工作中隐藏的压力(英文)     

Patrick Erwin 《海外英语》2009,(2)

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Research in online and blended learning in the business disciplines: Key findings and possible future directions     

J.B. Arbaugh  Michael R. Godfrey  Marianne Johnson  Birgit Leisen Pollack  Bruce Niendorf  William Wresch 《The Internet and Higher Education》2009,12(2):71-87

In this literature review, we examine and assess the state of research of online and blended learning in the business disciplines with the intent of assessing the state of the field and identifying opportunities for meaningful future research. We review research from business disciplines such as Accounting, Economics, Finance, Information Systems (IS), Management, Marketing, and Operations/Supply Chain Management. We found that the volume and quality of research in online and blended business education has increased dramatically during the past decade. However, the rate of progress is somewhat uneven across disciplines. IS, Management, and multi-disciplinary studies have the highest volumes of research activity, with markedly less activity in Finance and Economics. Furthermore, scholars of online and blended business education predominantly publish in learning and education journals of the business disciplines rather than also publishing in journals that focus on technology-mediated learning, thereby missing an opportunity to inform scholars in other disciplines about their work. The most common research streams across disciplines were outcome comparison studies with classroom-based learning and studies examining potential predictors of course outcomes. Results from the comparison studies suggest generally that online courses are at least comparable to classroom-based courses in achieving desired learning outcomes, while there is divergence in findings of comparisons of other course aspects. Collectively, the range of untested conceptual frameworks, the lack of discipline-specific theories, and the relative absence of a critical mass of researchers focused on the topic suggest ample opportunities for business scholars seeking to enter this research community.  相似文献   

Effects of a Brief Intervention Program to Promote Prosocial Behaviors in Young Children     

Alice S. Honig  Brad Pollack 《Early education and development》1990,1(6):438-444

A classroom procedure that did not involve extensive teacher training nor intrusion into the school system was found to be easily implemented for one month with second graders. The children were encouraged to report during daily circle time how they had been kind, cooperative, helpful, or sharing with a peer. The report had to be corroborated by at least one classmate. Each prosocial action resulted in a star being placed on a class star chart. Pre and post observations of the frequency of prosocial actions by the intervention class and a randomly chosen control class revealed a significant increase in prosocial actions among peers in the intervention classroom.  相似文献   

MAVEN at the Mayo Clinic     

Wellik KE  Larsen KE  Erwin P 《Medical reference services quarterly》1999,18(4):57-68

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Examining the influence of teacher behavior and curriculum-based movement breaks     

Alicia L. Fedewa  Colleen Cornelius  Heather E. Erwin  Soyeon Ahn  Claire Stai 《The Journal of educational research》2018,111(5):584-593

Little research has explored the impact of teacher behavior in the relationship between classroom movement breaks and student outcomes. The authors' primary purpose was to explore teacher behavior during classroom movement breaks to determine if teacher behavior served as a moderating variable in the relationship between physical activity and student achievement. The second major aim was to examine these relationships across two different types of movement breaks: (a) academic-content movement breaks and (b) aerobic-based movement breaks. Children (n = 466) in Grades 3–5 from four elementary schools served as participants in the study. Results found that teachers who encouraged students to move and teachers who moved themselves did not necessary have students with higher activity levels during the movement breaks. However, significant differences across the type of movement break provided were found. Implications and limitations are discussed.  相似文献   

THE RELATIONSHIP OF GENERAL EDUCATION,AND BASIC AND SPECIALIZED TRAINING AT THE UNIVERSITIES AND COLLEGES OF THE GDR     

Erwin Bendrat 《Higher Education in Europe》1982,7(2):16-19

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Setting the normative boundaries: crucial epistemological benchmarks in comparative education     

Erwin H. Epstein 《比较教育学》2008,44(4):373-386

Historians of comparative education have ordinarily viewed the development of that field as having progressed in stages, from impressionistic traveller tales to systematic investigations, with each stage eclipsing the previous one in rigour and acceptability. In this essay, I show that this common ‘Darwinian’ view is simplistic and distorts the real development of comparative education. Rather than in stages, I contend that the field has developed within three epistemological streams: positivist, relativist, and historical functionalist. These streams, each shaped over many decades, continue to be alive and well and delineate the field’s normative boundaries. Indeed, comparativists differ markedly in defining the field, because their definitions arise out of whichever particular epistemological stream they embrace. What we need is a definition that encompasses all normative streams, and the one that I propose is: comparative education is the application of the intellectual tools of history and the social sciences to understanding international issues of education.  相似文献   

Instructional and Distributed Self-leadership for School Improvement: Experiences of Schools in the Kavango Region     

Erwin Katewa 《Africa Education Review》2019,16(2):69-89

This article uses the lens of self-leadership to understand the leadership practice of school principals in the Kavango region of Namibia. Self-leadership emphasises the focus on leading the self to enhance one's leadership in the organisation. Self-leadership will always function with other leadership styles; hence, the article uses instructional and distributed leadership styles to understand the possibility of principals having an influence on the improvement of academic quality in schools. This article explores how six secondary school principals in the Kavango region have employed self-leadership styles to improve and sustain the performance of learners. The study adopted a qualitative method that examined the selfleadership of the six school principals in the Kavango region. The data were collected from the six principals and two teachers of each school by using semi-structured interviews. The findings showed that school principals unknowingly employ self-leadership in their schools and in the process use distributed leadership together with instructional leadership to collaborate and share their leadership with teachers.  相似文献   

Deaf parents and pediatric cochlear implantation: an exploration of the decision-making process   总被引：1，自引：0，他引：1  

Hardonk S  Daniels S  Desnerck G  Loots G  Van Hove G  Van Kerschaver E  Sigurjónsdóttir HB  Vanroelen C  Louckx F 《American annals of the deaf》2011,156(3):290-304

The study examined factors in deaf parents' decision between cochlear implantation (CI) and traditional hearing aids for their child. The subjects were 6 Flemish children ages 5-9 years with severe/profound congenital hearing loss, with at least 1 deaf parent. The researchers, who conducted thematic content analysis of qualitative data collected through parent interviews, found that with the exception of a family with 1 hearing parent, parents gave priority to Deaf identity, sign language, and ethical issues in deciding between CI and hearing aids. Medical risks were also mentioned. The researchers conclude that the decision-making processes of the parents involved factors that have also been found among hearing parents, as well as aspects that have not been reported to play a role in hearing parents' decision making. A further conclusion is that deaf parents' perspective merits attention in professional practice and empirical research.  相似文献   

Parents' and Kindergarten Teachers' Beliefs About the Effects of Child Care     

Eric J. Erwin  Susan Kontos 《Early education and development》1998,9(2):131-146

Parents' and kindergarten teachers' beliefs about the effects of child care on children's adjustment to school were investigated. Using a standardized behavioral rating scale, both groups were asked to rate two hypothetical children just entering kindergarten; one with full-day child care experience and one who had only experienced care in the home by a parent or relative. There was an interaction between the experience of the believer and their ratings of the two hypothetical children. Parents who had used child care for their own children rated the 'day care child' most positively. Parents who had kept their own children at home rated the 'home care child' most positively. Kindergarten teachers rated both hypothetical children equally, but more negatively than parents. Implications of the findings are discussed.  相似文献