An exploration of Biggs’ constructive alignment in course design and its impact on students’ learning approaches     

Xiaoyan Wang  Yelin Su  Stephen Cheung  Eva Wong  Theresa Kwong 《Assessment & Evaluation in Higher Education》2013,38(4):477-491

This paper investigates whether instructors’ adoption of constructive alignment has any impact on university students’ learning approaches, which are highly correlated with students’ achievement of learning outcomes. A multi-method model with a combination of qualitative and quantitative design was adopted, using document analysis, interviews and survey. The analysis of covariance results suggested that regardless of individual differences, students would adjust their learning approaches and study behaviours in response to the classroom teaching and learning environment. Students in more ‘constructively aligned courses’ were more likely to adopt deep learning approaches and less likely to use surface learning approaches in their study of a particular course.  相似文献   

Children Trust a Consensus Composed of Outgroup Members—But Do Not Retain That Trust     

Eva E. Chen  Kathleen H. Corriveau  Paul L. Harris 《Child development》2013,84(1):269-282

Children prefer to learn from informants in consensus with one another. However, no research has examined whether this preference exists across cultures, and whether the race of the informants impacts that preference. In 2 studies, one hundred thirty‐six 4‐ to 7‐year‐old European American and Taiwanese children demonstrated a systematic preference for a consensus. Nevertheless, the initial strength and persistence of that preference depended on the racial composition of the consensus. Children's preference for consensus members belonging to the same race as themselves persisted even when only one consensus member remained to provide information. When the consensus consisted of different‐race informants, preference for the consensus was initially apparent but lost when only one member from the consensus remained with the dissenting informant.  相似文献   

Educational policy for citizenship in the early years in Australia     

Jo Ailwood  Jo Brownlee  Eva Johansson  Charlotte Cobb-Moore  Sue Walker  Gillian Boulton-Lewis 《教育政策杂志》2013,28(5):641-653

Understandings of young children as active and capable citizens, while evident in discourses of early childhood education and research, are not widely reflected in the policy for the early years of schooling in Australia. This paper makes an analysis of the gaps and tensions between discourses of young children as active citizens and policy for citizenship education at the national level in Australia and at the Queensland State level. There is a widespread discourse within early childhood that regards young children as citizens and democratic participants in their own lives, as a reflection of the oft-cited Article 12 in the UN Convention on the Rights of the Child. However, educational policy and curriculum for citizenship in Australia, by and large, adheres to age and stage understandings of children that deem young children unable to conceptualise and/or articulate ideas of what it means to ‘be a good citizen’. We ask which discourses are being harnessed in educational policy for citizenship in Australia, what discourses are silenced or ignored and what this tells us about how young children are thought about in Australian politics and education.  相似文献   

Making the development of technological innovations more efficient: An exploratory analysis in the biotechnology sector     

Fernando E. García-Muiña  Eva Pelechano-Barahona  José E. Navas-López 《The Journal of High Technology Management Research》2009,20(2):131-144

The current study analyzes the processes involved in obtaining technological innovations. Conclusive results are lacking in the literature, so this work defines and empirically tests a model of the relations between the firm's innovative capacity and the different ways of accumulating knowledge and the decision whether or not to codify it. Also, the model takes into account whether the innovations obtained are radical or incremental.The empirical study uses a sample of Spanish biotechnology firms, and the results show that accumulating knowledge using internal sources and not codifying it significantly improves the firm's capacity to develop radical innovations. The results also show that knowledge codification speeds up the development of incremental innovations. The relation between incremental innovations and the sources of knowledge is not so clear, although the results suggest the possible existence of a nonlinear relation between the two variables.  相似文献   

Student Motivation to Learn via Computer Conferencing   总被引：1，自引：0，他引：1  

Bures  Eva Mary  Abrami  Philip C.  Amundsen  Cheryl 《Research in higher education》2000,41(5):593-621

This study investigates why some university students appear motivated to learn via computer conferencing (CC) whereas others do not, exploring the correlations of three key aspects of student motivation—reasons for engaging in academic learning (goal orientation), beliefs that they can acquire the ability to use CC (self-efficacy), and beliefs that learning to use CC will help them learn the course material (outcome expectations)—with satisfaction and with the frequency of CC contributions. Participants (n = 79) came from 4 graduate-level face-to-face courses and 1 undergraduate DE course. The results suggest that students who believe that CC will help them learn the course material are more likely to express satisfaction and to be active online, that students who believe that they are capable of learning how to use CC are more likely to be active online, and that students who are concerned about their relative performance compared to others tend to send fewer messages to conferences where online activity is not graded. Practical implications for instructors and suggestions for future research are described.  相似文献   

Great books at Berkeley in the sixties     

Eva Brann 《Academic Questions》2000,14(1):66-75

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Relationship of social physique anxiety to indicators of physique     

Monsma EV  Pfeiffer KA  Malina RM 《Research quarterly for exercise and sport》2008,79(3):417-422

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Puberty and physical self-perceptions of competitive female figure skaters: an interdisciplinary approach   总被引：1，自引：0，他引：1  

Monsma EV  Malina RM  Feltz DL 《Research quarterly for exercise and sport》2006,77(2):158-166

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Mentoring and sponsorship in higher education institutions: men’s invisible advantage in STEM?     

Pat O’Connor  Clare O’Hagan  Eva Sophia Myers  Liv Baisner  Georgi Apostolov  Irina Topuzova 《高等教育研究与发展》2020,39(4):764-777

ABSTRACT

This article is concerned with the source of men’s invisible advantage in the male-dominated disciplines of Science, Technology, Engineering and Mathematics (STEM). It is suggested that this advantage has been obscured by combining sponsorship and mentoring. The research asks: Are men or women most likely to be mentored? Is it possible to distinguish between mentoring and sponsorship? Is there gender variation in either or both of these depending on the source – whether from the academic supervisor, line manager or other senior academics? This qualitative study draws on interview data from 106 respondents (57 men and 48 women) at high, mid and early levels, in four universities: one each in Bulgaria, Denmark, Ireland, and Turkey. It shows that both men and women received mentoring from their PhD supervisor, albeit with slightly different reported nuances. Men were more likely than women to receive sponsorship in that relationship. Both men and women received sponsorship from the Head of Department, whose wider responsibilities may have reduced homophily. Men were more likely than women to receive sponsorship and mentoring from senior men, with most women indicating a lack of access to such senior academics. By distinguishing between mentoring and sponsorship, this article contributes to our understanding of the way male dominance in STEM is perpetuated and suggests the source of men’s invisible advantage in STEM.  相似文献   

Semiotic mediation in guiding interactions with young children: The role of context and communication handicap on distanciation in adult discourse     

Michel Deleau  Eva Gandon  Véronique Taburet 《European Journal of Psychology of Education - EJPE》1993,8(4):473-486

This paper pays attention to two factors often neglected in the studies of instructional or guidance interaction: the specifity of the child as interlocutor and the constraints exerted by the properties of the tasks on the semiotic means used to guide the child. Following Sigel’s ‘distanciation hypothesis’ we have studied the ‘distancing’ characteristics of the adult’s discourse adressed to the child in two groups of dyads, one with deaf (N=5), the other with hearing children (N=7) aged around 24 months, in two tasks: Symbolic Play and Picture — Book reading. The main results indicate a strong effect of the tasks, SP allowing more distanciation than PB for both categories. D-dyads show few differences in SP task but less ability to share references in Picture-Book reading. It appears also that with such young children, the distancing potential might be conveyed by the forms and pragmatic functions and not only by the semantic components of adult’s utterances.  相似文献