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91.
The first part of this study was carried out in a primary school in a rural part of Wales in the United Kingdom. All classrooms
were equipped with interactive whiteboards (IWBs) linked to a teacher’s computer and six PCs for pupil use. Teaching through
ICT was the prevalent culture in the school. Thirty year six pupils [aged 10–11 years] were selected at random from the final
year cohort and were interviewed to determine their views about school science and their views about the teaching methods
employed. The pupils moved to a medium sized secondary school where the teachers were beginning to develop their ICT skills
and the availability of the computers was limited. The group was re-interviewed after 3 months, once they had settled in to
their new school, and were again asked their views about school science and the way it was taught. While in the primary school,
pupils expected to use ICT in every lesson, they enjoyed the way information was presented and they were interested in finding
things out for themselves when given the opportunity. The lack of ICT in the secondary school caused some frustration, but
this was mostly with the teaching of ICT, and the group remained predominantly enthusiastic about science. Those who were
less keen on science indicated that it was a teacher factor rather than anything to do with the resources being used. In general
the pupils particularly enjoyed the practical aspects of science lessons, something that they had not experienced in the primary
school, which compensated for the relative lack of ICT in science teaching. 相似文献
92.
Competencies for port and logistics personnel: An application of regional human resource development
Human resource development for regional strategic industries is an emerging emphasis for the development of industries that
have growth potential. This article identifies competencies and expertise levels needed by port and logistics industry personnel,
a sector that has growth potential in Busan, South Korea. The research consisted of expert interviews to develop a competency
survey. Six competency clusters and 16 sub-competencies were developed. This research was useful in the development of an
educational program and suggests ways in which regional human resource development (RHRD) can be used. 相似文献
93.
Hemispheric laterality may be a useful concept in teaching, learning, training, and in understanding more about human development.
To address this issue, a measure of hemispheric laterality was compared to musical and mathematical ability. The Human Information
Processing Survey (HIPS) instrument, designed to measure hemispheric laterality, was administered to 101 participants who
were then asked to provide a measure of their conceptual aptitude for mathematics and music. Scores were then compared through
canonical correlation to test the hypothesis that perceived mathematical ability may be explained by left-brain hemisphere
preference and musical by the right hemisphere. A relatively strong correlation was found between music ability and right-brain
hemisphere preference. A relationship between math and left-brain hemisphere preference or integrated brain processing scores
was found to be marginal. Ramifications to learning are discussed. 相似文献
94.
Lohmann Marla J. Randolph Kathleen M. Oh Ji Hyun 《Early Childhood Education Journal》2021,49(5):807-814
Early Childhood Education Journal - The COVID-19 pandemic changed the way that schools provide instruction to learners and these changes may last for an extended period of time. One current trend... 相似文献
95.
96.
Construct validity (convergent and divergent) of the Adjustment Scales for Children and Adolescents (ASCA; McDermott, Marston, & Stott, 1993) and the Preschool and Kindergarten Behavior Scales (PKBS; Merrell, 1994a) is presented. Regular classroom teachers (n = 38) randomly selected 5‐ and 6‐year‐old children (N = 123) and rated them on the ASCA and PKBS in counterbalanced order. Convergent evidence of construct validity was observed for the PKBS Externalizing Problems scale and the ASCA Overactivity syndrome. Divergent evidence of construct validity was provided for the PKBS Externalizing Problems scale and ASCA Underactivity syndrome. Convergent and divergent evidence of construct validity for the PKBS Internalizing Problems scale and ASCA Overactivity and Underactivity syndromes was mixed. Results were identical to those of Canivez and Bordenkircher (2002). © 2002 Wiley Periodicals, Inc. Psychol Schs 39: 621–633, 2002. 相似文献
97.
A three-year study examined the effects of two prevention programs for sole-support mothers with preschool-aged children. A life-skills, esteem-building group program was compared with a group program teaching life skills combined with parent training. A non-randomized, repeated-measures design was employed with measures occurring before, after, and one year after each program for participants in the two intervention groups and for a group of matched comparison subjects. The lack of competency enhancement effects appeared to be a function of reduced exposure of subjects to the interventions. In addition, there was no support for the connection between short-term competency enhancement and long-term prevention of disorder. The negative results serve, in this report, as a cautionary tale highlighting the difficulties in conducting evaluations of primary prevention. It would appear that program planners are placed in a Catch-22 situation by trying to justify the effectiveness of primary prevention through short-term, low-intensity approaches. 相似文献
98.
The paper examines the effectiveness of recent reforms in teacher education in Turkey, specifically the restructuring of programmes in university faculties of education. It first, briefly, sets the reforms of the 1990s in an historical context, prior to the 1997 Act which increased the length of compulsory schooling from 5 to 8 years, and the 1998 restructuring of faculties of education. It considers the national need for the restructuring of teacher education and the issues involved. The thrust of the paper is a study of how teacher educators across the country perceive both the changes and their effect on the quality of teacher education, methodology as a discipline, school partnerships, and relationships with the Ministry of National Education. 相似文献
99.
The relationship between self reports of college experiences and achievement test scores 总被引:1,自引:3,他引:1
Gary R. Pike 《Research in higher education》1995,36(1):1-21
This study evaluated the feasibility of using students' self reports of the academic development and college experiences as proxies and policy indicators for a national assessment of undergraduate education. Results indicated that self reports of academic development should be used with care as proxies for a national test. Particularly important are issues of content overlap and differences in the measurement methods. Results from the second part of this study supported using self reports of college experiences as policy indicators to improve undergraduate education.Paper presented at the annual forum of the Association for Institutional Research, New Orleans, May 1995. 相似文献
100.