Support for distance learners in a Nigerian distance education programme     

Eugenia Onwu Ukpo 《Open Learning》2013,28(3):253-261

This paper reports on a research study that draws on the perceptions of students, tutors, field centre coordinators and central management to evaluate the support services provided to students in the National Teachers’ Institute’s distance teacher training programme. Within a conceptual framework that built upon models of teaching and learning at_A_distance, both quantitative and qualitative approaches were used for data collection and analysis. Although the major forms of support provided were found to be relevant to students, the study highlights the need to improve the current level of student satisfaction by strategies that will improve the supply of course materials and tutorial support, enhance students networking and exploit the use of multimedia.  相似文献   

Connecting histories of education. Transnational and cross-cultural exchanges in (post)colonial education,edited by Barnita Bagchi,Eckhardt Fuchs and Kate Rousmaniere,New York/Oxford,Berghahn Books, 2014     

Eugenia Roldán Vera 《Paedagogica Historica: International Journal of the History of Education》2015,51(6):781-783

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Core Competencies for Print Serials Librarians     

Sanjeet Mann  Susan Davis  Eugenia Beh  Taryn Resnick  Sarah Sutton 《期刊图书馆员》2015,68(1-4):243-248

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Reaching Parents Through Literacy     

Eugenia Hepworth Berger 《Early Childhood Education Journal》1998,25(3):211-215

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Hydrogel discs for digital microfluidics     

Fiddes LK  Luk VN  Au SH  Ng AH  Luk V  Kumacheva E  Wheeler AR 《Biomicrofluidics》2012,6(1):14112-1411211

Hydrogels are networks of hydrophilic polymer chains that are swollen with water, and they are useful for a wide range of applications because they provide stable niches for immobilizing proteins and cells. We report here the marriage of hydrogels with digital microfluidic devices. Until recently, digital microfluidics, a fluid handling technique in which discrete droplets are manipulated electromechanically on the surface of an array of electrodes, has been used only for homogeneous systems involving liquid reagents. Here, we demonstrate for the first time that the cylindrical hydrogel discs can be incorporated into digital microfluidic systems and that these discs can be systematically addressed by droplets of reagents. Droplet movement is observed to be unimpeded by interaction with the gel discs, and gel discs remain stationary when droplets pass through them. Analyte transport into gel discs is observed to be identical to diffusion in cases in which droplets are incubated with gels passively, but transport is enhanced when droplets are continually actuated through the gels. The system is useful for generating integrated enzymatic microreactors and for three-dimensional cell culture. This paper demonstrates a new combination of techniques for lab-on-a-chip systems which we propose will be useful for a wide range of applications.  相似文献   

Investigating the Impact of NGSS-Aligned Professional Development on PreK-3 Teachers’ Science Content Knowledge and Pedagogy     

Nicole Tuttle  Joan N. Kaderavek  Scott Molitor  Charlene M. Czerniak  Eugenia Johnson-Whitt  Debra Bloomquist  Winnifred Namatovu  Grant Wilson 《Journal of Science Teacher Education》2016,27(7):717-745

This pilot study investigates the impact of a 2-week professional development Summer Institute on PK-3 teachers’ knowledge and practices. This Summer Institute is a component of [program], a large-scale early-childhood science project that aims to transform PK-3 science teaching. The mixed-methods study examined concept maps, lesson plans, and classroom observations to measure possible changes in PK-3 teachers’ science content knowledge and classroom practice from 11 teachers who attended the 2014 Summer Institute. Analysis of the concept maps demonstrated statistically significant growth in teachers’ science content knowledge. Analysis of teachers’ lesson plans demonstrated that the teachers could design high quality science inquiry lessons aligned to the Next Generation Science Standards following the professional development. Finally, examination of teachers’ pre- and post-Summer Institute videotaped inquiry lessons showed evidence that teachers were incorporating new inquiry practices into their teaching, especially regarding classroom discourse. Our results suggest that an immersive inquiry experience is effective at beginning a shift towards reform-aligned science and engineering instruction but that early elementary educators require additional support for full mastery.  相似文献   

Home schooling     

Eugenia Hepworth Berger 《Early Childhood Education Journal》1997,24(3):205-208

Conclusion Variation in the way persons receive their education is an evolving process. Cooperation and collaboration proves to be the most effective means of making this change effective and valuable. Examine the world around you and consider how the education of every child stems from the need to flourish and grow. Just as a flower needs nourishment, sun, and water, so a child needs stimulation, security, love, and encouragement to fluorish at home or at school.  相似文献   

Massed and spaced training build up different components of long-term habituation in the crabChasmagnathus     

María Eugenia Pedreira  Arturo Romano  Daniel Tomsic  Mariana Lozada  Héctor Maldonado 《Learning & behavior》1998,26(1):34-45

The crabChasmagnathus granulatus reacts to a shadow passing overhead with an escape response that habituates after 30 trials and for 5 days at least. The effect of a wide range of different intertrial intervals (ITIs) (0, 9, 27, 45, 81, 135, and 171 sec) on theChasmagnathus long-term habituation (LTH) was evaluated at 24 h. Memory retention was estimated separately at two phases of a six-trial testing session: at first trial (the initial testing phase) and at the subsequent block of five trials (the retraining phase). A training of 30 trials with an ITI equal to or longer than 27 sec induced LTH at both testing phases, however, with a 0- or a 9-sec ITI, training wholly failed to build up LTH. When the number of trials was increased, a massed training (ITI=0 or 9 sec) induced LTH at retraining but not at initial testing. Thus, massed training produces LTH only at retraining, whereas spaced training (ITI ≥ 27 sec) produces LTH at both initial phase and retraining. An ITI shift from training to testing diminished or abolished retention at retraining regardless of the direction of the shift, thus suggesting that crabs acquire a memory of the trial-spacing at training. According to these results, it is postulated that LTH consists of two memory components: one produced by spaced training and expressed at both initial testing and retraining, and one yielded by massed training and expressed only at retraining. The possibility that the two components of LTH were differentially affected by cycloxemide and context shift is discussed.  相似文献   

Cross-domain effects of achievement goals: social costs and benefits     

Barrera  Andrea Eugenia  Schuster  Beate 《European Journal of Psychology of Education - EJPE》2018,33(2):319-336

European Journal of Psychology of Education - In this research, we examined cross-domain effects of achievement goals. In two experimental studies, we manipulated achievement goals and assessed...  相似文献   

THE SYSTEM OF COORDINATES AS AN OBSTACLE IN UNDERSTANDING THE CONCEPT OF DIMENSION     

Constantine Skordoulis  Theodore Vitsas  Vassilis Dafermos  Eugenia Koleza 《International Journal of Science and Mathematics Education》2009,7(2):253-272

The concept of dimension, one of the most fundamental ideas in mathematics, is firmly rooted in the basis of the school geometry in such a way that mathematics teachers rarely feel the need to mention anything about it. However, the concept of dimension is far from being fully understood by students, even at the college level. In this paper, we examine whether the Cartesian x-y plane is responsible for student difficulty in estimating the value of the dimension of an object, or is it only students misconceptions about dimension that lead them to a false estimation of the value of the dimension of various objects. A second question discussed in this paper examines whether the system of coordinates acts as an epistemological obstacle or whether it has only a didactical character.  相似文献