Preparing math and science teachers to use technology     

Ann Shore  Cheryl Mason  Gini Pedersen  Barbara Armstrong 《TechTrends》1990,35(2):14-17

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Personalizing Feedback Between Teacher and Student in the Context of a Particular Model of Distance Teaching   总被引：3，自引：0，他引：3  

R E Store  J D Armstrong 《British journal of educational technology : journal of the Council for Educational Technology》1981,12(2):140-157

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Unique Patterns of Cognitive Outcomes for Undergraduate Students at Southern Baptist Colleges: A Comparative Analysis     

Cameron L. Armstrong  Young K. Kim 《Christian Higher Education》2016,15(4):230-243

The purpose of this study was to examine the levels of growth in cognitive outcomes among students attending Southern Baptist universities, as compared to their peers at other Council of Christian Colleges & Universities (CCCU), Catholic, and nonsectarian institutions, and to identify the college experiences that contribute to cognitive development. Using data from the College Senior Survey, inferential analyses revealed that students enrolled at Southern Baptist colleges and universities had significantly higher levels of academic self-concept and perceived cognitive skills than students enrolled at other types of Christian institutions. In addition, regression analyses showed that the Baptist sample yielded some unique patterns as to which college experiences contributed to cognitive outcome development among students.  相似文献   

The development of self-regulation skills through the modeling and structuring of computer programming     

Anne-Marie Armstrong 《Educational technology research and development : ETR & D》1989,37(2):69-76

The development and enhancement of self-regulation, learning to learn, and adaptive problem solving are predicated on the ability to access and engage one's metacognitive skills. In this study, 3rd, 5th, and 8th grade students were given a series of increasingly more complex tasks which they had to perform themselves and then teach the computer to perform. The computer became the receiver of the students' inputs and strategies and served as a model and structure on which to gain access to their own personal problem solving strategies. Students analyzed, criticized, adapted, and changed those strategies as needed. Proficiency increased and strategies were more easily adopted and adapted to other tasks and problems. Completion of tasks increased significantly and nonproductive steps (errors) and number of trials (redos) decreased. There were no differences by sex except in the types of errors made. Evidence of self-regulation development was also shown in the types of questioning used by students.  相似文献   

Sex and Personality Differences in Performance on Mathematics Tests in 11‐year‐old Children     

R. J. Riding  J. M. Armstrong 《Educational studies》1982,8(3):217-225

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The Role of the Teacher     

Charles J. Armstrong 《College Teaching》2013,61(1):16-20

Despite the popular belief that fun has a positive impact in learning contexts, empirical research on fun in the classroom has been limited. To extend research in this area, the goal of this study was to develop and validate a new scale to assess fun in the classroom and examine its relationship with student engagement. The multi-stage scale development effort resulted in a two-dimensional measure, including fun activities and fun delivery. Fun activities reflect a variety of hands-on exercises and ways to promote social involvement among students. Fun delivery is more instructor-focused, including the use of humor, creative examples, and storytelling. Interestingly, fun delivery, but not fun activities, was positively related to student engagement. These findings suggest that not all fun is equal and highlight the need for additional research to validate the impact of fun on meaningful student outcomes.  相似文献   

British and Australian Media     

Egon Larsen  Kevin Tindall  R.B. Walker  Nicholas Johnson  Mark Armstrong  Trevor Barr 《Communication Booknotes Quarterly》2013,44(3):135-138

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Educational Media and Telecommunications     

James W. Brown  Ben Armstrong  M. Lay Vay Sheldon 《Communication Booknotes Quarterly》2013,44(8):88-89

James W. Brown, ed. Educational Media Yearbook: 1977 (New York: R.R. Bowker, 1977 –$19.95)

Ben Armstrong and M. Lay Vay Sheldon (eds.) Religious Broadcasting Sourcebook (National Religious Broadcasters, Box 2254R, Morristown, N.J. 07960, 1976—price not given, but about $15.00, paper)

Telecommunications Policy (IPC Business Press Ltd., 205 East 42nd St., New York, N.Y. 10017– S78.00/year for four quarterly issues)

Person to Person (Washington: Smithsonian Institution National Museum of History and Technology, 1976—$2.00, paper)  相似文献   

Views from the Margins: News Coverage of Women in Abortion Protests, 1960–2006     

Cory L. Armstrong  Michael P. Boyle 《Mass Communication and Society》2013,16(2):153-177

This study links two traditionally marginalized groups in media coverage: women and protesters. Both have generally been found to be underrepresented and misrepresented in mainstream news coverage. Employing a content analysis of abortion protest coverage over 46 years, this study assesses the impact of protesters' goals and tactics on the proportion of women in news coverage. Results indicate that female mentions were more likely to appear when protesters supported the status quo and when protesters were treated more favorably in coverage. Overall, however, the focus on men as sources over women as sources remained quite apparent. Implications for news treatment of women in protest coverage are discussed.  相似文献   

Administrative Research Support Service     

Linda Kott  Vickie Mix  Nancy Marshall 《The Reference Librarian》2013,54(1):22-33

Public services librarians at South Dakota State University (SDSU) piloted a project to provide personalized reference services to university administrators. The goals of the Administrative Research Support Service were to provide quality information results that inform institutional decision making, to assist SDSU administrators in focusing their research questions, to provide a convenient venue for SDSU administrators to request library research, and to highlight the library’s contribution to SDSU’s mission. During a rollout of the service in 2012, five librarians contributed to the service and ten projects were completed. This initial offering of the service fostered connections between librarians and administrators, allowed librarians to be visible to the campus in an unexpected and innovative manner, and garnered the informal appreciation of administrators. Suggestions for improvement included establishing more formal evidence of the service’s benefits, promoting direct communication between librarians and administrators who are end users of the information, and setting up clearer expectations for librarians’ time commitment to the service.  相似文献