) varied from 3% to 40%. The profiles of factor scores demonstrated the primary influence of the reading-related skills factor on reading achievement and also on other areas of academic performance. The second strongest predictor of reading and mathematics grades was the visual cognition factor, followed by the verbal cognition factor. The speech processing factor was the weakest predictor of academic achievement, accounting for less than 1% of the variance in reading achievement. This project was a collaborative effort of the Benton Community School Corporation and a multidisciplinary group of investigators from Indiana University.  相似文献   

Effects of narrator gender on conceptual learning     

Betty D. Pearson 《Educational technology research and development : ETR & D》1980,28(3):203-208

Audiovisual materials for nursing students typically show a female nurse demon-strating activities as they are described (and sometimes directed) by a male narrator. Of obvious concern is the effect of such sex stereotyping on female students. Further, do students (male and female) learn as well from instructional video-tapes narrated by an equally competent female narrator? The investigator sought to control all variables but gender of narrator in this study of conceptual learning from videotapes.  相似文献