VIOLENCE,SCHOOLS AND YOUNG PEOPLE: A PRELIMINARY REPORT     

Judith Bessant  Rob Watts∗ 《Discourse: Studies in the Cultural Politics of Education》1994,15(2):49-59

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运动中目标设置研究的现状和存在的问题   总被引：6，自引：0，他引：6  

季浏 《山东体育学院学报》1994,(4)

目标设置研究是运动心理学领域的一个新课题。主要综述了近几年来国外学者对目标设置的维度、促使目标完成的有效性方法以及目标设置研究中存在的问题等方面的文献。  相似文献   

OCLC records for federal depository documents: A preliminary investigation     

Cynthia E. Bower 《Government Information Quarterly》1984,1(4):379-400

A representative sample of 300 printed monographs and analyzed serials distributed to depository libraries was searched in the OCLC online system to determine when, how, and by whom depository documents are likely to be cataloged. Particular attention was paid to differences between dates of distribution and cataloging for sales publications, for all titles cataloged by the Government Printing Office, and for those cataloged by the Library of Congress. Patterns relating to document distribution as well as to cataloging practices were discernible from survey results and are presented here. Major findings may be summarized as follows: 1) not all depository monographs are cataloged by the Government Printing Office; 2) sales publications are cataloged quickly, often before distribution by GPO; 3) the quality of cataloging records for depository documents available on OCLC is generally high; 4) the Library of Congress catalogs relatively few depository documents and is comparatively slow to do so; and 5) many different types of OCLC member libraries catalog federal depository documents, often before GPO does. The article concludes with a discussion of implications for future changes in documents cataloging policies among depository libraries, and argues for greater inclusion of documents records in the many online, public-access catalogs currently being planned or used.  相似文献   

Research with interactive learning environments in three content domains: Descriptive statistics,continuous mathematics and substantive criminal law     

Rob L. Martens  Martin M.A. Valcke  Stanley J. Portier  Hilda G. Weges  Patricia H.A.G. Poelmans 《Distance Education》1997,18(1):44-58

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Self Organising Wayfinding Support for Lifelong Learners     

Colin Tattersall  Jocelyn Manderveld  Bert van den Berg  René van Es  José Janssen  Rob Koper 《Education and Information Technologies》2005,10(1-2):111-123

Lifelong learning puts learner self-direction centre-stage. However, increased responsibility should not come at the price of over-burdening or abandonment of learners as they progress along their learning journey. This paper introduces an approach to wayfinding support for lifelong learners based on self-organisation theory. It describes an architecture which supports the recording, processing and presentation of collective learner behaviour designed to create a feedback loop informing learners of successful paths towards the attainment of learning goals. The approach is presented as an alternative to methods of achieving adaptation in hypermedia-based learning environments which involve learner modelling. The article concludes with a discussion of the questions being addressed in our ongoing research.  相似文献   

Implementing the flipped classroom: an exploration of study behaviour and student performance     

Anja J. Boevé  Rob R. Meijer  Roel J. Bosker  Jorien Vugteveen  Rink Hoekstra  Casper J. Albers 《Higher Education》2017,74(6):1015-1032

The flipped classroom is becoming more popular as a means to support student learning in higher education by requiring students to prepare before lectures and actively engaging students during lectures. While some research has been conducted into student performance in the flipped classroom, students’ study behaviour throughout a flipped course has not been investigated. This study explored students’ study behaviour throughout a flipped and a regular course by means of bi-weekly diaries. Furthermore, student references to their learning regulation were explored in course evaluations. Results from the diaries showed that students’ study behaviour in the flipped course did not appear to be very different from that of students in a regular course. Furthermore, study behaviour did not appear strongly related to student performance in both the flipped and the regular course. Exploration of student references to their learning regulation in the course evaluations showed that some students experienced the flipped course design as intended to support their learning process. Other students, however, demonstrated resistance to changing their study behaviour even though changing study behaviour is expected in order to benefit from the flipped classroom. Further research on the relationship between students’ learning regulation and actual study behaviour and course results is necessary to understand when and why implementing the flipped classroom is successful. Recommendations that may help more effective flipped classroom implementation include considering the prior history between students and instructor(s), the broader curriculum context, and frequent expectation communication especially with large numbers of students and non-mandatory lecture attendance.  相似文献   

Flying in the face of instructional design: Rationale for the case study     

Rob Walker  Ron Lewis  Louise Laskey 《The Australian Educational Researcher》1996,23(3):29-44

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Teacher Identity and Reform: Intersections Within School Culture     

Heather Ann Bower  Eileen R. Carlton Parsons 《The Urban Review》2016,48(5):743-765

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Farewell Professional Dominance     

Rob Irvine 《Metascience》2007,16(2):335-339

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Precariousness under the new psychological contract: the effect on trust and the willingness to converse and share knowledge     

Rob?SharkieEmail author 《知识管理研究与实践》2005,3(1):37-44

This paper argues that the traditional employment relationship based on long-term commitment and reciprocity has been replaced by one which incorporates a high level of precariousness and that individuals form perceptions of the trust they have in the organisation based on their view of the psychological contract. This paper develops a model of these perceptions and develops six propositions about an individual's level of trust in the organisation, management and fellow workers and their belief that their expectations will be progressively met and that they will be compensated in the long term for their contribution. These perceptions and the six propositions developed in the paper have profound ramifications for the willingness of individuals to converse and potentially to share their knowledge with others for the benefit of the organisation, because high levels of trust will be needed before individuals will be predisposed to start to converse and exhibit a willingness to share their knowledge.  相似文献