Active learning for postsecondary educators: A study of two learning designs     

Brent W. Poppenhagen  Ernest M. Schuttenberg  John P. Gallagher 《Innovative Higher Education》1982,6(4):242-257

Research and theory related to experiential learning hold important implications for designers and teachers in postsecondary educational organizations. Three current approaches to the investigation of active learning are discussed. A research study of two designs of a field-based graduate course is reported. Participants in both versions of the course responded to two questionnaires measuring their perceptions of their learning experiences. Twenty-three participants (55%) from the earlier version and twenty (95%) from the redesigned course responded. The findings, while not always consistent with conceptual expectations, revealed provocative relationships between theories of active learning. Effort to apply concepts of experiential learning to course design resulted in measurable differences in perceived quality of learning. Key questions for further investigation are highlighted.An earlier version of this paper was presented at the American Educational Research Association National Conference, Los Angeles, April, 1981.The authors wish to acknowledge the contributions of Millicent Nuver in the collection, processing, and analysis of the data reported in this study.  相似文献   

Global Media Governance: A Beginner's Guide, by Sean O Siochru and Bruce Girard, with Amy Mahan. Lanham, MD: Rowman & Littlefield, 2002. 224 pp. $21.95. ISBN 0-742-51566-4     

Ernest J. Wilson III 《The Information Society》2004,20(2):149-150

  相似文献   

Evaluation theory building     

Ernest R. House 《Studies in Educational Evaluation》1979,5(2):149-150

  相似文献   

Predicting freshman persistence and voluntary dropout decisions: A replication     

Patrick T. Terenzini  Wendell G. Lorang  Ernest T. Pascarella 《Research in higher education》1981,15(2):109-127

This paper describes the results of a replication of a study testing the predictive validity of a 34-item instrument designed to assess the fundamental constructs of Tinto's model of college student attrition. A design, variables, and analytical procedures virtually identical to those of the original study (done at a large independent university) were used, and this research was conducted at a large public university. The five-factor structure, found in the original study to underlie the 34 items, was replicated almost exactly. As in the earlier work, the Institutional and Goal Commitment Scale was a significant predictor of attendance behavior even after controlling for a variety of students' precollege characteristics. Potential institutional differences in faculty members' influence on retention were identified. A cross-validation classification procedure suggests the five factors are reasonably stable predictors of attrition.An earlier version of this paper was presented to the annual conference of the American Educational Research Association, Boston, April 1980.  相似文献   

Interaction of sex and year of enrollment in student perceptions of the university climate     

Ernest T. Pascarella 《Research in higher education》1976,4(2):149-163

This study investigated differences in student perceptions of the institutional climate associated with sex, year of enrollment, and the interaction between these two variables. Consistent with previous research, freshmen at both institutions sampled had significantly higher ratings of the climate on an intellectualism/scholarship factor than seniors. On two factors, identified as responsiveness and openness, a significant interaction effect was indicated between sex and class. No significant differences were noted between freshmen men and women; however, senior women were found to have significantly lower mean ratings on these two dimensions than senior men. Thus as length of exposure to the institution increased (comparing freshmen with seniors) assessments of the environmental press by male and female students tended to diverge.  相似文献   

Constructivism,the psychology of learning,and the nature of mathematics: Some critical issues     

Paul Ernest 《Science & Education》1993,2(1):87-93

Constructivism is one of the central philosophies of research in the psychology of mathematics education. However, there is a danger in the ambiguous and at times uncritical references to it. This paper critically reviews the constructivism of Piaget and Glasersfeld, and attempts to distinguish some of the the psychological, educational and epistemological consequences of their theories, including their implications for the philosophy of mathematics. Finally, the notion of cognizing subject and its relation to the social context is examined critically.  相似文献   

Factors associated with successful and unsuccessful intervention with child abusive families     

Arthur H. Green  Ernest Power  Barbara Steinbook  Richard Gaines 《Child abuse & neglect》1981,5(1):45-52

The authors conducted a treatment outcome study on 79 patients engaged in a program for maltreating parents. Treatment modalities included individual psychotherapy and counseling, group therapy, home visiting, and telephone advocacy with the duration of treatment ranging from 6 sessions to 36 months. On the basis of ratings by the primary therapist consensually validated by other staff, $\text{2}\text{3}$ of the sample demonstrated at least symptomatic improvement, whereas 28% improved significantly. Overall improvement was highly correlated with more subtle indices of childrearing, perception of the child, object relations, insight, and capacity for self-observation. The profiles of those maltreating parents who improved and those who did not emerged with respect to the impact of critical demographic, psychological, and therapeutic variables. Favorable outcomes were unlikely among parents who themselves had a history of maltreatment, who inflicted the more severe injuries, who entered the program involuntarily or who terminated against advice; while positive results were more prevalent in those parents with a less abusive childhood experience and who perceived a need for involvement in the program. Home visiting and advocacy appeared to enhance the potential for improvement.  相似文献   

Modular video with children aged 3 to 11     

Ernest Choat  Harry Griffin 《British journal of educational technology : journal of the Council for Educational Technology》1988,19(2):123-130

Previous research by the authors indicated that the videorecorder was not being used effectively in schools with young children. This was partly owing to a lack of suitable video material. Pilot work established that videotapes in a modular form, rather than linear programmes, not only would act as a resource when required by teachers and children but also would encourage more flexible use of video. This would include small group viewing and frequent use of the stop/start, pause, rewind and fast forward controls to encourage interaction. This style is usually nowadays associated with the videodisc although its origin is with the videorecorder. In the quest for technological 'progress', too much emphasis has been put on the videodisc at the expense of the videorecorder. To offset this deficiency, this research and development project, in co-operation with teachers, was established to investigate which material best suits the needs of primary and nursery schools, and to produce a series of modular video tapes.  相似文献   

Superhero Play: What's a Teacher to Do?     

Karen L. Bauer  Ernest Dettore 《Early Childhood Education Journal》1997,25(1):17-21

The dilemma over whether or not teachers should allow superhero play in their classroom continues. This article examines adults' beliefs about superhero play and suggests some potential benefits of such play. The authors offer examples of ways they have incorporated superhero play in their classroom.  相似文献   

Differential impacts of academic and social experiences on college-related behavioral outcomes across different ethnic and gender groups at four-year institutions     

Amaury Nora  Alberto Cabrera  Linda Serra Hagedorn  Ernest Pascarella 《Research in higher education》1996,37(4):427-451

The results of the study indicated that institutional experiences, academic achievement, and environmental pull factors contributed the most to persistence decisions. Furthermore, analyses revealed that differences in the effects of these factors for different ethnic and gender groups were important in explaining persistence decisions. No precollege factors (educational aspirations, prior academic achievement, attitudes toward learning, and support and encouragement to attend college) were found to improve the overall fit of the models for any of the groups in the study. For minorities, the biggest detrimental effects on dropout behavior were derived from pull factors in the form of family responsibilities and working off-campus. No significant positive effects from informal and formal interactions with faculty, close personal relationships with peers, and academic experiences during their first year in college were found to negate the large negative influences from the pull factors. For females, the most significant positive effect on college persistence came from mentoring experiences in the form of nonclassroom interactions with faculty.  相似文献