The influence of students' values and educational attitudes on their evaluation of faculty     

Curtis Trent  James F. Johnson 《Research in higher education》1977,7(2):117-125

The study determined the influence of students' values and educational attitudes on their evaluation of faculty. Sixty-five graduate students completed an evaluation form, a value survey, and an attitude scale at the end of an adult learning theory course. Multiple regression and path analysis showed that (a) educational attitudes and selected values accounted for 27% of the variance in student evaluation of faculty, (b) educational attitudes were responsible for 8% of the variance in student evaluation of faculty, and (c) values per se were not significantly related to student evaluation of faculty. A path model suggested that values influenced student evaluation of faculty through educational attitudes. The findings suggested that students' values and attitudes play a major role in their evaluation of faculty and should be recognized by teachers when interpreting the results of such ratings.  相似文献   

Implementing Effective Group Work for Mathematical Achievement in Primary School Classrooms in Hong Kong     

Peter Kutnick  Dennis C. L. Fung  Ida. A. C. Mok  Frederick K. S. Leung  Johnson C. H. Li  Betty P.-Y. Lee  Veronica K. W. Lai 《International Journal of Science and Mathematics Education》2017,15(5):957-978

The Hong Kong Education Bureau recommends that primary school pupils’ mathematical achievement be enhanced via collaborative discussions engendered by group work. This pedagogic change may be hindered by Confucian heritage classroom practices and Western-dominated group work approaches that predominate in Hong Kong. To overcome these obstacles, we introduced a relational approach to group work in a quasi-experimental study. Our sample included 20 teachers randomly allocated to experimental (12) and control (8) conditions and their 504 mathematics pupils (aged 9–10). The relational approach focused on the development of peer relationships in a culturally appropriate manner and was implemented over 7 months. Pupils were pre-/post-tested for mathematical achievement and systematically observed, and the teachers were assessed for subject knowledge and pre-/post-tested for pedagogic efficacy. Analysis of covariance (ANCOVA) and hierarchical linear modeling (HLM) results show enhanced mathematical achievement, supported by improved peer-based communication skills and time-on-task for the experimental pupils. Experimental teachers raised their pedagogic efficacy. Results indicate the potential of the relational approach for boosting academic achievement via enhanced child-peer-teacher interaction and the need to reassess the role of peer-based latent collectivist learning in Confucian heritage classrooms.  相似文献   

Teaching with student response systems in elementary and secondary education settings: A survey study   总被引：2，自引：0，他引：2  

William R. Penuel  Christy Kim Boscardin  Katherine Masyn  Valerie M. Crawford 《Educational technology research and development : ETR & D》2007,55(4):315-346

This study examined how 498 elementary and secondary educators use student response systems in their instruction. The teachers all completed an online questionnaire designed to learn about their goals for using response systems, the instructional strategies they employ when using the system, and the perceived effects of response systems. Participants in the study tended to use similar instructional strategies when using the technology as have been reported in higher education. These include posing questions to check for student understanding and diagnose student difficulties, sharing a display of student responses for all to see, asking students to discuss or rethink answers, and using feedback from responses to adjust instruction. A latent class analysis of the data yielded four profiles of teacher use based on frequency of use and breadth of instructional strategies employed. Teachers who used the technology most frequently and who employed broadest array of strategies were more likely to have received professional development in instructional strategies and to perceive the technology as more effective with students.  相似文献   

Molecular and Cellular Biology Animations: Development and Impact on Student Learning   总被引：1，自引：3，他引：1       下载免费PDF全文

Phillip McClean  Christina Johnson  Roxanne Rogers  Lisa Daniels  John Reber  Brian M. Slator  Jeff Terpstra    Alan White 《CBE life sciences education》2005,4(2):169-179

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Students as ‘Producers’: using videodisc technology to create stories     

R. T. Johnson  J. D. Bransford 《Learning, Media and Technology》1988,14(3):193-200

The use of videodisc technology to teach a variety of subject matter across many disciplines is an area of interest to many educators. This paper discusses an interactive videodisc program that was implemented in a classroom setting with fifth and sixth grade children. The program, called Producer, was introduced to children and then used as part of a six‐week summer enrichment classroom. A discussion of how children interacted with the Producer program to create stories is discussed based on videotapes of the teaching sessions. The implications of using videodisc technology to teach children are reviewed.  相似文献   

Learning to spell a regularly spelled language is not a trivial task – patterns of errors in Kiswahili     

Alcock  Katherine J.  Ngorosho  Damaris 《Reading and writing》2003,16(7):635-666

Various theories of spelling development are discussed, includingtheir relevance to regularly spelled languages. For those languagesstudied so far, models including the incorporation of a wide variety oflinguistic knowledge seem most fruitful. Data from studies of reading,however, suggest that when the language is regularly spelled children donot make many errors after the initial stages. Data are presented fromspelling errors in children learning to spell Kiswahili, a regularlyspelled, non-European language. Patterns of errors and even specificphonemes and graphemes that are problematic are shown to resembleclosely the patterns found in English and other European languages. Itis concluded that, as in other languages, children are integrating manydifferent types of linguistic knowledge in their attempt to spell wordscorrectly; dialect, orthography, and grammatical knowledge are allimportant. Unlike reading such a language, spelling a regularly spelledlanguage is a cognitively challenging task.  相似文献   

Effect of maternal rubella on hearing and vision: a twenty year post-epidemic study     

D D Johnson  R L Whitehead 《American annals of the deaf》1989,134(3):232-242

Three years of research conducted at NTID beginning in 1984 examined the hearing and vision characteristics of two groups of deaf college students. All 242 students studied received complete audiometric assessments and ophthalmological examinations. Of those students examined, 104 were known to be deaf as a result of maternal rubella (congenital rubella syndrome (CRS) group). The remaining 138 (non-CRS group) became deaf for a variety of other reasons. No significant differences were found between groups in puretone thresholds for frequencies measured at octave intervals from 250 thru 8000 Hz. There were, however, significant differences between the two groups relative to their vision characteristics. Seven visual pathologies or resulting conditions were found to be more prevalent with the CRS population. Among them were 38 cases of amblyopia which might have been prevented with early intervention. The various implications of this problem are discussed.  相似文献   

Learning to teach,learning to act: becoming a critical literacy teacher     

Rebecca Rogers  Melissa Mosley Wetzel  Katherine O’Daniels 《Pedagogies: An International Journal》2016,11(4):292-310

Critical literacy requires an exploration of privilege and social justice. This includes an exploration of power and action in one’s “inner” and “outer” lives. This qualitative case study illustrates the ways in which Jonah, a preservice teacher, navigates social practices and actions in his roles as a student, activist, and literacy teacher. Through critical discourse analysis, we conceptualize social action in relation to critical literacy teaching, using a framework of discourses of, discourses as, and discourses in action to construct a nuanced understanding of social action in relation to critical literacy. Given the demands of a standardized curriculum on teachers’ autonomy, this is an important illustration of how social action can be enacted and embodied through the act of teaching.  相似文献   

Development of the ‘Museum Health and Social Care Service’ to promote the use of arts and cultural activities by health and social care professionals caring for older people     

Juliana Thompson  Zoe Brown  Katherine Baker  Jenni Naisby  Sophie Mitchell  Christina Dodds 《Educational gerontology》2020,46(8):452-460

ABSTRACT

It is well documented that engagement in arts and cultural activities contributes to improving and maintaining the health and well-being of older people. Despite this, many health and social care professionals do not recognize or accept arts and cultural activities as relevant to their care remit. To address this, a team of 17 individuals comprising older service users, and staff from a range of health and social care, arts, and museum and archive services in North East England worked collaboratively to design and develop the Museum Health and Social Care Service (MHSCS). MHSCS is a resource and training package that reinforces the care and clinical benefits of arts and cultural activities to older people’s health and wellbeing, aimed at supporting health and social care professionals to acknowledge and use these activities as integral to care delivery.  相似文献   

Anomalous gray matter patterns in specific reading comprehension deficit are independent of dyslexia     

Stephen Bailey  Fumiko Hoeft  Katherine Aboud  Laurie Cutting 《Annals of dyslexia》2016,66(3):256-274

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