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61.
Three groups of rats underwent 24 days of training and 12 days of extinction (three trials per day) in a runway under conditions of increasing (I), decreasing (D), and random (R) sequences of reward magnitudes (0, 45, and 500 mg). The I Ss ran faster over the daily trials, the D Ss slowed down, and the R Ss ran at approximately equal speeds on each trial. The patterned running observed in training persisted in extinction, with the R Ss running fastest and the I Ss next. The results were discussed in terms of Capaldi’s sequential theory and Amsel’s frustration theory. 相似文献
62.
Even though several studies have reported positive attitudinal outcomes from context-based chemistry programs, methodological obstacles have prevented researchers from comparing satisfactorily the chemistry-learning outcomes between students who experience a context-based program with those who experience a content-driven program. In this narrative inquiry we are able to address the question: how do the recalled experiences of a student and her teacher in context-based and concept-based chemistry programs compare? From the student’s unique perspective of experiencing both programs with the same teacher, we have constructed our collective account around four themes; namely, the extent to which the student makes connections between chemistry concepts and real-world contexts, developing research independence through engaging in extended experimental investigations related to contexts, learning chemistry concepts through contexts, and conceptual sequencing in a context-based program. The student reported real-world connections between chemistry concepts and contexts, found her engagement in the context-driven tasks interesting and productive, and identified connected sequences of concepts across the contexts studied. Despite difficulties for teachers who are required to shift pedagogies, the student’s lived experiences and outcomes from a context-based program provide some encouragement in working through these issues. 相似文献
63.
The research studies how outstanding teachers from Hong Kong conceptualize teacher success or effectiveness. This study adds to the knowledge base concerned by raising the importance of the coexistence of personal attributes and professional qualities as well as contextual factors, in bringing out the success of a teacher. It draws the attention of teacher educators/trainers and school administrators to the necessity of viewing the concept of teacher success from a broader perspective, instead of focusing narrowly on the professional qualities of a teacher. It also provides insights for school administrators in selecting teachers or supporting their work. 相似文献
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Edmund King 《比较教育学》1984,20(1):165-181
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Edmund King 《Prospects》1989,19(3):369-379
co-founder of the journal Comparative Educationand editor and chairman of its Board since 1978. Chairman (until 1989) of the Research Committee of the World Council of Comparative Education Societies. His numerous publications include: Other Schools and Ours, Comparative Studies and Educational Decision, Education and Development in Western Europeand Technological/Occupational Challenge, Social Transformation and Educational Response. 相似文献
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Sarah Ketchen Lipson Sasha Zhou Blake Wagner III Katie Beck Daniel Eisenberg 《Journal of College Student Psychotherapy》2016,30(1):23-41
This article explores variations in mental health and service utilization across academic disciplines using a random sample of undergraduate and graduate students (N = 64,519) at 81 colleges and universities. We report prevalence of depression, anxiety, suicidality, and self-injury, and rates of help-seeking across disciplines, including results from multivariate logistic regressions. We find significant variations: Students in humanities and art and design are significantly more likely to have mental health problems; and for students with apparent mental health problems, treatment rates are lowest among those in business and engineering. Noting these variations could enhance efforts to promote student mental health, particularly within academic departments. 相似文献
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