《RISC处理器技术》课程实验教学方法探究     

李锐 《中国科技信息》2011,(14):180-180

针对《RISC处理器技术》这样一门实践性比较强的专业课,提出了理论教学和实验教学相互促进的教学方法。通过该配套实验环节,巩固和加强《RISC处理器技术》相关基础知识课堂教学效果,使学生更好地了解处理器的构建。学生通过设计硬件电路、仿真调试等实验过程,可以更好地掌握课程的理论知识和应用技能。在教学中,充分发挥教与学的积极性,采用多种教学方式,注重师生交流。  相似文献   

The costs and benefits of 'red tape': anti-bureaucratic structure and gender inequity in a science research organization     

Roth WD  Sonnert G 《Social studies of science》2011,41(3):385-409

This paper explicates a central conflict that can affect science research organizations, the conflict between the anti-bureaucratic stance believed to advance science and concerns for gender equity rooted in the universalist ethos of science. We present a case study of a science research organization, using employment and publication records, a survey of 308 employees, and qualitative interviews with 60 employees. We show how anti-bureaucratic organizational structures perpetuate gender inequities for both female scientists and non-scientists.  相似文献   

“If there are no records,there is no narrative”: the social justice impact of records of Scottish care-leavers     

Heather MacNeil  Wendy Duff  Alicia Dotiwalla  Karolina Zuchniak 《Archival Science》2018,18(1):1-28

In 2004, the Scottish Parliament commissioned an independent review of abuse in children’s residential establishments between 1950 and 1995. In 2007, the review’s findings were published in a report entitled Historical Abuse Systemic Review: Residential Schools and Children’s Homes in Scotland 1950 to 1995, also known as the Shaw Report. In this article, the Shaw Report provides the jumping off point for a case study of the social justice impact of records. Drawing on secondary literature, interviews, and care-related records, the study identifies narratives that speak to the social justice impact of care records on care-leavers seeking access to them; it also assesses the potential of the surviving administrative records to serve as a foundation on which to construct historical narratives that speak more generally to the experience of children in residential care.  相似文献   

Promising Physical Activity Inclusion Practices for Chinese Immigrant Women in Vancouver,Canada     

Wendy Frisby 《Quest (Human Kinetics)》2013,65(1):135-147

Even though the number of immigrants coming to Canada continues to rise (Statistics Canada, 2010) and there is some evidence to suggest that participation in community sport and recreation can ease the stress associated with settlement (Stodolska & Alexandris 2004), our previous research has shown there is little or no information sharing about promising inclusion practices between local, provincial, and federal sport and recreation policy makers in Canada (Thibault, Frisby, & Taylor, 2009). To begin to fill this void, interviews were conducted with 50 Chinese immigrant women, who represent the largest immigrant group in British Columbia, 11 staff from the City of Vancouver, and 5 staff from an immigration service agency called S.U.C.C.E.S.S. A Multiculturalism, Sport, and Physical Activity Workshop was subsequently held so study participants could come together to discuss promising physical activity inclusion practices for newcomers. The practices discussed here include: citizen engagement to promote mutual learning and policy/program development; working from a broader social ecological framework; improving the city's leisure access policy; and enhancing community partnerships to facilitate cross-cultural connections.  相似文献   

Development and Validation of Instruments to Measure Learning of Expert‐Like Thinking     

Wendy K. Adams  Carl E. Wieman 《International Journal of Science Education》2013,35(9):1289-1312

This paper describes the process for creating and validating an assessment test that measures the effectiveness of instruction by probing how well that instruction causes students in a class to think like experts about specific areas of science. The design principles and process are laid out and it is shown how these align with professional standards that have been established for educational and psychological testing and the elements of assessment called for in a recent National Research Council study on assessment. The importance of student interviews for creating and validating the test is emphasized, and the appropriate interview procedures are presented. The relevance and use of standard psychometric statistical tests are discussed. Additionally, techniques for effective test administration are presented.  相似文献   

Enhancing the undergraduate student experience via fund-raising partnerships: an action research project     

Wendy Thorley  Bruce Marjoribanks  Julian Kranz 《Educational Action Research》2013,21(4):552-567

This project was developed from practitioner action research and considers the impact of integrating fund-raising activities into the formal curriculum with a target group of undergraduate students. The main aim of this project was to evaluate the impact of developing fund-raising activities as an integral aspect at both module and programme levels, grounded within practitioner action research. A core component of this aim was to develop value-added structures into established modules to support the student experience and student identity. Furthermore, the project sought to broaden, develop and strengthen links with the local wider community, recognising the value such interactions can bring. Finally, the project set out to develop integration opportunities between the students and organisations in order to develop the students’ awareness of workforce options as future professionals. This study is based within one post-1992 higher education institution and consisted of three inter-related but distinct phases. The project involved 60 students during Phase 1, building to some 200 students by Phase 3. The findings suggest that fund-raising activities built into the formal curriculum can be a useful medium for promoting student identity whilst providing a ‘value-added’ component to existing programmes of study.  相似文献   

Skill components of task analysis     

Anne E. Adams  Wendy A. Rogers  Arthur D. Fisk 《Instructional Science》2013,41(6):1009-1046

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Involving Older Adults as Co-researchers in Social Work Education     

Carolyn Gutman  Shira Hantman  Miriam Ben-Oz  Wendy Criden  Roxana Anghel  Shula Ramon 《Educational gerontology》2013,39(3):186-197

This article examines the contribution of older adults as co-researchers to the evaluation of a gerontological social work course. The evaluation was conducted at an Israeli college as part of a collaborative project with a United Kingdom university. Here, we follow the older adults who are service users through their transition to the role of co-researchers and reflect on their experiences in the process. Insights gained by the different stakeholders from the co-researching experience are discussed, and the growing interest in service-user contributions to social work education in various fields such as aging and disabilities is recognized.  相似文献   

A Professional Learning Experience for Pre‐service and In‐service Teachers and One Teacher Educator: reflections and lessons learned     

Beth Ann Herrmann  Kristy Cook  Wendy Elliott  Leah Lewis  Julie Thomas 《Teaching in Higher Education》2013,18(2):253-261

Abstract

In this paper we reflect on our efforts during the 1992–93 academic school year to create a different type of teacher education experience — one based on active learning, and collegiality and mutuality. Drawing on a model for classroom‐based teacher development described by Thiessen (1992), we begin with an overview of how we worked to (a) improve the quality of learning for all participants; (b) create a supportive learning environment for all the stakeholders; (c) leant in the complex and changing situation of classroom life; (d) combine personally meaningful, educationally defensible and socially justifiable evaluation practices; and (e) engage in reflective, interactive and transformative experiences. After this we. describe tension we experienced, which resulted from a lack of shared vision among us and from our efforts to examine our own practice. We also explore how we tried to deal with the tension. We conclude with lessons learned from our experience which have led to new questions about teacher education reform.  相似文献   

Attitudes about Group Work among Criminal Justice Students: The Influence of Participation in Group Projects     

Brian K. Payne  Wendy P. Guastaferro  Sadie Mummert 《Journal of Criminal Justice Education》2013,24(4):546-561

Past research has considered factors that contribute to students’ attitudes about group projects. Much of this research has focused on the influence of demographic characteristics such as gender, race, and age. This study extends that past research and considers whether participating in group projects potentially changes students’ attitudes about group projects. Surveys were conducted with 85 students, 48 of whom had just completed a group project. Results showed that students who just completed a group project had slightly different attitudes about group projects than those who did not. Attention was also given to the total number of group projects to which students were exposed. Analyses showed that those who were exposed to more group projects held different attitudes about group projects than those who had fewer group projects. Implications are provided.  相似文献