Editor's Notes     

Elizabeth Boling 《TechTrends》2006,50(1):2-3

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Thinking with Spinoza about education     

Elizabeth de Freitas  Sam Sellar  Lars Bang Jensen 《Educational Philosophy and Theory》2018,50(9):805-808

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Breaking the tyranny of office hours: Overcoming professor avoidance     

Elizabeth K. Briody  Angela Goldenstein  Edward J. Berger 《European Journal of Engineering Education》2019,44(5):666-687

ABSTRACT

Studies have found that Faculty–Student Interaction (FSI) has many positive benefits for students including academic support, professional development, mentoring, and career planning. Research-intensive universities exhibit the lowest levels of faculty–student interaction within higher education. This article utilises qualitative methods to explore faculty, student, and staff perceptions of faculty–student interactions, particularly those that take place out of the classroom, at a research-intensive public U.S. university. We identify social distance between faculty and students based on unequal status within a rigid, hierarchically-organised culture as a key barrier to FSI. We then discuss methods that some of the faculty in our study used to mitigate their social distance with students in an effort to increase FSI.  相似文献   

    

Elizabeth Boling 《TechTrends》2004,49(1):2

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The use of career information delivery systems in the states     

Mary Elizabeth McCormac 《Journal of Career Development》1988,14(3):196-204

Conclusion The ever increasing demands on guidance and counseling programs has added new responsibilities to the tasks of the counselor specifically in the area of career development. Along with this increase in responsibility, the issue of accountability has been added. Career information delivery systems assist the counselor in meeting the need for accurate, relevant occupational and educational information that can be disseminated in a timely efficient manner. Therefore, CIDS should be a vital part of all comprehensive career guidance and counseling programs.Mary Elizabeth McCormac is an Occupational Information System Specialist, National Occupational Information Coordinating Committee, Washington, D.C.  相似文献   

Conditioning with taste as the CS in conditioned flavor preference learning     

Elizabeth D. Capaldi  Martin J. Hunter  Sandra A. Lyn 《Learning & behavior》1997,25(4):427-436

There appear to be unconditioned affective reactions to the four basic tastes: liking for sweet and salt and disliking for sour and bitter. We attempted to modify these reactions by pairing the tastes with calories and with sweeter tastes. Differing sucrose concentrations were ineffective in reversing the preference for salt over citric acid or for saccharin over quinine. We could, however, reverse the preference for salt over citric acid, producing an actual preference for sour over salt, by using sucrose and saccharin as the reinforcers. The initial reactions to tastes could also be modified by reducing the initial difference in affect produced by the tastes through mixing both tastes with sucrose.  相似文献   

Inter-Parietal White Matter Development Predicts Numerical Performance in Young Children     

Cantlon JF  Davis SW  Libertus ME  Kahane J  Brannon EM  Pelphrey KA 《Learning and individual differences》2011,21(6):672-680

In an effort to understand the role of interhemispheric transfer in numerical development, we investigated the relationship between children's developing knowledge of numbers and the integrity of their white matter connections between the cerebral hemispheres (the corpus callosum). We used diffusion tensor imaging (DTI) tractography analyses to test the link between the development of the corpus callosum and performance on symbolic and non-symbolic numerical judgment tasks. We were especially interested in the interhemispheric connections of parietal cortex in 6-year-old children, because regions of parietal cortex have been implicated in the development of numerical skills by several prior studies. Our results revealed significant structural differences between children and adults in the fibers of the corpus callosum connecting the left and right parietal lobes. Importantly, these structural differences were predictive of individual differences among children in performance on numerical judgment tasks: children with poor numerical performance relative to their peers exhibited reduced white matter coherence in the fibers passing through the isthmus of the corpus callosum, which connects the parietal hemispheres.  相似文献   

Disentangling the relationship between working memory and language: The roles of short-term storage and cognitive control     

Pascale Marguerite Josiane Engel de Abreu  Susan Elizabeth Gathercole  Romain Martin 《Learning and individual differences》2011,21(5):569-574

This study investigates the relationship between working memory and language in young children growing up in a multilingual environment. The aim is to explore whether mechanisms of short-term storage and cognitive control hold similar relations to emerging language skills and to investigate if potential links are mediated by related cognitive abilities. A sample of 119 Luxembourgish 6-year-olds completed several assessments of working memory (complex and simple span), native and foreign vocabulary, syntax, reading, rhyme awareness, and fluid intelligence. Results showed that short-term storage and cognitive control manifested differential links with developing language abilities: Whereas verbal short-term storage was specifically linked to vocabulary; cognitive control manifested unique and robust links with syntax and early reading development. The study suggests that in young children the working memory system is composed of separate but interacting components corresponding to short-term storage and cognitive control that can be distinguished by the roles they play in supporting language acquisition.  相似文献   

Mathematics in Early Childhood: Research-Based Rationale and Practical Strategies     

Sandra M. Linder  Beth Powers-Costello  Dolores A. Stegelin 《Early Childhood Education Journal》2011,39(1):29-37

Mathematics education is a critical part of the curriculum for students worldwide. The foundation for understanding mathematical concepts related to number sense begins early in life, and early childhood classrooms can provide the seeds for mathematical skills that will be needed later in life. In this article, the authors make a case for meaningful and developmentally appropriate mathematics experiences for young children in diverse early learning settings. Instructional and curricular methods inspired by the Reggio Emilia Approach are described as effective ways to teach number concepts to young children from preschool through primary age. Strategies for teachers of young learners are presented in order to strengthen the mathematics curriculum in contemporary early learning settings. The authors’ analysis and recommendations are informed by their extensive experiences including studies in Reggio Emilia early childhood settings (infant toddler, preschool, and primary schools) and their work in early childhood teacher education at their respective universities.  相似文献   

The impact of action learning on analysis of occupation     

Elizabeth Fain 《Action Learning: Research and Practice》2011,8(3):267-277

Technology and millennials have created a shift in the world and how it operates. This impact has been experienced in the field of occupational therapy education. As a result of this paradigm shift, an analysis of effective teaching methodologies was carried out to assess the most effective way to engage the millennials in an analysis of occupation process, which is a critical foundation for effective critical thinking and clinical practice for occupational therapists. An action learning assignment was utilized to bridge this gap. The action learning assignment immersed the students in a safe learning environment that recreated many types of domains that needed to be analyzed. As a result, the students experienced first-hand the outcomes of effective and ineffective analysis and problem-solving during their action learning project. Therefore, the students were able to reflect and critically think through alternatives and hear about other students' projects. Overall, the action learning project yielded positive learning and engaging outcomes.  相似文献