《大公报》与中国近代高等教育 [Ta Kung Pao and modern higher education in China]. 洪芳 [Hong Fang]     

Timothy B. WESTON 《Frontiers of Education in China》2015,10(2):338-339

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Type of Feedback and Young Children's Performance on Computer Presented Reading Readiness Activities     

R.J. Riding  P. Weston 《教育心理学》1987,7(4):313-319

Summary Forty children, between the ages of three years ten months and four years six months and with a mean age of four years three months, did computer‐presented reading‐readiness activities under different pre‐activity and feedback conditions. The children were randomly allocated within sexes to four groups. Group 1 listened to a story which involved a teddy bear character called BJ Bear and then did reading‐readiness activities such that the smiling face of the bear appeared on the screen and a tune played when they responded correctly, and the sad face of the bear when they were incorrect. Group 2 listened to the story and then did the activities with the smiling face of the bear and a tune when correct, but with nothing when they were wrong. Group 3 did not receive the story, but did the activities with both the smiling face of the bear and a tune when correct, and the sad face of the bear when incorrect. Group 4 also did not receive the story and did the activities with the smiling face of the bear and a tune when correct, but with nothing when they were wrong. Overall it was found that children did significantly better if given the story about BJ before the activities. There was also a significant interaction between the story condition, feedback for incorrect responses and sex such that performance was better for all with‐story groups except in the case of boys with no feedback.  相似文献   

孟买的圣诞节     

Phyllis E. Weston 《海外英语》2003,(12):21

We arrived in Bombay early in December, all agog to see the wonders of one of India principal cities and looking ahead to visiting Delhi, Agra and the Taj Mahal, even the Khyber Pass, Afghanistan and Karachi. We accomplished only the first of these. After one night in Bombay we awoke to the news that India and Pakistan were at war.  相似文献   

Photography     

Alexander Gardner  Ray Meredith  Mary Black  Berenice Abbott  William Welling  Weston J. Naef 《Communication Booknotes Quarterly》2013,44(7):87-89

Alexander Gardner, Gardner's Photographic Sketch Book of the Civil War (original edition 1866, reissued in 1959, $4.50, 224 pp.)

Ray Meredith, Mr. Lincoln's Cameraman: Mathew B. Brady (original edition 1946, reissued in slightly revised form in 1974, $6.95, 368 pp.)

Mary Black, Old New York in Early Photographs: 1853-1901 (new publication in 1973 (not a reprint), $6.00, 228 pp.)

Berenice Abbott, New York in the Thirties (original edition 1939, reissued 1973, $3.50, 100 pp.)

William Welling's Collector's Guide to Nineteenth Century Photographs (New York: Macmillan, 1976---$15.95/7.95)

Weston J. Naef and James N. Wood's Era of Exploration: The Rise of Landscape Photography in the American West: 1860---1885 (Boston: New York Graphic Society, 1975---S25.00)

James L. Lager's Leica Illustrated Guide: 1925-1975 (Dobbs Ferry, N.Y.: Morgan and Morgan, Inc., 1975---$7.95, paper)

Mark Jacobs and Ken Kokrda's Photography in Focus (Skokie, Ill.: National Textbook Co., 1975---price not given, paper; with a "Curriculum Guide for Photography" instructor's manual available as well)

Claus-Peter Sdhmid's Photography for Artists and Craftsmen (New York: Van Nostrand Reinhold, 1975---$9.95)  相似文献   

The impact of assessment: developing a European perspective     

Penelope Weston 《课程研究杂志》2013,45(5):489-492

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The development of a questionnaire on metacognition for students in higher education     

Joost Meijer  Peter Sleegers  Marianne Elshout-Mohr  Maartje van Daalen-Kapteijns  Wil Meeus  Dirk Tempelaar 《Educational research; a review for teachers and all concerned with progress in education》2013,55(1):31-52

Interest in the role of metacognition has been steadily rising in most forms of education. This study focuses on the construction of a questionnaire for measuring metacognitive knowledge, metacognitive regulation and metacognitive responsiveness among students in higher education and the subsequent process of testing to determine its validity.

Purpose

The aim of the study was to construct an original instrument for measuring features of metacognition, henceforth referred to as the Awareness of Independent Learning Inventory (AILI), and further to establish the similarities and differences between this model and existing instruments for measuring metacognition.

Sample

The AILI questionnaire was distributed to 1058 students in various types of Teacher Training Institutes in the Netherlands and Belgium. The abridged English version of the questionnaire was administered to another sample of 729 students reading Economics and Business Administration at the University of Maastricht in the south of the Netherlands.

Design and methods

The AILI instrument was constructed on the basis of a facet design along two dimensions: components of metacognition and topics of concern to students in higher education. The data gathered with the instrument was analyzed by means of a generalisability study and a decision study, respectively. The validity of the instrument was investigated by using confirmatory factor analysis.

Results

The generalisability study showed that the reliability of the instrument was satisfactory. The decision study revealed that the number of items included in the questionnaire could be reduced substantially by leaving out two components of one of the dimensions in the facet design, without losing too much generalisability. The validity study showed that there was a considerable level of congruity between parts of the AILI questionnaire and the relevant parts of the Motivated Strategies for Learning Questionnaire (MSLQ).

Conclusions

The AILI questionnaire is a reliable and valid instrument for measuring metacognitive knowledge, regulation and responsiveness. It is suitable for use in the evaluation of the effects of interventions that purport to increase metacognitive knowledge, regulation and responsiveness of students in higher education.  相似文献   

Reflection: issues related to improving professors' teaching and students' learning   总被引：1，自引：1，他引：0  

Lynn McAlpine  Cynthia Weston 《Instructional Science》2000,28(5):363-385

We describe here the outcomes of our research on the reflection of six professors considered exemplary in their teaching. For instance, we found that they all held and used considerable knowledge about learners, as groups and as individuals, and used this knowledge in reflecting on the impact of their teaching. We use this information to elaborate on the role of reflection in the construction of teaching knowledge. Lastly, we address how the model of reflection we developed helps us understand the factors influencing one's ability to effectively reflect on teaching.  相似文献   

Educating students to play the publication game     

Kathryn M. Weston 《高等教育研究与发展》2017,36(5):1085-1088

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‘An Era of Domesticity’? Histories of Women and Gender in Interwar Britain     

Janet Weston 《Cultural and Social History》2013,10(2):225-240

ABSTRACT

This article considers one specific strand of discussion around HIV/AIDS, in order to think about the uses and limitations of human rights discourse in late twentieth century Britain. HIV/AIDS presented particular problems for prisons, which were initially presented as breeding grounds of infection. This shifted with the rise of human rights language and laws in the 1990s, but talk of rights for prisoners was not as comfortable a fit as talk of equivalence of care. This story is situated in the broader context of attitudes towards crime, HIV/AIDS, and rights in late twentieth century Britain.  相似文献   

Do Interviewers' Voice Characteristics Influence Cooperation Rates in Telephone Surveys?     

van der Vaart  Wander; Ongena  Yfke; Hoogendoorn  Adriaan; Dijkstra  Wil 《Int. Journal of Public Opinion Research》2006,18(4):488-499

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