The impact of goal orientation, self-reflection and personal characteristics on the acquisition of oral presentation skills   总被引：1，自引：0，他引：1  

Luc De Grez  Martin Valcke  Irene Roozen 《European Journal of Psychology of Education - EJPE》2009,24(3):293-306

Although many educators help others to develop oral presentation skills, little research is available to direct the instructional design activities of these educators. In the present article an explorative study on university freshman is described, in which goal-setting, self-reflection, and several characteristics of the subjects during oral presentations were analysed. The research results emphasize the critical impact of motivational constructs, such as self-efficacy and goal orientation, next to the topic of the oral presentation on the acquisition of oral presentation skills.  相似文献   

Kartellrechtliche Fragestellungen bei Drittmittelverträgen von Universitäten     

Irene Titscher 《Zeitschrift für Hochschulrecht, Hochschulmanagement und Hochschulpolitik: zfhr》2009,8(1):24-29

Im Zuge der Drittmittelaktivitäten der Universitäten, die oftmals in den Bereichen Forschungs- und Entwicklungsverträge, Kooperationsverträge sowie Patentlizenz- und Know-How-Verträge durchgeführt werden, wird in diesem Beitrag in kurzen Zügen umrissen, welche kartellrechtlichen Fragestellungen auf die Universitäten zukommen und daher beim Abschluss von Verträgen zu berücksichtigen sind.  相似文献   

An inquiry-based augmented reality mobile learning approach to fostering primary school students’ historical reasoning in non-formal settings     

Irene Efstathiou  Yiannis Georgiou 《Interactive Learning Environments》2018,26(1):22-41

This study investigated the contribution of a location-based augmented reality (AR) inquiry-learning environment in developing 3rd grade students’ historical empathy and conceptual understanding. Historical empathy is an important element of historical thinking, which is considered to improve conceptual understanding and support the development of democratic citizens by helping students interpret, understand and connect patterns of human activity across time. Fifty-three 3rd grade students, grouped in two research conditions, participated in this study. Students visited an archaeological site with and without the support of an AR learning environment on mobile tablet devices. Data from all students were collected following a pre- and post-test design. Twelve students from the AR condition participated in individual interviews and all AR students took a delayed post-test. The results showed that students’ conceptual understanding and historical empathy increased from pre to post for both conditions. Statistically significant differences were found between the AR field trip and the traditional field trip students in the development of empathy and conceptual understanding. These results add to the literature by supporting the potential of AR technologies for the development of students’ historical empathy; several design implications are also discussed.  相似文献   

Debates in Mathematics Education     

Irene Biza 《Cambridge Journal of Education》2015,45(4):557-558

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Lifelong Learning in German Universities     

Barbara Kehm  & Irene Lischka 《European Journal of Education》2001,36(3):305-316

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The Indian academic profession: The origins of a tradition of subordination     

Irene A. Gilbert 《Minerva》1972,10(3):384-411

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Coping With Racism: Moderators of the Discrimination–Adjustment Link Among Mexican‐Origin Adolescents          下载免费PDF全文

Irene J. K. Park  Lijuan Wang  David R. Williams  Margarita Alegría 《Child development》2018,89(3):e293-e310

What strategies help ethnic minority adolescents to cope with racism? The present study addressed this question by testing the role of ethnic identity, social support, and anger expression and suppression as moderators of the discrimination–adjustment link among 269 Mexican‐origin adolescents (M_age = 14.1 years), 12–17 years old from the Midwestern U.S. Results from multilevel moderation analyses indicated that ethnic identity, social support, and anger suppression, respectively, significantly attenuated the relations between discrimination and adjustment problems, whereas outward anger expression exacerbated these relations. Moderation effects differed according to the level of analysis. By identifying effective coping strategies in the discrimination–adjustment link at specific levels of analysis, the present findings can guide future intervention efforts for Latino youth.  相似文献   

A synthesis of evaluations of distance education courses     

David Kember  Tammy Lai  David Murphy  Irene Siaw  K S Yuen 《British journal of educational technology : journal of the Council for Educational Technology》1992,23(2):122-135

Distance education courses are offered in a wide variety of formats. A range of media is available, and mechanisms for and levels of study and administrative support vary widely between courses. When new courses are established there is a wealth of experience to draw upon but little, if any, guidance on how to choose between the plethora of potential course formats. This article suggests that synthesising guidelines from evaluations of a selection of courses can help in drawing conclusions as to how courses are best formatted for given situations. As a case study, seven Hong Kong distance education courses with a variety of features were evaluated. Conclusions were synthesized—about the provision of tutorials, group activities, inter-student contact, telephone counselling and the use of video and television broadcasting—which could not have been reached from either evaluating one course alone or by examining existing literature.  相似文献   

Exploring the “Mixed Forest” of Qualitative Research     

Yin Mee Cheah  Siu Miu Chiu 《Asia Pacific Journal of Education》1997,17(1):58-66

In this paper, some of the key epistemological issues in qualitative research are discussed in order to show that qualitative research is more than a label for all non-quantitative studies. Although qualitative techniques are used in many studies, including those in the quantitative tradition, we maintain that all qualitative research should adhere to the tenets of the qualitative paradigm. These tenets are discussed according to two key theoretical perspectives which underpin the qualitative approach. Both traditions of qualitative and quantitative research are valuable and complement each other because they provide different perspectives to an issue, and they also lead to the generation of different types of data which can contribute to better understanding of the issues under study.  相似文献   

Attachment in deaf mothers and their children     

Leigh IW  Brice PJ  Meadow-Orlans K 《Journal of deaf studies and deaf education》2004,9(2):176-188

In attachment research, there has been a growing interest in how adults conceptualize their relationships with their own parents as well as in the transmission of attachment status from parent to child and the variables that influence that transmission. The primary goal of the present study was to examine the transmission of attachment from deaf mother to child. Adult Attachment Interviews were collected on 32 deaf women and Strange Situation Procedure data were obtained from their children. While the distribution of deaf mother attachment classifications was similar to that found with hearing samples, the concordance between mother and child in terms of attachment status was lower than in hearing samples. Having a deaf parent did not affect a deaf adult's attachment status. Post hoc analyses suggested a trend towards a dismissing stance in attachment relationships. Results are discussed in terms of variables affecting attachment status as well as the transmission of attachment.  相似文献