排序方式： 共有108条查询结果，搜索用时 15 毫秒
81.
Shukhan Ng Brennan R. Payne Allison A. Steen Elizabeth A. L. Stine-Morrow Kara D. Federmeier 《Scientific Studies of Reading》2017,21(5):359-375
We employed self-paced reading and event-related potential measures to investigate how adults of varying literacy levels use sentence context information when reading. Community-dwelling participants read strongly and weakly constraining sentences that ended with expected or unexpected target words. Skilled readers showed N400s that were graded by the cloze probability of the targets, with larger N400s for more unexpected words. Moreover, it took these participants longer to read unexpected targets in strongly than weakly constraining sentences, suggesting a processing cost for revising predictions. Among less skilled readers, a reliable N400 difference was found between expected and unexpected targets only for the strongly constraining sentences. They also took longer when targets were unexpected, regardless of the context. These findings suggest that lower literacy readers could only immediately take advantage of strongly constraining context information to facilitate word processing and that they do not make as much use of predictive processing during comprehension. 相似文献
82.
Kara Naidoo 《Research in Science Education》2017,47(6):1331-1355
This study examines the transformation and dynamic nature of one teacher candidate’s (Susan) identity as a learner and teacher of science throughout an innovative science methods course. The goal of this paper is to use theoretically derived themes grounded in cultural-historical activity theory (CHAT) and situated learning theory to determine the ways in which Susan’s identity as a learner and teacher of science was influenced by her experiences in the course, and to describe how she made meaning of her transformative process. The following are the three theoretical themes: (1) learning contributes to identity development, (2) identity development is a dialogical process that occurs between individuals, not within individuals, and (3) social practice leads to transformations and transformations lead to the creation of new social practices. Within each theme, specific experiences in the science methods course are identified that influenced Susan’s identity development as a teacher of science. Knowing how context and experiences influence identity development can inform design decisions concerning teacher education programs, courses, and experiences for candidates. 相似文献
83.
Comparing the Impacts of Tutorial and Edutainment Software Programs on Students’ Achievements, Misconceptions, and Attitudes towards Biology 总被引：2，自引：2，他引：0
The purpose of this study was to investigate the effects of tutorial and edutainment design of instructional software programs
related to the “cell division” topic on student achievements, misconceptions and attitudes. An experimental research design
including the cell division achievement test (CAT), the cell division concept test (CCT) and biology attitude scale (BAS)
was applied at the beginning and at the end of the research. After the treatment, general achievement in CAT increased in
favor of experimental groups. Instructional software programs also had the positive effect to the awareness of students’ understandings
to the general functions of mitosis and meiosis. However, the current study revealed that there were still some misconceptions
in the experimental groups even after the treatment. It was also noticed that only using edutainment software program significantly
changed students’ attitudes towards biology. 相似文献
84.
Ayse Gul Kara Aydemir Gulfidan Can 《British journal of educational technology : journal of the Council for Educational Technology》2019,50(3):1087-1103
The aim of this study is to explore the research trends in the context of postgraduate programmes in the field of Educational Technology (ET) in Turkey between 1996 and 2016, and to uncover the possible factors that influence these trends from the perspective of ET faculty members. This study was informed by critical theory and employed the critical inquiry method. In the first phase, content analysis technique was used in order to explore trends in research methods and topics in theses completed in ET postgraduate programmes in Turkey. In the second phase, in-depth interviews were conducted with 11 faculty members regarding the possible influential factors. The findings of the content analysis indicated that ET research was dominated by quantitative research designs in the examined theses. Critical methods were overlooked and social, cultural, and political issues were largely silenced. The findings of the interviews showed that the factors that have been influential on ET research trends were the social impact of the research, personal interests and skills, disciplinary and departmental culture, and feasibility concerns. This study presents implications for better ET research by addressing blind spots of the field and providing suggestions for ET postgraduate students, ET scholars, policymakers and practitioners in a global context and other developing countries since the resulting trends in Turkey were found similar to international trends in the field. 相似文献
85.
This article reports on a study into the motivation of young Emirati undergraduate students for studying in a higher education institution in the United Arab Emirates (UAE). The participants were male and female undergraduate students in their first or second year of studying. The aim of the study was to examine their motivation using a framework that recognised the unique sociocultural context of the UAE. Data were analysed according to an adapted framework encompassing both Self-Determination Theory and Personal Investment theory. Self-Determination Theory was chosen due to its focus on different types of extrinsic motivation, and Personal Investment theory was chosen for its non-culture specific applicability. A major finding of the research is that an examination of motivation according to dichotomous relationships of intrinsic versus extrinsic, collectivist versus individualistic, self as individual versus self as part of society are over-simplistic in this specific context. A more useful paradigm is one in which the individual is influenced by personal and professional goals, as well as social and familial expectations. Unexpectedly, use of language (Arabic or English) did not influence the results. These findings will provide teachers and university administration with a better understanding of their students, and will replace certain stereotypes that teachers may have about their students and their motivation for studying. 相似文献
86.
Holly M. Chalk Sarah E. Miller Megan E. Roach Kara S. Schultheis 《Journal of College Counseling》2013,16(2):102-114
This study examined predictors of obligatory exercise in college undergraduates (N= 172). Regression models indicated that internalization of Western attitudes toward appearance predicted exercise fixation and commitment in women, whereas perceived pressure from dating partners predicted exercise commitment in men. Findings suggest that men may respond more to peer pressure, whereas women may be more susceptible to internalized sociocultural pressure. Implications for differential assessment and treatment of college men and women are discussed. 相似文献
87.
Kara Popiel 《Journal of Educational Change》2013,14(4):465-500
This mixed-method case study explored teacher union members’ beliefs about the teacher union and their reasons for being active or inactive in the union. Findings suggest that teacher unions have gained pragmatic and cognitive legitimacy (Chaison and Bigelow in Unions and legitimacy. Cornell University Press, Ithaca, NY, 2002), but that participants’ perceptions of the union’s moral legitimacy (Chaison and Bigelow in Unions and legitimacy. Cornell University Press, Ithaca, NY, 2002) influenced their beliefs about the union. Specifically, participants’ beliefs about the union’s role in job protection, especially the protection of ineffective teachers, and social-professional supports (or lack of) strongly influenced their decisions to be active or inactive in the teacher union. These findings have implications for how effectively teacher unions are able to engage current members and sustain member engagement in the future. 相似文献
88.
Kara Noel 《Legal Reference Services Quarterly》2013,32(4):245-267
This article examines the role of law libraries with respect to free Web-based legal information sites and the lack of access to low-cost legal advice. The legal profession's reaction to these sites and suggestions on how to address professional and ethical concerns are discussed. 相似文献
89.
We examined if cardiovascular and affective responding to video game play changed across social context or with game content. Male participants (13–22 years old) played a violent or nonviolent video game. Each participant played the game individually, competitively against a male partner, and cooperatively with the partner. There was no effect of social condition on heart rate (HR) or diastolic blood pressure (DBP). Participants had significantly higher systolic BP (SBP) when playing individually and competitively than when playing cooperatively, probably because play was more continuous. There was no impact of game type for HR or SBP. DBP was significantly higher for participants who played the violent game, perhaps because participants found the violent game more exciting and enjoyable. Participants who played the violent game rated the experimenters more positively than those who played the nonviolent game. Participants found game play more exciting, enjoyable, stressful, and frustrating, but less boring and relaxing, when they played competitively or cooperatively than when they played individually. The results are discussed in terms of the general aggression model. 相似文献
90.
This study seeks to understand community member participation in and influence over an urban school district’s school closure
process. Data from interviews with School Board members, district administrators, and community members, as well as district
documents and newspaper articles suggest that district administrators limited participation through committee membership and
public hearing procedures. In addition, the development of an “objective” process served to legitimize the decision. Finally,
higher income community members influenced the closure process through formal and informal mechanisms, while low-income community
members exerted power through alliances with external (powerful) groups. 相似文献