Changing the Minds of New College Students     

Borden  Victor M. H.  Evenbeck  Scott E. 《Tertiary Education and Management》2007,13(2):153-167

Tertiary Education and Management - With the unprecedented expansion of access to higher education internationally, today’s students enter university with a broader range of expectations,...  相似文献   

Theory-building and theory-confirming observation in science and science education     

Victor L. Willson 《科学教学研究杂志》1987,24(3):279-284

A paper by Norris presents scientific observation as a highly inferential activity in which human senses have become secondary to instrumentation. Norris takes examples from elementary and secondary curricula to support his position. This paper examines Norris's contentions from two perspectives, that of cognitive psychology and that of the philosophy of science. It is argued here that Norris has discussed only one aspect of observation, theory-confirming observation. Another, pretheoretic or theory-building observation, is more closely related to the curriculum activities he criticized. From a cognitive psychology perspective the theory-confirming observation is of use to the expert, but for novices the absence of domain-specific knowledge and of sophisticated problem-solving processes may render theory-building observation more meaningful for instruction.  相似文献   

Differences in science teaching attitudes among secondary teachers,principals, college teacher trainers,and teacher trainees     

Victor L. Willson  Jerry G. Horn 《科学教学研究杂志》1979,16(5):385-389

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A developmental investigation of word length effects in reading using a new on-line word identification paradigm     

Bijeljac-Babic  Ranka  Millogo  Victor  Farioli  Fernand  Grainger  Jonathan 《Reading and writing》2004,17(4):411-431

Third and fifth grade children (average age 8.6and 10.6 years) and adult participants weretested with printed words of varying length ina new on-line identification task (theluminance increment paradigm, LIP) and aspeeded naming task. Effects of general length(length in letters, phonemes and syllables)were shown to decrease systematically with agein both tasks. Third grade children showedsubstantial effects of word length while theeffect practically disappeared in adults. Ingeneral, this developmental pattern was alsofound when separately examining effects ofphonological length (with length in lettersheld constant) and small unit length (withnumber of syllables held constant), althoughsome differences were observed in performancein the identification and the naming task. Thetwo tasks also showed different developmentalpatterns, with the greatest gain in performancearising between 3rd and 5th grade inthe naming task, and the largest improvementoccurring between 5th grade and adults inthe identification task. The results suggestthat the new luminance increment paradigm canbe usefully applied as an on-line measure ofprinted word perception in beginning readers.  相似文献   

Improving worker motivation: the counseling approach     

Victor J. Drapela 《International journal for the advancement of counseling》1979,2(2):125-131

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The relationship between the school as a learning organisation and staff outcomes: A case study of Wales     

Marco Kools  Pierre Gouëdard  Bert George  Bram Steijn  Victor Bekkers  Louise Stoll 《European Journal of Education》2019,54(3):426-442

Does the school as a learning organisation affect staff outcomes? This article examines the relationship between the school as a learning organisation and staff job satisfaction and the school's responsiveness to staff needs using a purposefully designed “Schools as Learning Organisations Survey” completed as part of an OECD study in Wales. A positive and significant relationship is found between the school as a learning organisation and both job satisfaction of staff—that is school leaders, teachers and teaching support staff—and the school's responsiveness to staff needs. The article proposes ways of realising these outcomes and identifies areas for further research. Policy makers, school staff and other stakeholders in education and other public sectors internationally can use these findings as supporting evidence in recommending people to develop their organisations into learning organisations, given the potential benefits for employees and the organisation at large.  相似文献   

Science education — I: The spirit of science     

Victor L. Pollak 《Journal of Science Education and Technology》1993,2(4):513-519

In these two essays we explore the questions: what are the essential features of a workable context for science education? What are the givens, the “of courses,” the “fundamental dispositions” toward science and toward education necessary — or at least sufficient — to provide a fertile ground upon which a functional approach to science education can be established? In the present essay it is argued first that science education must reflect that science is a way of thinking — in fact, more comprehensively, a way of being; and second, and that the fundamentally antiauthoritarian spirit of science must be reconciled with education, with its built-in tendency to be authoritarian.  相似文献   

A Study on the Impact of GPA on Perceived Improvement of Higher‐Order Cognitive Skills*     

Randy V. Bradley  Chetan S. Sankar  Howard R. Clayton  Victor W. Mbarika  P. K. Raju 《Decision Sciences Journal of Innovative Education》2007,5(1):151-168

Colleges of Business (COBs) have experienced high growth rates in the past decade and many colleges are imposing minimum grade point average (GPA) requirements for students to enter or remain in the college. A primary reason for this requirement may be the belief that students with high GPAs are more inclined to demonstrate higher‐order cognitive skills (HOCS) than students with low GPAs. It is not clear whether the link is valid. This study hypothesizes that students with high GPAs who are taught in the same way as students with lower GPAs will have higher perceptions of improved HOCS. We conducted an experiment in which students, with varying GPAs, at three large universities primarily used multimedia instructional materials. We obtained the students' perceptions of their improved HOCS from their responses to a survey. A regression analysis of the data reveals that the relationship between GPAs and students' perceived improvement in HOCS is significant (p < .001). We conclude the study by recommending that (a) it is critical to use research methodologies to evaluate perceived and actual learning improvements, (b) COB policies to implement GPA restrictions on admission are worthwhile, and (c) case studies need to be used much more frequently in undergraduate COB classes.  相似文献   

Educating in Global Times: choice,charter and the market     

Victor Soucek 《Discourse: Studies in the Cultural Politics of Education》1999,20(2):219-234

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Surplus theory in the cultures market     

Victor Strandberg 《Academic Questions》1999,13(1):34-38

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