Guidance counselling in various societies: A comparative approach     

Lothar R. Martin 《International journal for the advancement of counseling》1993,16(3):147-149

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Guidance and counselling in various societies: Structures and developments,problems and solutions     

Lothar R. Martin 《International journal for the advancement of counseling》1993,16(3):245-264

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ICT teacher training: Evaluation of the curriculum and training approach in Flanders     

Martin Valcke  Isabel RotsMarjolein Verbeke  Johan van Braak 《Teaching and Teacher Education》2007

A policy-evaluation study was set up of Information and Communication Technologies (ICT) teacher training in Flanders, focusing on the following questions: (a) What is the validity of the content and format of the teacher training, and (b) to what extent is the ICT teacher training linked to policies of schools? In-depth interviews were organised with respondents of primary, secondary, and adult education schools. The results indicate that ICT school policies are not well developed and reveal a partial match between policies, needs, and the actual in-service training. Innovative applications of ICT are not promoted. The supply-driven approach, the school-based nature, and follow-up activities are questioned.  相似文献   

Format Effects of Empirically Derived Multiple-Choice Versus Free-Response Instruments When Assessing Graphing Abilities     

Craig Berg  Stacy Boote 《International Journal of Science and Mathematics Education》2017,15(1):19-38

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Regular Feedback from Student Ratings of Instruction: Do College Teachers Improve their Ratings in the Long Run?     

Jonas W. B. Lang  Martin Kersting 《Instructional Science》2007,35(3):187-205

The authors examined whether feedback from student ratings of instruction not augmented with consultation helps college teachers to improve their student ratings on a long-term basis. The study reported was conducted in an institution where no previous teaching-effectiveness evaluations had taken place. At the end of each of four consecutive semesters, student ratings were assessed and teachers were provided with feedback. Data from 3122 questionnaires evaluating 12 teachers were analyzed using polynomial and piecewise random coefficient models. Results revealed that student ratings increased from the no-feedback baseline semester to the second semester and then gradually decreased from the second to the fourth semester, although feedback was provided after each semester. The findings suggest that student ratings not augmented with consultation are far less effective than typically assumed when considered from a long-term perspective.  相似文献   

The Second Law of Probability Dynamics     

Barrett  Martin; Sober  Elliott 《The British journal for the philosophy of science》1994,45(4):941-953

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The scientometric world of Keith Pavitt: A tribute to his contributions to research policy and patent analysis     

Martin Meyer  Tiago Santos Pereira  Ove Granstrand 《Research Policy》2004,33(9):1405-1417

Keith Pavitt has made pioneering contributions to the study of science, technology and innovation. This paper aims to examine some of them on the basis of a bibliometric analysis of Keith Pavitt's work and the impact that he has had. First the paper follows how Pavitt's publication profile develops over time. Then we trace his most cited works and explore the sets of references in his papers. Author and journal co-citation maps illustrate the intellectual environment associated with Pavitt and the central role Research Policy played in this context. An analysis of the most frequently cited authors in Research Policy and Scientometrics underlines Keith Pavitt's role as both a shaper of, and a bridge between, science and technology policy and bibliometric analysis.  相似文献   

Reviews     

Anthony Corones  Deborah Dowling  Andrew G. Bonnell  Jean Lachapelle  David Oldroyd  Emma Spary  Ben Oldroyd  Keith Campbell  Ragbir Bhathal  Phil Dowe  Antonina Harbus  Cathy Legg  Brian Martin  Yvonne Luxford  Nicolas Rasmussen  Paul Redding  Tim Sprod  Roland Sypel 《Metascience》1996,5(1):167-235

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Becoming Inflated     

Bourne  Craig 《The British journal for the philosophy of science》2004,55(1):107-119

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Urban adolescents’ exercise intentions and behaviors: An exploratory study of a trans-contextual model     

Bo Shen  Nate McCaughtry  Jeffrey Martin 《Contemporary educational psychology》2008,33(4):841-858

Using a multi-theory approach, the current study was designed to identify gender differences in the psychological mechanisms by which urban adolescents’ motivation in physical education transfers into their leisure-time activities. The theoretical frameworks of Self-Determination Theory and the Theory of Planned Behavior were integrated to generate a trans-contextual model. Urban adolescents (N = 837, ages 11–15) completed questionnaires assessing relevant psychological constructs as well as their levels of physical activity during leisure time. Path analysis was used to test the direct and indirect paths of the model. Results support the model tenability and demonstrate its invariance across gender. Although there were several gender-specialized characteristics, perceived competence in physical education was the strongest predictor of leisure-time physical activity for both male and female urban adolescents. The finding suggests that nurturing urban adolescents’ autonomy and competence in physical education is important for enhancing leisure-time physical activity intentions and behaviors.  相似文献