COMMUNITY SERVICES: COMMUNITY COLLEGE FACULTY PERCEPTIONS AND PARTICIPATION     

Dennis F. Michaels  David L. Boggs 《Community College Journal of Research & Practice》2013,37(2):137-149

This study determined full‐time faculty members’ perceptions of and involvement in community services at community colleges in Ohio. A total of 249 full‐time faculty responded to the survey instrument representing 83.0% of the total sample. Data were analyzed by either the t test or the one‐way analysis of variance and Scheffe's post hoc analysis.

Results showed that involvement in planning and teaching within community services seem to be a key factor relative to how full‐time faculty perceive community services activities. Moreover, certain personal and professional characteristics of full‐time faculty members seem to influence their attitudes toward and their involvement in community services.  相似文献   

UNIVERSITY OF WISCONSIN CENTERS' FOLLOW‐UP STUDY OF ADULT AND YOUNGER STUDENTS     

Dennis Fredrick 《Community College Journal of Research & Practice》2013,37(3):243-256

  相似文献   

Higher Education's “Guiding Destiny”     

Dennis Dailey Murphy 《Review of Education, Pedagogy & Cultural Studies》2013,35(4):315-319

  相似文献   

Making Plans for Michael: providing for a student with moderate learning difficulties in a secondary academy     

Dennis Mays 《Support for Learning》2020,35(1):83-100

The profile of a student with learning difficulties is described and also the learning context in 2017. Previous models of provision are then described in terms of their aetiology with discussion of strengths and shortcomings. Some influential features of curriculum planning and delivery are identified. A model of provision involving specific literacy teaching and differentiation is advocated.  相似文献   

VizBib     

Dennis Dunleavy 《Visual Communication Quarterly》2014,21(3)

A scan of recent popular, professional, and research publications, films, and other media of interest to visual communicators, artists, and scholars.  相似文献   

A Longitudinal Study on Stability and Transitions Among Bullying Roles     

Izabela Zych  Maria M. Ttofi  Vicente J. Llorent  David P. Farrington  Denis Ribeaud  Manuel P. Eisner 《Child development》2020,91(2):527-545

Trajectories of stability and change in bullying roles were examined through a longitudinal prospective study of 916 school students followed up biannually from age 11 to 17. Perpetrators and victims had relatively stable trajectories with most of the children remaining in the same role over time or becoming uninvolved. Bully/victim was the most unstable role with frequent transitions to perpetrators or victims. Developmental change in bullying roles was found with a decrease in physical forms over time in bullies and victims but with persistently high perpetration and victimization in bully/victims. These findings open new horizons in research and practice related to bullying and can be useful for its early detection or design of targeted interventions.  相似文献   

在线反思性交互的评估   总被引：1，自引：0，他引：1  

MarkHawkes  TerryDennis  熊秋娥  项国雄 《开放教育研究》2004,(5):23-25

交互是在线学习的关键要素，同(异)步交互工具可拓展教学交互的深度与广度，而科学、有效的评估能促进交互。本在比较多种异步交互评估方法后，以建构主义学习理论为基础，引用Simmons的反思性思维评价量规，详尽地描述了反思性交互的激励式评估在案例中的实施过程。  相似文献   

Sequences of reward magnitude and runway performance     

Edward L. Wike  Dennis D. King 《Learning & behavior》1973,1(3):175-178

Three groups of rats underwent 24 days of training and 12 days of extinction (three trials per day) in a runway under conditions of increasing (I), decreasing (D), and random (R) sequences of reward magnitudes (0, 45, and 500 mg). The I Ss ran faster over the daily trials, the D Ss slowed down, and the R Ss ran at approximately equal speeds on each trial. The patterned running observed in training persisted in extinction, with the R Ss running fastest and the I Ss next. The results were discussed in terms of Capaldi’s sequential theory and Amsel’s frustration theory.  相似文献   

Pedagogy Against the State   总被引：1，自引：0，他引：1  

Dennis Atkinson 《The International Journal of Art & Design Education》2008,27(3):226-240

  相似文献   

Editorial     

Dennis Atkinson 《The International Journal of Art & Design Education》2008,27(2):114-115

  相似文献