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Miguel A. Muñoz-García Guillermo P. Moreda Natalia Hernández-Sánchez Vanesa Valiño 《Journal of Science Education and Technology》2013,22(5):729-734
Active learning is one of the most efficient mechanisms for learning, according to the psychology of learning. When students act as teachers for other students, the communication is more fluent and knowledge is transferred easier than in a traditional classroom. This teaching method is referred to in the literature as reciprocal peer teaching. In this study, the method is applied to laboratory sessions of a higher education institution course, and the students who act as teachers are referred to as “laboratory monitors.” A particular way to select the monitors and its impact in the final marks is proposed. A total of 181 students participated in the experiment, experiences with laboratory monitors are discussed, and methods for motivating and training laboratory monitors and regular students are proposed. The types of laboratory sessions that can be led by classmates are discussed. This work is related to the changes in teaching methods in the Spanish higher education system, prompted by the Bologna Process for the construction of the European Higher Education Area 相似文献
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Hagedorn Linda Serra Siadat M. Vali Fogel Shereen F. Nora Amaury Pascarella Ernest T. 《Research in higher education》1999,40(3):261-284
Recent international comparisons show that themathematics achievement of American students is belowthe international average. In response to thissituation, the present study compared first-year college students enrolled in remedial-type mathematicscourses with their counterparts enrolled in nonremedialcoursework. Findings include that students enrolled innonremedial mathematics courses enter the institution with many advantages over students enrolled inremedial mathematics. Tests of a path analytic modelconfirmed that background variables play a major role indetermining success in college mathematics. 相似文献
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In diesem Artikel werden zwei generative Ans?tze für animierte Berechnungsmodelle vorgestellt und im Kontext von Lernsoftware für den Compilerbau angewandt. Zuerst wird eine Implementierung für den ersten Ansatz beschrieben. Basierend auf der Erfahrung mit diesem Prototypen wurde der zweite Ansatz entwickelt und das Ganimal Rahmenwerk entworfen. Es handelt sich dabei um ein generisches Algorithmenanimationssystem, das eine für ein solches System einzigartige Fülle an M?glichkeiten durch sein graphisches Basispaket, das nebenl?ufige Laufzeitsystem mit graphischer Benutzeroberfl?che und die Programmier- und Animationsbeschreibungssprache Ganila bietet. 相似文献
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Alicia Perdigones José Luis García Vanesa Valiño Cecilia Raposo 《Assessment & Evaluation in Higher Education》2009,34(4):389-400
This work compares the results of three assessment systems used in two Spanish universities (the Universidad Politécnica de Madrid and the Universidad Católica de Ávila): the traditional system based on final examinations, continuous assessment with periodic tests and a proposed system (specially designed for heterogeneous student bodies) orientated towards motivating students. This third system involved dividing the syllabus into two different parts: a common core assessed by multiple choice tests, and a specialisation assessed by a literature review, the writing of an article and an oral presentation. The latter skills are highly valued by employers. The proposed system led to a greater pass rate than that achieved by students taking similar courses assessed by the more conventional systems. In addition, the results show that involving students in the assessment process increases their participation in their studies and generates a feeling of satisfaction and justice. 相似文献
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Powers Walter L. Hawkins-Edwards Vali 《International journal for the advancement of counseling》1985,8(3):223-227
International Journal for the Advancement of Counselling - 相似文献
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The preservation of two infant temperaments into adolescence 总被引：3，自引：0，他引：3
Kagan J Snidman N Kahn V Towsley S 《Monographs of the Society for Research in Child Development》2007,72(2):1-75, vii; discussion 76-91
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The ways in which women deliberately press back against practices of oppression and demonstrate agency in higher education institutions are highly contextual and culturally bound. The formal and informal networks that women develop and maintain are important elements of generating agency and enhancing women's access to and opportunities for leadership. This article presents a case study from research that explored women's leadership experiences in a higher education context in the Pacific Islands – Papua New Guinea. Situated within a feminist poststructural methodology, the research examined women's experiences of leadership and considered aspects that influenced women's access to formal leadership roles. The findings illustrated that the women faced numerous barriers to formal leadership opportunities. A range of culturally and contextually located approaches supported women to demonstrate agency with regard to their own leadership development and practice. This research highlighted the importance of considering the relationship between networks and agency and the impact of associated cultural and contextual practices within organisations, providing insights into the culturally located complexities of women's leadership in higher education contexts. 相似文献
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