Assessment of violence potential among school children: Beyond profiling     

Matthew K. Burns  Vincent J. Dean  Susan Jacob‐Timm 《Psychology in the schools》2001,38(3):239-247

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Comment by Mitchell Salim     

Mitchell Salim 《Counselor Education & Supervision》1971,10(3):227-228

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Cognitive preferences in biology of a group of talented high school students     

Pinchas Tamir  Vincent N. Lunetta 《科学教学研究杂志》1978,15(1):59-64

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Problem-solving behaviors during a genetics computer simulation: Beyond the expert/novice dichotomy     

Patricia E. Simmons  Vincent N. Lunetta 《科学教学研究杂志》1993,30(2):153-173

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Enhancing Preservice Teachers' Understanding of Web-based Scientific Inquiry     

Bodzin  Alec M.  Cates  Ward Mitchell 《Journal of Science Teacher Education》2003,14(4):237-257

Journal of Science Teacher Education -  相似文献   

A proposed framework and tool for non-economic research impact measurement     

Vincent Mitchell 《高等教育研究与发展》2019,38(4):819-832

ABSTRACT

Research impact features heavily in debates about ‘the measured university’ and is now formally assessed by governments in the UK and Australia. Yet clear guidance on how impact can be measured in non-monetary ways is often lacking because of confused thinking and the context-specific nature of outcomes. To help resolve this, we first propose a general impact model of inputs, processes, outputs and outcomes framework. Then, using a survey approach of research users, we measure outcomes at different levels of abstraction using usefulness as the central construct and impact categories from the European (EU) and Association to Advance Collegiate Schools of Business (AACSB). The survey measures are simple, comparable between different impact cases, cost-effective, externally verifiable, and easily administered by those for whom impact measurement is new and puzzling. They can also be combined to form an impact index to address criticism that there is little standardisation in impact measurement. To improve the standardisation of context-specific measures, we suggest a common methodology for deriving these (SROI). The article discusses limitations of using surveys including administration, self-report data, and impact timescale problems, and suggests ways to reduce these. Implications for researchers, research managers, and assessors interested in measuring impact, such as who should do it and pay for it, are discussed.  相似文献   

Masculinity and femininity in twin children: genetic and environmental factors   总被引：1，自引：0，他引：1  

J E Mitchell  L A Baker  C N Jacklin 《Child development》1989,60(6):1475-1485

Genetic and environmental origins of individual differences in masculine and feminine personality attributes were investigated in a sample of 38 monozygotic and 32 dizygotic twin pairs (total N = 140) during pre- and early adolescence. Self-report measures of both masculine and feminine characteristics were obtained for each child using 2 standardized instruments: the Children's Personality Attributes Questionnaire (CPAQ) and the Adolescent Self-Perception Inventory (ASPI). Multivariate biometrical analyses revealed significant genetic influences in all measures, accounting for 20%-48% of the observed variation in each. Environmental influences, which explained the remaining 52%-80% of variance in masculinity and femininity, were apparently specific to each individual and not shared by members of the same twin pair. The results underscore the importance of considering both genetic and environmental factors in gender-role development, particularly in studies of family resemblance.  相似文献   

Cognitive preferences and creativity: An exploratory study     

Pinchas Tamir  John E. Penick  Vincent N. Lunetta 《科学教学研究杂志》1982,19(2):123-131

Cognitive preference, a cognitive style acquired through life and learning experiences and representing a distinct orientation to the processing of information, is related to creativity in this study. Significant correlations were observed between cognitive preference and verbal creativity but not with figural creativity as measured by the Torrance Test of Creative Thinking.  相似文献   

Learning the Hard Way     

David G. Wells  Michael McEvoy    Mitchell Kundel 《CBE life sciences education》2006,5(2):123-125

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The Frontier of Web-based Instruction     

Coral Mitchell  Tony DiPetta  James Kerr 《Education and Information Technologies》2001,6(2):105-121

In spite of advances in course design software and experience with online offerings, the question of how web-based education affects teaching and learning remains largely unanswered, and the terrain of online learning remains largely unmapped. In this paper, through the stories of 10 faculties of education and one computer science instructor in Ontario, we map out a small piece of the frontier of web-based course delivery and plot a course for future exploration. We argue that most existing offerings take the form of a Lone Ranger or Greenhorn approach but that there is a need to move toward a strategic institutional Wagon Train approach that consolidates and integrates support for online teaching and learning. We argue, as well, that failures in online instruction cannot simply be attributed to improper instruction or inappropriate course design. Rather, at least part of the problem locates in the ways in which conversation is structured in the online environment.  相似文献