Concept mapping to facilitate teaching and learning     

Joseph D. Novak 《Prospects》1995,25(1):79-86

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Explaining the effects of communities of pastoral care for students     

Joseph Murphy  Linda Holste 《The Journal of educational research》2016,109(5):531-540

This article explains how communities of pastoral care work. It presents an empirically forged theory in action. We examined theoretical and empirical work across the targeted area of personalization for students. We also completed what Hallinger (2012) refers to as “exhaustive review” of the field of school improvement writ large. We treated the literature as qualitative data, inductively developing macro-level constructs, mid-level elements, and micro-level practices. We find that pastoral care for students has important effects on student learning. We conclude that the impact is mediated through two critical variables, institutional affiliation and student engagement.  相似文献   

Diversity Flashpoints: Understanding Difficult Interpersonal Situations Grounded in Identity Difference     

Joseph E. Garcia  Karen J. Hoelscher  Vickie L. Farmer 《Innovative Higher Education》2005,29(4):275-289

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Simulation-based performance assessment: an innovative approach to exploring understanding of physical science concepts     

Jessica Gale  Stefanie Wind  Jayma Koval  Joseph Dagosta  Mike Ryan  Marion Usselman 《International Journal of Science Education》2016,38(14):2284-2302

This paper illustrates the use of simulation-based performance assessment (PA) methodology in a recent study of eighth-grade students’ understanding of physical science concepts. A set of four simulation-based PA tasks were iteratively developed to assess student understanding of an array of physical science concepts, including net force, acceleration, velocity, and inertia. Illustrative examples drawn from the administration of these simulation-based PA tasks to a sample of eighth-grade students (n?=?74) highlight the potential of simulation-based tasks for revealing conceptual understanding of science concepts and for informing curriculum development within the context of design-based implementation research. The paper also describes a variety of challenges encountered over the course of the development, administration, and analysis of the PA data that may be informative for researchers and educators as they consider implementing simulation-based PAs.  相似文献   

PREDICTORS OF OVERALL PERFORMANCE IN A B.Ed. COURSE AND IN EDUCATIONAL PSYCHOLOGY     

Mark G. Borg  Joseph M. Falzon 《Assessment & Evaluation in Higher Education》1991,16(2):149-156

The study Investigated the association between entry qualifications to a BEd course, performance in educational psychology and overall BEd performance. The roles of main area specialisation and sex differences In performance In educational psychology were also investigated. The academic records of 313 students from six year‐groups constituted the data set for the study. Results showed that performance in educational psychology was an efficient predictor of overall performance in the BEd course. Students who specialised in mathematics/science subjects performed better as a group in educational psychology than students in other main areas of specialisation. Also, significant sex differences in performance in educational psychology were observed in some of the year‐groups, with female students out‐performing their male colleagues.  相似文献   

Effects of gluteal kinesio-taping on performance with respect to fatigue in rugby players     

Gerda Strutzenberger  Joseph Moore  Hywel Griffiths  Hermann Schwameder  Gareth Irwin 《European Journal of Sport Science》2016,16(2):165-171

Kinesio-tape^® has been suggested to increase blood circulation and lymph flow and might influence the muscle's ability to maintain strength during fatigue. Therefore, the aim of this study was to investigate the influence of gluteal Kinesio-tape^® on lower limb muscle strength in non-fatigued and fatigued conditions. A total of 10 male rugby union players performed 20-m sprint and vertical jump tests before and after a rugby-specific fatigue protocol. The 20-m sprint time was collected using light gates (SMARTSPEED). A 9-camera motion analysis system (VICON, 100 Hz) and a force plate (Kistler, 1000 Hz) measured the kinematics and kinetics during a counter movement jump and drop-jump. The effect of tape and fatigue on jump height, maximal vertical ground reaction force, reactivity strength index as well as lower limb joint work were analysed via a two-way analysis of variance. The fatigue protocol resulted in significantly decreased performance of sprint time, jump heights and alterations in joint work. No statistical differences were found between the taped and un-taped conditions in non-fatigued and fatigued situation as well as in the interaction with fatigue. Therefore, taping the gluteal muscle does not influence the leg explosive strength after fatiguing in healthy rugby players.  相似文献   

Book reviews     

Bacchus  M. Kazim  Eggleston  S. J.  Nestvogel  Renate  Sagarra  Eda  Oxenham  John  Rittich  Regina  Ross  Kenneth N.  Boesch  Ernst E.  Riedmiller  Sibylle  Zajda  Joseph  Hayhoe  Ruth  Nisbet  John  Patterson  Dawn Marie  Jarvis  P.  Bauer  Annemarie  Watts  A. G. 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》1984,30(2):209-232

International Review of Education -  相似文献   

Computer simulation and concept development in students of genetics     

Judith P. Kinnear  Marjory-Dore Martin  Joseph D. Novak 《Research in Science Education》1982,12(1):89-96

Conclusion Computer simulations in genetics have the potential to complement laboratory activities and to act as an adjunct to the use of traditional sets of problems. In these roles, simulations such as CATLAB, generate qualitative changes in the learning experiences of students. For example, the simulated breeding experiment may be repeated and strategies modified without regard of the time and management constraints associated with actual laboratory experimentation; problem-solving may involve active data generation, in contrast to the style of textbook problems. This study showed that students reported a favourable attitude to CATLAB and that their use of the program lead to meaningful learning. The cognitive gains made by the student group encompassed both genetic concepts and processes. The scope for use of computer simulations as an adjunct to, or in some cases even replacement of traditional activities, and for an analysis of their impact is considerable.  相似文献   

Employment self-disclosure rates and rationales of university graduates with learning disabilities     

Madaus JW 《Journal of learning disabilities》2008,41(4):291-299

Five hundred graduates with learning disabilities (LD) from three universities in the United States completed a survey related to their postschool employment outcomes and experiences. The present study presents data related to their decisions regarding LD disclosure in employment settings. Although 73% of the respondents reported that the LD affected their job in some way, only 55% reported self-disclosing, and only 12% reported requesting accommodations. Specific reasons for each of these decisions are presented, as are areas in which LD affect work, strategies for dealing with LD in the workplace, and perceptions of the Americans with Disabilities Act. Implications for secondary and postsecondary programs are discussed.  相似文献   

The development of the image of science and scientists scale     

Joseph G. Krajkovich  Jeffrey K. Smith 《科学教学研究杂志》1982,19(1):39-44

The Image of Science and Scientists Scale was developed to assess students' attitudes toward science. The instrument items are based on the 1957 summaries presented by Margaret Mead and Rhoda Metraux. The reliability of the instrument, using coefficient alpha, ranged from 0.76 in the pilot to 0.86 in the second phase of the study. Construct validity was obtained by comparing a science-oriented group versus a random sample to determine if the instrument could discriminate between the groups. With IQ controlled, the science group performed significantly higher (t = 2.58 ?p < 0.012). Furthermore, scores in ISSS contributed significantly to the prediction of science grades as determined by multiple regression analysis.  相似文献