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The effect of directive tutor guidance in problem-based learning of statistics on students’ perceptions and achievement 总被引：1，自引：0，他引：1
Luc Budé Tjaart Imbos Margaretha W. J. v. d. Wiel Nick J. Broers Martijn P. F. Berger 《Higher Education》2009,57(1):23-36
In this study directive tutor guidance in problem-based learning (PBL) of statistics is investigated. In a quasi experiment
in an educational setting, directive guiding tutors were compared with tutors in a more traditional role. Results showed that
the subjective perceptions of the students with regard to the course, the tutor, and the discussions in the tutorial meetings
were more positive in the guided condition. The quality of the problems used in the meetings and general tutor functioning
were evaluated as equal in both conditions. Achievement was marginally higher in the guided condition. It can be concluded
that directive tutor guidance is an effective addition to PBL of statistics. 相似文献
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Neuropsychological models postulate that the memory representation acquired for use in reading words is separate from the one acquired for use in spelling, while developmental models assume that the same representation is developed for access in both reading and spelling. The dual-representation model contends that there is often more precise information in reading representations than in spelling representations. This claim was tested in the current study using adult native speakers of English. People were supplied with minimal visual feedback while they spelled words that they knew and could read, and were then shown their whole spelling and asked whether they could improve upon it. People detected spelling mistakes on fewer than one in six trials after the reading check. They also returned many spellings to the original form, and were unable to improve upon them any more often than to change them to something equally bad or worse. The findings favour the view that normal individuals acquire a single orthographic representation from repeated exposures to a word during both reading and spelling. The representation may be adequate to permit successful reading but be insufficient for reproduction of the word-specific knowledge required for accurate spelling. 相似文献
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Interactions between peers as well as between students and teachers play an important role in social learning. Although much research investigates the structure of (peer) discourse and its relation to learning outcomes, only a few studies try to describe in detail how individuals create meaning for content developed within the dialogues. Thus, it often remains unclear which contents and structures of the discourse contributed to the development of individual knowledge and which did not. This paper describes a study that investigated in great detail peer discourse and its relation to the cognitive development of every participating learner. In total, 27 university students were followed with video while working in pairs during physics laboratory exercises on electrodynamics. Students' cognitive processes developed during their interactions were reconstructed from the video by a small step analysis and students' meaning-making of other participants' contributions was investigated. Results show that students only interact about topics they already know whereas they develop new meaning outside of interactive processes. 相似文献
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Valérie?Cohen-ScaliEmail author 《International Journal for Educational and Vocational Guidance》2016,16(3):405-423
In France, trade union officers are former shop stewards who have chosen to work full-time for the union for several years. This research investigates the career transitions of former union officers who have returned to the labour market following extended experience with high-level responsibilities in the union. Semi-directed interviews were conducted with 23 subjects and were analysed using thematic content analyses. The results indicate the existence of different perceptions of the career change and four types of transitions that are dependent on the level of support provided by the union and individual expectations regarding new jobs. 相似文献
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M. Verwijnen MD Tj. Imbos MA H. Snellen MD B. Stalenhoef MD M. Pollemans MD S.v. Luyk MD 《Assessment & Evaluation in Higher Education》1982,7(3):225-244
The extensive scheme for both formative and summative assessment of medical students established at a new new medical school is described and discussed. The establishment of multi‐disciplinary project groups and the involvement of educationalists and psychometricians are unique features of the project. The wide range of testing procedures, including self‐assessment units, indicate the complexity of an evaluation program which attempts to cover ALL the competency domains relevant to medicine. The revelation of the incongruence of the program with the educational philosophy of the school shows the necessity for involvement of “consumers” in such programs. 相似文献
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吕军录 《读与写:教育教学刊》2011,(8):13+207
文章说明了创新型大学英语教学对培养大学生创新能力的作用及重要性,分析了创新型大学英语课堂教学的几个特征,指出了实现创新型大学英语课堂教学的的方法。 相似文献
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The author presents a review of some mathematical aspects of magnetohydrodynamics and plasma-dynamics, and the fields of mathematics required and used in those domains are briefly discussed. The last section is devoted to the discussion of adjusting the mathematical program of a university, from the point of view of engineering, physics and mathematics, so that a greater number of students in those disciplines will be prepared for graduate courses in magnetohydrodynamics and plasma-dynamics. 相似文献
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A neurodevelopmental profile of the rural hearing‐impaired child in the QwaQwa region,South Africa 
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下载免费PDF全文 Jó‐Marié v d M. Bothma Munita Dunn Shirley Kokot 《Journal of Research in Special Educational Needs》2015,15(4):285-296
Being hearing impaired does not only affect a child's academic performance, but can also influence a child's overall development and ability to succeed academically. Children with hearing impairment often experience delays in other areas of their development and an understanding of the inter‐relatedness of these delays are important in order to address all these aspects, and thus minimise the impact on a child's overall development. The paper provides a neurodevelopmental profile of 4‐year‐old to 8‐year‐old rural hearing‐impaired children based on the result of a psychometric assessment. Eighteen children were selected from a special needs school in the rural QwaQwa Free State area of South Africa and underwent a psychometric assessment using two test batteries (Griffiths mental developmental scales – extended revised and a neurodevelopmental evaluation scale). The neurodevelopmental profile will contribute to knowledge of the nature of the challenges faced by the hearing‐impaired child in rural education and the neurodevelopmental origin of these challenges. 相似文献
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