Navigating the Maze of Music Rights     

Ivan L. Pitt 《TechTrends》2007,51(3):10-10

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Lev S. Vygotsky     

Ivan Ivić 《Prospects》1994,24(3-4):761-785

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Reviews     

Hugh Clapin  Katherine Neal  John Wennerbom  Barbara Nunn  Deborah Dysart  Andy Pickering  Lisa Featherstone  Hiram Caton  Dale Jacquette  Laura Ruetsche  William A. Turner  Cornelia Lüdecke  Birgit Lohmann  James Ladyman  Jonathan Coopersmith  David Oldroyd  Dennis Dean  Michael Ruse  Nicolas Rasmussen  William N. Kaghan  Martin Bridgstock  Geoffrey Cocks  Stephanie H. Kenen  Ivan Crozier  Sokhieng Au  Desmond Barrett  Mark Cortiula  Ian D. Lawrie 《Metascience》2001,10(1):50-149

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Psychometric Properties of the Full and Short Versions of the Quality of Life Instrument Package: Results from the Ontario province-wide study     

Dennis Raphael  Ivan Brown  Rebecca Renwick 《International Journal of Disability, Development & Education》1999,46(2):157-168

Results that bear upon the psychometric properties of the Quality of Life Instrument Package are presented. The reliability and validity of quality of life data from a probability sample of 500 persons with developmental disabilities in Ontario were assessed. The data indicate that most of the instruments found in the package met acceptable psychometric standards. In some cases, specific domain scores need to be interpreted with caution. The Full Version of the instrument seems appropriate for ongoing practical program planning with clients. The Short Version seems especially appropriate for evaluation and monitoring purposes.  相似文献   

Beyond instructional systems: A performance technology degree     

Clare Ruckdeschel  Michael Yarter  Mary Ann Rivecdo  Ivan Cortes  Mark S. Cookson 《Performance Improvement》1998,37(3):22-26

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Gender and higher education experience: a case study     

Leonid Grebennikov  Ivan Skaines 《高等教育研究与发展》2009,28(1):71-84

This research seeks to contribute to current discussion of gender differences in experience of higher education. Its specific focus is to compare the assessment of various university services by male and female students. The research sample consisted of 9793 students who participated in three University of Western Sydney surveys in 2004 and 2005. The results suggest that, first, female students place higher importance on the majority of the university’s services than do male students; second, as female students advance through their studies, they appear more demanding about the quality of services, while male students remain comparatively tolerant; and third, while all students consider that some areas warrant improvement, this is significantly more so for female than for male students. Specifically, the key areas for improvement from female students’ perspective are the relevance and instructional clarity of the course and efficiency of administration. It is recommended that, considering the current trends in higher education across gender, a sharper focus on these areas for improvement action could help the university ensure equity and better manage competition.  相似文献   

Interplay among technical,socio-emotional and personal factors in written feedback research     

Ivan Chong 《Assessment & Evaluation in Higher Education》2018,43(2):185-196

The centrality of written feedback is clearly seen from the proliferation of research in the context of higher education. As an increasingly expanding field in research, the majority of written feedback studies have been interested in investigating the technical aspect of how feedback should be given in order to promote student learning. More recently, researchers have focused on the socio-emotional factors at work in the feedback process, and advocated a dialogic approach to giving feedback in order to increase students’ understanding and active participation in the process. Moreover, to empower students to reflect on and make sense of the written feedback they receive, students’ personal characteristics, such as their prior and current knowledge, also play an important role. Nevertheless, reviewing studies on written feedback in the context of higher education shows a lopsided focus on the technical factors of written feedback, with little attention paid to the socio-emotional and student factors. This commentary aims at providing a broader definition of written feedback and identifying the dominant factors reported in research. A conceptual framework for looking into the factors at work in the feedback process is proposed and future research directions are suggested.  相似文献   

The deterioration and mobilization effects of trauma on social support: childhood maltreatment and adulthood military violence in a Palestinian community sample     

Punamäki RL  Komproe I  Qouta S  El-Masri M  de Jong JT 《Child abuse & neglect》2005,29(4):351-373

OBJECTIVES: To show that exposure to childhood maltreatment deteriorates, whereas exposure to adulthood military violence mobilizes social support; second, to show that associations between traumatic events and mental health problems are mediated through social support and, subsequently, adulthood military violence is associated with low level and childhood maltreatment with high level of mental health symptoms; third, to explore whether the moderating (protecting) effect of sufficient and satisfactory social support would differ among victims of childhood maltreatment and adulthood military violence. METHOD: The participants were a random-sample of Palestinian men and women (n=585) of 16-60 years of age. Exposure to military violence in adulthood was assessed by the Harvard Trauma Questionnaire (HTQ_I), and to childhood maltreatment by a 13-item questionnaire developed for the study. A Social Network Schedule was applied to assess the function, source, and satisfaction with social support, and the Revised SCL90-R Symptoms Checklist to assess mental health symptoms. RESULTS: Findings supported our hypothesis that exposure to childhood maltreatment was associated with low levels of social support, whereas exposure to adulthood military violence was associated with high levels of social support. Contrary to our second hypothesis, both childhood maltreatment and adulthood military violence were associated with high levels of mental health symptoms. Finally, high level and satisfactory social support moderated the association between exposure to military violence in adulthood and mental health symptoms, but not between childhood maltreatment and mental health symptoms. CONCLUSION: The findings emphasize that the nature of trauma, that is, whether familial or political, determines the availability of protective resources versus vulnerability, which should be considered when tailoring interventions to trauma victims.  相似文献   

Teachers or learning leaders?: where have all the teachers gone? gone to be leaders,everyone   总被引：1，自引：0，他引：1  

Ivan Reid  LouiseComerford Boyes 《Educational studies》2004,30(3):251-264

This paper traces the dramatic proliferation of leadership roles in English primary and secondar schools, due mainly to central government education policy of the past two decades. This has transformed schools from relatively simple to highly complex organizations and has impacted on the working conditions of, and demands on, teachers, together with many aspects of schooling. These changes are illustrated with typical examples of schools' leadership structures and their functioning. Interview data provide teachers' views on, and reactions to, the changes in school leadership. The paper also reviews the ways in which teacher education institutions have responded in terms of providing initial and in‐service education and training to equip the profession for this new and developing challenge. It examines the reception of such programmes by teachers and the reported impact on schools' management and the role of leadership within it.  相似文献   

Investigating errors of beginning mathematicians     

Ivan Watson 《Educational Studies in Mathematics》1980,11(3):319-329

Diagnostic interviews were conducted with children in their third year at a Melbourne primary school to determine why they had made errors on sixteen arithmetical tasks. The Newman method of analyzing errors was modified in order that the children's errors could be sensibly classified in terms of the sequence of steps they used when attempting to solve the problems. The diagnostic interviews clearly showed where children were making their errors, and this enabled their teacher to devise more appropriate teaching procedures.  相似文献