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51.
What makes marking reliable? Experiments with UK examinations 总被引:2,自引:0,他引:2
52.
Designing informal learning experiences for early career academics using a knowledge ecosystem model
Faye Miller Helen Partridge Christine Bruce Brian Hemmings 《Journal of Further & Higher Education》2017,41(5):692-705
This article presents a ‘knowledge ecosystem’ model of how early career academics experience using information to learn while building their social networks for developmental purposes. Developed using grounded theory methodology, the model offers a way of conceptualising how to empower early career academics through (1) agency (individual and relational) and (2) facilitation of personalised informal learning (design of physical and virtual systems and environments) in spaces where developmental relationships are formed, including programmes, courses, events, community, home and social media. It is suggested that the knowledge ecosystem model is suitable for use in designing informal learning experiences for early career academics. 相似文献
53.
A. Pessate‐Schubert 《Compare》2004,34(3):329-340
This article addresses the meaning that female Bedouin from the Negev in Israel give to higher education. I shall focus the discussion on the processes in which personal and social contexts merge into one another. Although there has been an increase in the number of investigations of the ways in which Bedouin women in the Negev in Israel participate in the public sphere, a survey of the literature reveals that no investigations have been conducted on the meaning educated women attribute to higher education during the course of their lives. Through an analysis of ten in‐depth interviews carried out between 1998 and 2001, this article examines issues such as gender, empowerment and social mobility amongst young Bedouin women in Israel. 相似文献
54.
55.
Jeff D. Farmer Helen Gerretson Marshall Lassak 《Journal of Mathematics Teacher Education》2003,6(4):331-360
In this article, we report on an 18-month longmathematics professional development projectwith elementary school teachers. Using a modelwe developed, three participant case studieswere analyzed with respect to not only theprofessional development milieu, but also howthese teachers interacted with the professionaldevelopment experience. In particular we foundthat having teachers reflect on new, authenticreform-oriented mathematics learningexperiences leads some teachers to take aninquiry stance concerning their own teaching,resulting in self-sustaining changes in theirmathematics instructional practices. Thisimplies that professional development forelementary mathematics teachers should includechallenging mathematics learning experiencescomplete with opportunities to reflect on personal and professional implications. 相似文献
56.
Two groups of gifted adolescents solved two similar intelligence tests with differing levels of task difficulty in reverse order. Under both conditions the performance level on the less complex test was much lower, a result not observed in a control group of average intelligence. Behavioural observations revealed that the low performance of the gifted students was combined with lack of effort. This performance pattern is discussed with respect to recent postulates of achievement motivation theory, which empasize the impact not only of the achievement motive, but also of the informational value of a given task for evaluating own level of ability. It is argued that the perceived informational value of the easier test was not high enough to create an incentive for the gifted students to perform at the highest possible level 相似文献
57.
The purpose of this study was to investigate the impact of imagery interventions on the vocabulary acquisition abilities of
second grade students. A total of 15 students were randomly assigned to three different intervention conditions: Word Only,
which involves the simple verbal presentation of a vocabulary word; Dual Coding, in which a picture was paired with the vocabulary
word, and Image Creation, in which students were told to create a mental picture of the vocabulary word in their mind and
draw it on paper. These students were taught a total of 21 vocabulary words: seven animal and habitat words, seven musical
instrument terms, and seven science terms. A Latin square design was used, in which each group of students rotated through
each of the interventions, being exposed to a different treatment condition for each category of words. Participants were
measured on the number of words they were successfully able to acquire through the use of experimenter designed comprehension
measures. While no statistical significance was shown between the interventions across the word categories, a significant
difference was found between the Image Creation and Word Only interventions within the science terms category. Students also
reported that the imagery interventions facilitated the ease with which they learned the words. The findings have implications
for increasing the success of classroom instruction, specifically for presenting novel vocabulary words to early elementary
learners using imagery methods. 相似文献
58.
Tori Haring‐Smith 《About Campus》2011,16(5):9-12
Washington & Jefferson College undergraduate Magellan Scholars explore the world on their own. Tori Haring‐Smith describes this unique program and explains why it offers so much more than a traditional study abroad experience. 相似文献
59.
Rachel E. Crook‐Lyon Jennifer Presnell Lynda Silva Mich Suyama Janine Stickney 《Journal of College Counseling》2011,14(1):34-49
Predoctoral interns' responses to an internship supervision training questionnaire indicated that counseling center interns supervised more trainees, received more supervision in their supervisory roles, reported more supervision training activities, and yielded higher supervisor development scores than did non‐counseling‐center interns. A qualitative analysis of participants' responses showed that non‐counseling‐center interns desired more supervision training and opportunities to provide supervision during their internship year than did counseling center interns. 相似文献
60.
Morgan Chitiyo Plaxedes Makweche‐Chitiyo Meungguk Park Lawrence K Ametepee Jonathan Chitiyo 《Journal of Research in Special Educational Needs》2011,11(3):171-177
Students who engage in challenging behaviour compromise the fundamental ability of schools to educate children. Consequently, teachers face the daunting task of designing effective strategies to promote positive educational outcomes for their students. Since the 1997 Individuals with Disabilities Education Act amendments, the use of positive behaviour supports (PBS) to address the behavioural needs of children challenged by disabilities has expanded. There is evidence to support the utility of PBS in reducing challenging behaviour among students. However, successful schools are also gauged by the academic achievement of their students. Hence, it is important to examine the extent to which behavioural outcomes are related to academic outcomes. The purpose of this paper is to examine the extent to which PBS interventions aimed at reducing challenging behaviour result in corresponding improvement in academic achievement. A meta‐analysis of extant research indicated a positive correlation of 0.40 between improvement in problem behaviour and academic achievement. A video abstract of this article can be viewed at: http://youtu.be/c9OUU0GkGrw . 相似文献