Exploring Innovative Entrepreneurship and Its Ties to Higher Educational Experiences     

Matthew J. Mayhew  Jeffrey S. Simonoff  William J. Baumol  Batia M. Wiesenfeld  Michael W. Klein 《Research in higher education》2012,53(8):831-859

The purpose of this paper was to explore innovative entrepreneurship and to gain insight into the educational practices and experiences that increase the likelihood that a student would graduate with innovative entrepreneurial intentions. To this end, we administered a battery of assessments to 3,700 undergraduate seniors who matriculated in the spring of 2007; these students attended one of five institutions participating in this study. Results showed that, after controlling for a host of personality, demographic, educational, and political covariates, taking an entrepreneurial course and the assessments faculty use as pedagogical strategies for teaching course content were significantly related to innovation intentions. Implications for higher education stakeholders are discussed.  相似文献   

Gruba,Paul & Hinkelman,Don (2012) Blended technologies in second language classrooms Palgrave (Macmillan,Basingstoke & St Martin's,New York) isbn 978‐0‐230‐23261‐7 181 pp £50http://www.palgrave.com/products/title.aspx?pid=361538     

Michael Thomas 《British journal of educational technology : journal of the Council for Educational Technology》2012,43(4):E133-E133

This edited collection focuses on research on digital games and learning, and incorporates a range of perspectives, from those of games designers to teachers, academics and policymakers in the field of IT for learning. If the content of this book is likely to be relevant to you, I recommend you borrow a copy. Michael Thomas  相似文献   

Use of instructional design theory and an individualized hybrid strategy for assessment in library-based instruction     

Michele R. Tennant  Mary Edwards  Michael M. Miyamoto 《Journal of the Medical Library Association》2012,100(4):319-322

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Development of an Online Orientation for an Instructional Technology Masters Program     

Michael Dixon  Pamela Beveridge  Charlotte Farrior  Beth Ann Williams  William Sugar  Abbie Brown 《TechTrends》2012,56(6):44-48

Four graduate students were tasked with creating a real-world solution to a problem faced by the instructional technology masters program in which they were participating. While taking an online course in multimedia instructional product development, part of East Carolina University??s Masters of Science in Instructional Technology degree program, a team of students faced the challenges of being physically separated, lacking some software and hardware tools, and the relatively brief development period of a semester??s time, to produce supplemental instructional content for students new to the masters program. Working from locations scattered throughout North Carolina, the production team found the time and resources, and relied on the strengths of individual team members, to produce an online orientation for students new to the instructional technology masters program.  相似文献   

Using the Cognitive Apprenticeship Web-based Argumentation System to Improve Argumentation Instruction     

Chun-Yen Tsai  Brady Michael Jack  Tai-Chu Huang  Jin-Tan Yang 《Journal of Science Education and Technology》2012,21(4):476-486

This study investigated how the instruction of argumentation skills could be promoted by using an online argumentation system. This system entitled ??Cognitive Apprenticeship Web-based Argumentation?? (CAWA) system was based on cognitive apprenticeship model. One hundred eighty-nine fifth grade students took part in this study. A quasi-experimental design was adopted and qualitative and quantitative analyses were used to evaluate the effectiveness of this online system in measuring students?? progress in learning argumentation. The results of this study showed that different teaching strategies had effects on students?? use of argumentation in the topics of daily life and the concept of ??vision.?? When the CAWA system was employed during the instruction and practice of argumentation on these two topics, the students?? argumentation performance improved. Suggestions on how the CAWA system could be used to enhance the instruction of argumentation skills in science education were also discussed.  相似文献   

Effectiveness of a Science Agricultural Summer Experience (SASE) in Recruiting Students to Natural Resources Management     

Edward Martinez  Jennifer Lindline  Michael S. Petronis  Maura Pilotti 《Journal of Science Education and Technology》2012,21(6):713-721

The Bureau of Labor Statistics projects an increase in Natural Resource Management (NRM) jobs within the next 10?years due to baby-boomer retirements and a 12% increase in demand for these occupations. Despite this trend, college enrollment in NRM disciplines has declined. Even more critical is the fact that the soon-to-be-majority Hispanic population is underrepresented in NRM disciplines. The goal of the present study was to determine if an in-residence, two-week, summer science program for underrepresented minorities would not only increase interest in science, actual science knowledge, and perceived science knowledge, but also have an overall impact on underrepresented minority students?? decisions to attend college, major in a scientific discipline and pursue a career in science. During a four-year period, 76 high school students participated in a Science Agricultural Summer Experience (SASE) in Northern New Mexico. A pre/post science-knowledge exam and satisfaction survey were administered to participants. We demonstrate that participants improved significantly (p?<?.05) in all areas measured. In particular, comfort with science field and lab activities, science knowledge and perceived science knowledge were enhanced after exposure to the program. Students not only found science exciting and approachable after participation, but also exhibited increased interest in pursuing a degree and career in science. Of the 76 SASE participants within graduation age (n?=?44), all graduated from high school; and 86% enrolled in college. These findings suggest that the implemented SASE initiative was effective in recruiting and increasing the confidence and abilities of underrepresented minority students in science.  相似文献   

The effect of short-term educational travel programs on environmental citizenship     

Michael Tarrant  Kevin Lyons 《Environmental Education Research》2012,18(3):403-416

Short-term study abroad is the fastest growing area of international education and there is increasing interest in the role of modified applications of this form (e.g. faculty-led, field/environmental, and/or educational travel) in influencing global citizenship. Using an empirical database of over 650 students registered for a study abroad course in sustainable development offered in Australia and New Zealand, we explore the effect of short-term educational travel programs on environmental citizenship. We also identify differences among key student characteristics (past study abroad experience, gender, and program destination) in influencing citizenry. Results show that participation in the educational travel program significantly moderates (decreases) the difference in environmental citizenship scores for first-timers (vs. those with past experience in study abroad) and program destination, but increases the difference in environmental citizenship for males vs. females. Implications for destination image and national brand marketing of environmental-oriented educational travel programs are discussed.  相似文献   

Editorial     

Diane Mayer  Michael Singh  Ninetta Santoro  Jo-Anne Reid 《Asia-Pacific Journal of Teacher Education》2012,40(2):79-81

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Producing ‘quality’ teachers: the role of teacher professional standards     

Ninetta Santoro  Jo-Anne Reid  Diane Mayer  Michael Singh 《Asia-Pacific Journal of Teacher Education》2012,40(1):1-3

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Relationships between mathematical knowledge for teaching and teaching practice: the case of proof     

Michael D. Steele  Kimberly Cervello Rogers 《Journal of Mathematics Teacher Education》2012,15(2):159-180

Teachers of mathematics orchestrate opportunities for interactions between learners and subject matter. Therefore, mathematics teachers need rich, multidimensional content knowledge for teaching mathematics, which incorporates knowledge of the subject matter, students, and teaching. Studying this mathematical knowledge for teaching (MKT) necessitates more than a unidirectional assessment. In this study, the mathematical knowledge for teaching reasoning and proving of two secondary mathematics teachers was investigated through classroom observations and clinical assessments. Results indicate that using MKT as a frame for examining classroom practice, in addition to assessing the MKT a teacher possesses in a clinical setting, provides an in-depth and innovative method for investigating MKT. The comparison of the two cases also identifies student positioning as a key mediating factor between MKT and opportunities to learn. Implications for using MKT as a lens for examining practice in teacher education are discussed.  相似文献