A SOCIOLOGICAL APPROACH TO THE PROBLEM OF EDUCATIONAL SEGREGATION∗     

Graeme R. Newman B.A.  Dip. Ed.  Dip. Crim 《International Journal of Disability, Development & Education》1969,16(1):20-28

  相似文献   

Student evaluation of audience response technology in large lecture classes   总被引：2，自引：0，他引：2  

Erina L. MacGeorge  Scott R. Homan  John B. Dunning Jr.  David Elmore  Graham D. Bodie  Ed Evans  Sangeetha Khichadia  Steven M. Lichti  Bo Feng  Brian Geddes 《Educational technology research and development : ETR & D》2008,56(2):125-145

In the past few years, audience response technology (ART) has been widely adopted on college campuses, and is especially popular among instructors of large lecture classes. Claims regarding ART’s benefits to students have received only limited empirical evaluation, and prior studies exhibit methodological limitations. The current study provides a multi-dimensional evaluation, utilizing a newly-developed measure, the Audience Response Technology Questionnaire (ART-Q). Data were provided at three points during a semester by undergraduate students (n = 854) who used ART in three large lecture university courses. Results indicate moderately positive evaluations of ART on some dimensions (e.g., ease of use, impact on attendance), with less positive evaluations on others (e.g., influence on preparation for class). These evaluations showed some variability across time of semester and course, but were not substantially affected by gender, ethnicity, or year in school. Findings are discussed with respect to the need for future research on instructors’ techniques for using ART and their influence on student perceptions and outcomes.

Erina L. MacGeorgeEmail:

  相似文献   

一个工程系的创办和ABET评估认证:东卡罗来纳大学案例分享     

姚建初  保罗·考夫曼  埃德·霍华德  海登·格里芬 《清华大学教育研究》2012,(4):65-72

从受评方的角度,总结了创办一个工程系和准备美国ABET工程技术专业认证的整个过程.首先对ABET和东卡罗来纳大学工程系进行必要的介绍,然后完整讲述了为准备ABET认证的组织协调,人员配置,评估计划书的制定,受评方与ABET的沟通,以及评估小组进校考察的前后过程.并且提供了课程-产出映射关系的具体实例.希望为中国工程教育同行今后准备此类认证工作提供实用的参考.  相似文献   

Proving Our Worth: The Impact of Electronic Resource Usage on Academic Achievement     

Ed Cherry  Stephanie Havron Rollins  Toner Evans 《College & Undergraduate Libraries》2013,20(3-4):386-398

Samford University Library conducted a study to determine correlation between library use and student achievement. This research used electronic resources as a measure of library use and grade point average as an indicator of academic success. The data demonstrate that students with higher GPAs tend to use library online resources more and with a higher frequency than those with lower GPAs. While this does not prove that use of online resources leads to a higher GPA, it provides strong evidence that the two are positively correlated for some populations. This study provides persuasive evidence of the library's contribution to the academic success of students.  相似文献   

Cost of Resource Exchange (CORE)—The Making of a Library Standard     

Ed Riding 《期刊图书馆员》2013,64(1-2):51-56

  相似文献   

ONE'S OWN TEACHER AND THE CHOICE OF THE TEACHING PROFESSION     

Professor Dr. Matti Koskenniemi  Eivi Lihtonen M. Ed. 《Scandinavian Journal of Educational Research》2013,57(1):157-168

Gustafsson, J.‐E. Differential Effects of Imagery Instructions on Pupils with Different Abilities. Scandinavian Journal of Educational Research, 21, 157‐179. A study investigating interactions between imagery instructions and aptitude variables is presented. A group of seven fifth‐grade classes was given imagery instructions in the reading of a short text, while another group read the text in a regular way. Three different outcomes covering different types of learning were registered. Tests of verbal ability and spatial (or imagery) ability were used as aptitude variables. The data analysis indicated that there were differences for the girls between the treatment groups among the aptitude variables; the results for the girls thus had to be excluded. A positive effect of imagery instructions was found for boys high in verbal and imagery ability with respect to the acquisition of simple terms. For other outcomes and groups of subjects either no effect or a negative effect was found.  相似文献   

The Environment: Who Cares? Why? So What?     

Ed Chaney 《The Journal of environmental education》2013,44(3):80-82

  相似文献   

Book reviews     

Robert C. Branch  Landra L. Rezabek Ph.D.  Dr. Steven D. Tripp  Ann S. Dana Ed.D. 《Educational technology research and development : ETR & D》1994,42(2):63-71

  相似文献   

The preparation of elementary school counselors for career development: What exists-what is needed     

Judith D. Emmett Ed.D. 《Journal of Career Development》1997,23(3):177-187

  相似文献   

Dyslexia and sequential order errors in reading     

Phyllis Mindell Ed. D. 《Annals of dyslexia》1978,28(1):124-141

This paper reports a study of the antecedent-consequent model of reading dysfunction and possible relationships between verbal spatial order memory and sequence errors in word reading. It provides data on the nature and frequency of such errors. Performance by normal and dyslexic readers on a number of tasks was compared. The study supports the hypothesis that sequence errors of dyslexic readers are related to a developmental lag. This research was carried out in partial fulfillment of the requirements for the Ed.D. at the University of Rochester. The author would like to express appreciation to Drs. Keith Rayner, Harry Reis, Ellsworth Woestehoff, Frank Greene and Achilles de Berardinis for their advice and assistance in the study.  相似文献