You and CO2: a Public Engagement Study to Engage Secondary School Students with the Issue of Climate Change     

Rudd  Jennifer A.  Horry  Ruth  Skains  R. Lyle 《Journal of Science Education and Technology》2020,29(2):230-241

School students are growing up in a world with a rapidly changing climate, the effects of which will become increasingly apparent during their lifetimes. We designed and pilot tested “You and CO₂”, a STEAM program designed to encourage students to reflect on their personal impact on the environment, while also appreciating their place within society to bring about positive societal change. Over three interlinked workshops, students analyzed the carbon footprints of some everyday activities, which they then explored in more detail through interacting with a bespoke piece of digital fiction, No World 4 Tomorrow. The program culminated with students producing their own digital fictions, allowing them the freedom to explore the themes from the previous workshops with a setting and focus of their choice. We reflect here on the experience of running the You and CO₂ program and on the themes that emerged from the students’ original digital fictions.

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Expectancies as mediators in the differential-reward conditional discrimination performance of pigeons     

Gail B. Peterson  Ruth L. Wheeler  Gordon D. Armstrong 《Learning & behavior》1978,6(3):279-285

In a series of within-subject experiments employing a two-choice delayed conditional discrimination task, pigeons chose correctly more often when kind of correct choice and kind of reinforcer were perfectly correlated than when uncorrelated. Correct choice behavior fell to chance levels when the correlation was reversed or when it was removed by using only one kind of reinforcer. Implications for mediation theories are discussed, with the conclusion being that, although the possibility that instrumental mediators are present in this situation cannot be dismissed, the overall pattern of results indicates that classical mediators are of principal importance in this type of task.  相似文献   

Cues used by two groups of remedial readers in identifying words in isolation     

William T. Fagan  Ruth L. Eagan 《Journal of Research in Reading》1986,9(1):56-68

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Age and Socialization Effects on the Development of Social Comparison Motives and Normative Ability Assessment in Kibbutz and Urban Children   总被引：1，自引：0，他引：1  

Ruth Butler  Nurit Ruzany 《Child development》1993,64(2):532-543

We hypothesized that tendencies to explain interest in peers' work in terms of mastery-promotion or of relative ability assessment is related both to the development of the normative conception of ability and to educational emphases on cooperative or competitive learning goals. Study 1 tapped acquisition of the normative conception, normative self-assessment, and reasons for looking at others' work among 208 kibbutz and urban Israeli subjects at ages 4–8. Results confirmed that acquisition of normative understandings was associated with a shift from mastery to ability explanations in urban, but not kibbutz, children. Study 2 revealed similar differences in the frequency of mastery versus ability assessment reasons among 48 kibbutz and urban third-grade children asked to explain the videotaped glances of an unfamiliar child. Thus, cooperative learning settings seem to maintain interest in using peers to promote mastery, even after acquisition of the normative conception.  相似文献   

Evidencing student success and career outcomes among business and creative industries graduates     

Denise Jackson  Ruth Bridgstock 《Journal of Higher Education Policy & Management》2019,41(5):451-467

ABSTRACT

The teaching performance of higher education institutions is increasingly gauged by graduate employment outcomes. Measuring outcomes in full-time employment terms does not capture the complexities of underemployment, the rise of portfolio careers, the constraints of the labour market and graduate motivations for working arrangements that can allow greater flexibility and work-life balance. This study explores the career outcomes of Business and Creative Industries graduates using both traditional measures (full-time employment outcomes) and a suite of broader measures that examine career satisfaction, perceived employability, perceived career success, underemployment, and graduate motivations for seeking new roles. Findings confirm disciplinary differences in graduate experience, and raise some broad concerns about the quality of graduate employment, particularly given the lack of improvement in outcomes over time since course completion. Findings suggest graduates are optimistic about their career futures, despite unmet expectations – particularly on income.  相似文献   

Factors influencing the college choice decisions of graduate students   总被引：1，自引：0，他引：1  

Ruth E. Kallio 《Research in higher education》1995,36(1):109-124

This paper examines the relative influence of factors affecting the college choice decisions of graduate students. It is based on a 1986 survey of 2,834 admitted students at a major research university, to which 38 percent of the sample responded. Factor analysis of ratings of importance of 31 college characteristics yielded dimensions upon which student decisions are based. These results were used to build five scales of importance and preference, which were then tested with other variables in a regression model in which the dependent variable was the decision to enroll or not to enroll at the surveying institution. The following were found to influence decisions: residency status, quality and other academic environment characteristics, work-related concerns, spouse considerations, financial aid, and the campus social environment.A paper presented at the Annual Forum of the Association for Institutional Research, New Orleans, May 29–June 1, 1994.  相似文献   

Encoding of the unconditioned stimulus in Pavlovian conditioning     

Ruth M. Colwill  Daphne K. Motzkin 《Learning & behavior》1994,22(4):384-394

Three experiments, using rats, demonstrated the encoding of a food unconditioned stimulus (US) in a simple Pavlovian conditioning paradigm. In all three studies, one stimulus was used to signal the delivery of pellets and a different stimulus was used to signal the delivery of sucrose. In Experiment 1, postconditioning devaluation of one of the food USs selectively reduced the frequency of conditioned magazine-directed behavior during the stimulus trained with that US. In Experiment 2, transfer of the stimuli to instrumental responses resulted in selective depression of the response trained with a different outcome. In Experiment 3, acquisition of stimulus-outcome learning was impaired by unsignaled intertrial presentations of the same outcome but not of a different outcome. These results indicate that a detailed representation of the outcome is encoded in the normal course of Pavlovian conditioning.  相似文献   

Book reviews     

Robert C. Snider  Kenneth Silber  Paul Vanderbilt  Malcolm Lee Fleming  Maxine Ruth Moore  Ira J. Gordon 《Educational technology research and development : ETR & D》1971,19(1):102-118

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A Nation In Pain     

Ruth Ippoliti 《家庭与家教》2002,(5):19-19

“越洋专递”栏目甫一亮相,反响热烈。我们陆续收到了南京、太原、合肥等地同学的来信,孩子们和他们的父母通过各种方式表达了结交异国笔友的美好愿望。经过认真挑选,来自山西省太原市五中的李楠成为第一位幸运儿,本刊下期将刊登她的个性档案及写给美国小姑娘Demi的信。我们已和美国加州John Glenn中学取得联系,美国学生对此也很重视,不仅信中附有照片,有的还寄来可爱的小礼物。有兴趣的同学可填写笔友登记表,我们将针对你的情况,按照你的要求为你推荐笔友,并不定期地登载互通的信件及笔友通讯录。来信可附近照。在适当的时候。本刊将举办中美学生互访和夏令营活动,进一步缩短东西方的距离。本刊将为你搭起一座七彩桥,帮助你了解异域文化,结识异国笔友,和同龄人互相学习,携手共进。  相似文献   

Beyond media stickiness and cognitive imprinting: Rethinking creativity in cooperative work &; learning with ICTs     

Ruth Geer  Alan Barnes 《Education and Information Technologies》2007,12(3):123-136

This paper attempts to build a bridge between the fields of Computer Supported Cooperative Work and learning in online communities. A framework for group interactions is presented contrasting creative interactions such as collaboration with other but still valuable interaction types. Evaluative tools are proposed capable of identifying particular learning processes associated with various interactive activities. Each field has independently developed notions of inertia in the behaviour of users of these technologies. The notion of media stickiness is examined and related to that of imprinting in learning communities. However, dynamic and creative tracks can also be discerned and the argument is made that true collaboration requires attention to learning processes. Various suggestions are made of value to both fields and further research identified.  相似文献