Past/forward policy-making: transforming Chinese engineering education since the Reform and Opening-up     

Qin Zhu  Brent K. Jesiek  Yu Gong 《History of education》2015,44(5):553-574

Although engineering education has played important roles in China’s growing power and influence on the world stage, engineering education policy since the Reform and Opening-up in the late 1970s has not been well documented in current English-language scholarship. Informed by historical and sociological studies of education, engineering and engineering education, this paper attempts to address this scholarly gap by relating contemporary Chinese engineering education policy-making to its broader historical, cultural and ideological contexts. Based on analysis of policy documents and reports released by the Chinese government and engineering schools, and drawing on prior scholarship of Chinese (engineering) education policy, this paper employs the concept of ‘past/forward’ as an analytic lens to interpret and understand four major areas of engineering education policy change in contemporary China: institutional reform, disciplines and majors, training objectives, and curriculum reform.  相似文献   

Unpacking “participation” in development and education governance: A framework of perspectives and practices     

D. Brent Edwards Jr.  Steven J. Klees 《Prospects》2015,45(4):483-499

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Longitudinal analysis of the environmental attitudes of university students     

Kerry Shephard  John Harraway  Tim Jowett  Brent Lovelock  Sheila Skeaff  Liz Slooten 《Environmental Education Research》2015,21(6):805-820

This article addresses the important questions that higher education institutions ask concerning their impact on their students’ sustainability-related attributes ‘How do our students’ worldviews change as they experience higher education with us?’ The process of monitoring such a dynamic entity is fraught with statistical complexity but may not be impossible for an institution willing to ask whether or not its educational efforts in ‘education for sustainability’, ‘education for sustainable development’ or ‘environmental education’, and campus sustainability developments, are paralleled by changes in the attitudes of its students. We describe here a longitudinal survey process based on the revised New Ecological Paradigm scale, with two cohorts of students, in three programmes of study, operating over four years, with multiple survey inputs by each student. We implemented the longitudinal analysis using a linear mixed-effects model and describe here the development and testing of this model. We conclude that higher education institutions can benchmark the sustainability attributes of their students and monitor changes, if they are minded to. We invite higher education practitioners worldwide to join us in further developing suitable research instruments, processes and statistical models, and in further analysing the assumptions that link higher education to sustainability and to global citizenship.  相似文献   

What if best practice is too expensive? Feedback on oral presentations and efficient use of resources     

Lawrence A. Leger  Karligash Glass  Paraskevi Katsiampa  Shibo Liu  Kavita Sirichand 《Assessment & Evaluation in Higher Education》2017,42(3):329-346

We evaluate feedback methods for oral presentations used in training non-quantitative research skills (literature review and various associated tasks). Training is provided through a credit-bearing module taught to MSc students of banking, economics and finance in the UK. Monitoring oral presentations and providing ‘best practice’ feedback is very resource-intensive. Do we withdraw oral presentations from the module, because best feedback practice is prohibitively expensive in a world of limited resources, or choose a second-best alternative? To what extent might the latter compromise intended learning outcomes? We used the same provision of video feedback for all students but used two verbal feedback regimes. For one regime, we decreased the amount of verbal feedback and increased the number of presentations. The impact was measured by academic outcome, rating scales and questionnaire. Overall satisfaction with the module was very high for both feedback regimes, and there were no statistically significant differences between regimes, suggesting that less resource-intensive methods need not compromise learning outcomes.  相似文献   

Intergenerational transmission of adaptive functioning: a test of the interactionist model of SES and human development     

Schofield TJ  Martin MJ  Conger KJ  Neppl TM  Donnellan MB  Conger RD 《Child development》2011,82(1):33-47

The interactionist model (IM) of human development (R. D. Conger & M. B. Donellan, 2007) proposes that the association between socioeconomic status (SES) and human development involves a dynamic interplay that includes both social causation (SES influences human development) and social selection (individual characteristics affect SES). Using a multigenerational data set involving 271 families, the current study finds empirical support for the IM. Adolescent personality characteristics indicative of social competence, goal-setting, hard work, and emotional stability predicted later SES, parenting, and family characteristics that were related to the positive development of a third-generation child. Processes of both social selection and social causation appear to account for the association between SES and dimensions of human development indicative of healthy functioning across multiple generations.  相似文献   

The wisdom of scientific inquiry on education     

Gene V. Glass 《科学教学研究杂志》1972,9(1):1-18

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Noise-enhanced dynamic single leg balance in subjects with functional ankle instability     

Scott Ross  Brent Arnold 《运动与健康科学(英文)》2012,1(2):102-106

BackgroundStochastic resonance stimulation (SRS) transmits subsensory electrical Gaussian white noise into the body to enhance sensorimotor function. This therapy has improved static single leg balance in subjects with functional ankle instability. However, the effect of this stimulation on dynamic single leg balance is not known. Improvements in dynamic single leg balance with SRS may have implications for enhancing functional rehabilitation for ankle instability. Thus, the purpose of this study was to determine the effects of SRS on dynamic single leg balance in subjects with functional ankle instability.MethodsThis study was an experimental research design and data were collected in a sports medicine research laboratory. Twelve subjects with functional ankle instability (69 ± 15 kg; 173 ± 10 cm; 21 ± 2 years) reported a history of ankle sprains and instability at the ankle with physical activity. A single leg jump-landing test was used to assess dynamic balance. Subjects were required to jump between 50% and 55% of the maximal vertical jump height, land on a single leg atop a force plate, and stabilize as quickly as possible. Jump-landing tests were performed with and without SRS. Three trials were performed for each treatment condition (SRS and control). A randomized block design was used to determine test order. Anterior/posterior and medial/lateral time-to-stabilization were computed to assess dynamic balance. Lesser time indicated better stability. One-tailed paired samples t tests were used for analysis (α ≤ 0.05).ResultsSRS improved anterior/posterior time-to-stabilization (stochastic resonance = 1.32 ± 0.31 s, control = 1.74 ± 0.80 s, p = 0.03), but did not enhance medial/lateral time-to-stabilization (stochastic resonance = 1.95 ± 0.40 s, control = 1.92 ± 0.48 s, p = 0.07).ConclusionClinicians might use SRS to facilitate balance improvements with sagittal plane dynamic single leg balance exercises that patients may not be able to perform otherwise.  相似文献   

Effects of an aerobic fitness test on short- and long-term memory in elementary-aged children     

Jennifer L. Etnier  Paul M. Sprick  Jeffrey D. Labban  Chia-Hao Shih  Stephen M. Glass  Jarod C. Vance 《Journal of sports sciences》2020,38(19):2264-2272

ABSTRACT

Meta-analytic evidence supports that exercise has benefits for short-term memory (STM) and long-term memory (LTM). However, only three studies with children have tested the differential effects of exercise on STM and LTM. The purpose of this study was to examine the effects of an aerobic fitness test on STM and LTM and to consider the moderating effects of grade level. Children (7–13 years of age) were randomly assigned to either perform an aerobic fitness test before (exercise prior) or after (exercise post) performing the Rey Auditory Verbal Learning Test (RAVLT) to assess memory. Memory was tested again after approximately 24 hours. There were significant differences in memory performance as a function of grade with 4^th and 6^th graders consistently outperforming 2^nd graders. For learning, Day 1 Retention, 24-hr recall, and Day 2 Retention, the exercise prior group performed better than the exercise post group. It is concluded that an aerobic fitness test performed prior to a declarative memory test benefits LTM as compared to when the aerobic fitness test is performed after the memory test.  相似文献   

Operations Course Icebreaker: Campus Club Cupcakes Exercise     

Brent Snider  Nancy Southin 《Decision Sciences Journal of Innovative Education》2016,14(3):262-272

Campus Club Cupcakes is an in‐class ‘introduction to operations management’ experiential learning exercise which can be used within minutes of starting the course. After reading the one‐page mini case, students are encouraged to meet each other and collaborate to determine if making and selling cupcakes to fellow business students would be a viable fundraising activity for a student club interested in completing a community development project in a developing country. The exercise is a variation and extension of the popular Kristen's Cookie Co. Harvard case which addresses capacity and bottlenecks. Campus Club additionally incorporates supply chain management and risk management concepts while also revealing how operations management integrates with the functional areas of marketing, accounting, and finance.  相似文献   

Effects of Calculator Use on Scores on a Test of Mathematical Reasoning     

Brent Bridgeman  Anne Harvey  James Braswell 《Journal of Educational Measurement》1995,32(4):323-340

A sample of college-bound juniors from 275 high schools took a test consisting of 70 math questions from the SAT. A random half of the sample was allowed to use calculators on the test. Both genders and three ethnic groups (White, African American, and Asian American) benefitted about equally from being allowed to use calculators; Latinos benefitted slightly more than the other groups. Students who routinely used calculators on classroom mathematics tests were relatively advantaged on the calculator test. Test speededness was about the same whether or not students used calculators. Calculator effects on individual items ranged from positive through neutral to negative and could either increase or decrease the validity of an item as a measure of mathematical reasoning skills. Calculator effects could be either present or absent in both difficult and easy items  相似文献