Team Research at the Biology–Mathematics Interface: Project Management Perspectives     

John G. Milton  Ami E. Radunskaya  Arthur H. Lee  Lisette G. de Pillis  Diana F. Bartlett 《CBE life sciences education》2010,9(3):316-322

The success of interdisciplinary research teams depends largely upon skills related to team performance. We evaluated student and team performance for undergraduate biology and mathematics students who participated in summer research projects conducted in off-campus laboratories. The student teams were composed of a student with a mathematics background and an experimentally oriented biology student. The team mentors typically ranked the students'' performance very good to excellent over a range of attributes that included creativity and ability to conduct independent research. However, the research teams experienced problems meeting prespecified deadlines due to poor time and project management skills. Because time and project management skills can be readily taught and moreover typically reflect good research practices, simple modifications should be made to undergraduate curricula so that the promise of initiatives, such as MATH-BIO 2010, can be implemented.  相似文献   

Classroom management – By Ming‐tak Hue & Wai‐Shing Li     

Diana Battersby 《British journal of educational technology : journal of the Council for Educational Technology》2008,39(6):1138-1139

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Learning in groups – Edited by David Jacques & Gilly Salmon     

Diana Battersby   《British journal of educational technology : journal of the Council for Educational Technology》2008,39(1):184-184

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The importance of understanding a child's maltreatment experience cross-sectionally and longitudinally     

English DJ 《Child abuse & neglect》2003,27(8):877-882

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BOOK REVIEWS     

David Moreland  Tom Pearson  Wendy Quill  Julie Walsh‐Banwait  Paramjeet Singh Bhogal  Diana Loffler Specialist Educational Psychologist 《Educational Psychology in Practice》2006,22(4):379-392

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Improving the predictive validity of teacher selection decisions: Lessons from teacher appraisal     

Diana G. Pounder 《Journal of Personnel Evaluation in Education》1989,2(2):141-150

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Abraham Lincoln and the Pillars of liberty     

Diana J. Schaub 《Academic Questions》2002,16(1):23-31

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Written work in the remedial language program     

Diana H. King M.A. 《Annals of dyslexia》1963,13(1):121-126

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The relation between reading ability and morphological skills: Evidence from derivational suffixes     

Singson  Maria  Mahony  Diana  Mann  Virginia 《Reading and writing》2000,12(3):219-252

The English orthography represents both phonemes and morphemes, implying that sensitivity to each of these units could play a role in the acquisition of decoding skills. This study offers some new evidence about sensitivity to morphemes and the decoding skills of American children in grades three to six. It focuses on knowledge of derivational suffixes, which is examined with sentence completion and sentence acceptability tasks that manipulate the suffixes in real words (e.g., electric, electricity) and nonsense derived forms (e.g., froodly, froodness). Both written and spoken materials are considered over the course of two experiments in which the children also received various reading tests, as well as tests of phonological awareness, vocabulary and intelligence. The results indicate that knowledge of derivational suffixes increases with grade level, along with decoding ability and phoneme awareness. Path analyses further reveal that, although there is a consistent correlation between performance on the derivational suffix materials and phoneme awareness and decoding ability, performance on the derivational suffix materials makes an independent and increasing contribution to decoding ability throughout the higher elementary grades.  相似文献   

THE INTERPLAY BETWEEN ADOLESCENTS’ PERCEPTIONS OF TEACHER‐STUDENT RELATIONSHIPS AND THEIR ACADEMIC SELF‐REGULATION: DOES LIKING A SPECIFIC TEACHER MATTER?     

Diana Raufelder  Sandra Scherber  Megan A. Wood 《Psychology in the schools》2016,53(7):736-750

Although positive teacher‐student relationships are known to aid students’ academic self‐regulation, the emotional aspects of teacher liking are often neglected within research. The present study used a large sample of seventh‐ and eighth‐grade students (N = 1,088; M_Age =  13.7) in secondary schools in Germany to investigate whether the motivation students gain from specific well‐liked teachers (i.e., that students identify) can moderate the relation between their perception of teacher‐student relationships overall and academic self‐regulation (intrinsic motivation, identified, introjected, and external regulation). By means of latent moderated structural equations, students’ motivation based on liking one specific teacher was found to moderate the association between teacher‐student relationships and intrinsic motivation. The present study makes a contribution to the existing research on teacher‐student relationships and academic self‐regulation by investigating the role of students’ motivation related to the liking of a specific teacher. Results indicate that when early adolescent students can identify a well‐liked teacher, they tend to have higher levels of academic motivation. Hence, students’ motivation based on liking a single teacher compensates for generally low‐quality teacher‐student relationships and their respective impact on students’ intrinsic motivation.  相似文献