中国共产党凝聚力增强的关键因素研究     

何新生  李赞 《华北理工大学学报(社会科学版)》2022,22(1):157-160

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我国图书馆学方法论研究的现状及趋势   总被引：4，自引：0，他引：4  

罗方  刘宇  王赞 《四川图书馆学报》2006,(1):2-4

从图书馆学方法论研究的起源入手,详细介绍了我国图书馆学方法论研究的现状,客观分析了图书馆学方法论研究中存在的问题及其作用,并在此基础上对方法论的研究趋势作出预测。  相似文献   

馆员论坛--图书馆员自我教育的一种新途径   总被引：1，自引：0，他引：1  

詹德优  于迎娣 《新世纪图书馆》2005,(2):69-72

本文介绍了国内的几大馆员论坛，分析了他们当中存在的问题。并对馆员论坛建设提出了几点建议。  相似文献   

高职院校创业教育的现状与对策   总被引：2，自引：0，他引：2  

昝久占 《继续教育研究》2011,(1):105-106

创业教育在高职教育中占有十分重要的地位。但是,高职院校创业教育的现状并不乐观,存在着认识不到位,教育水平低,组织创业实践活动困难大等问题。我们要采取积极措施,转变思想观念,提高思想认识,建立完整的创业教育体系,加强师资队伍建设,创业教育要做到既注重形式,又注重内容和效果,才能达到创业教育的目的。  相似文献   

Formal operational reasoning modes: Predictors of critical thinking abilities and grades assigned by teachers in science and mathematics for students in grades nine through twelve     

Betty L. Bitner 《科学教学研究杂志》1991,28(3):265-274

To test the hypothesis that formal operational reasoning modes are predictors of critical thinking abilities and grades assigned by teachers in science and mathematics, in September 1986 the Group Assessment of Logical Thinking (GALT) and in December 1986 the Watson-Glaser Critical Thinking Appraisal (WGCTA) were administered to 101 rural students in Grades 9 through 12. The grades assigned by teachers were collected in May 1987. Construct and criterion-related validities and internal-consistency reliability using Cronbach's alpha method were established on the GALT. On the WGCTA, content and construct validities and internal consistency reliability using the split-half procedure, coefficient of stability, and coefficient of equivalence were established. The five formal operational reasoning modes in the GALT were found to be significant predictors of critical thinking abilities and grades assigned by teachers in science and mathematics. The variance in the five critical thinking abilities attributable to the five formal operational reasoning modes ranged between 28% and 70%. The five formal operational reasoning modes explained 29% of the variance in mathematics achievement and 62% of the variance in science achievement.  相似文献   

Core connections   总被引：1，自引：0，他引：1  

Jef Moonen  Betty Collis 《Educational technology research and development : ETR & D》2002,50(3):112-118

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Peterborough Joint Board for Education 1945-1964: A unique local education authority     

Betty Chambers 《Journal of educational administration and history》2003,35(2):115-126

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The Relationship Between Undergraduate Attendance and Performance Revisited: Alignment of Student and Instructor Goals     

James W. Westerman  Luis A. Perez‐Batres  Betty S. Coffey  Richard W. Pouder 《Decision Sciences Journal of Innovative Education》2011,9(1):49-67

We revisit the relationship between attendance and performance in the undergraduate university setting and apply agency theory in the instructor–student context. Building on agency theory propositions in the educational setting advanced by Smith, Zsidisin, and Adams (2005) , we propose that the student and instructor must align goals to promote the student's achievement of performance learning outcomes, and attendance functions as a behavior‐based alignment mechanism to encourage the convergence of faculty and student interests. Further, we propose that attendance does not equally affect lower‐ and higher‐performing students and that absences are also negatively related to students' cumulative grade point average. We test these hypotheses with data from undergraduates enrolled in management courses at a state university in the southeast. Our results show that attendance is positively related to exam performance, there are more pronounced negative effects of an absence for lower‐performing students than for higher performers, and absences are negatively related to a student's cumulative grade point average. We discuss the implications of our findings for students, instructors, and universities as well as practice in teaching and learning.  相似文献   

Need Kindergarten be Too Late?*     

Betty M. Flint 《Educational theory》1970,20(4):399-425

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The Effects of a Kit-Based Science Curriculum and Intensive Science Professional Development on Elementary Student Science Achievement     

Betty J. Young  Sharon K. Lee 《Journal of Science Education and Technology》2005,14(5-6):471-481

The science achievement of 226 5th graders from districts that have a kit-based inquiry science curriculum supported by intensive professional development (PD) is compared with data from a group of 173 5th graders from other districts that use nonkit science materials and do not have systematic science PD for teachers. Within the kit-based project, the sample of project teachers is stratified to select teachers with a high number of science PD hours versus those with few hours. While there were no significant differences in the mean total scores for kit-based students with low PD versus high PD teachers, the kit-based classrooms scored significantly higher than students in nonkit classrooms on both the pretest and posttest, though there were significantly more minutes of science instruction in the nonkit classrooms. Finally, nonkit teachers taught more units of shorter length and reported lower levels of preparedness to use reform pedagogical approaches.  相似文献