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Dr. Marilou Denbo Eldred 《Innovative Higher Education》1978,3(1):12-20
The University Without Walls (UWW) program at the University of Minnesota completed a study of correlates of quality, those parts of students' programs that were thought to influence the quality of students' work. Graduation dossiers were rated according to graduates' fulfillment of seven graduation criteria. Quality ratings were correlated with barriers possessed by graduates at admission, major area of study, length of time in UWW, and narrative evaluations of graduates' work. Narrative evaluations from university faculty had the greatest effect on dossier quality ratings. 相似文献
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The results of a survey to determine the training needs and normative experiences of temporary government documents librarians are presented. The results indicate that temporary librarians tend to work in academia, have been in librarianship for a shorter time period, and have fewer technical processing skills than permanent documents librarians. 相似文献
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Marilou Denbo Eldred Ph.D. 《Innovative Higher Education》1981,5(3):193-201
Student advising in the University Without Walls (UWW) program at the University of Minnesota centers on helping students develop the cognitive skills described in Bloom's taxonomy as knowledge, comprehension, application, analysis, synthesis, and evaluation. Program advisors assist students in designing their degree programs and oversee students' progress through the graduation process. Each phase of student advising incorporates one or more of the cognitive skills. Advisors assess students' skill development in the early stages of their programs and then help students further develop the skills throughout the UWW program. 相似文献
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N.I. Ioakimidis 《Journal of The Franklin Institute》1984,317(1):27-33
The shape of a caustic and its initial curve about a crack in fracture mechanics for plane elastic media is defined by a pair of equations, the first of which does not in general possess a closed-form solution, being of fifth or higher degree and, frequently, transcendental. A closed-form solution of this equation is obtained on this basis and after an appropriate modification of the method of Burniston and Siewert. An application to the problem of a straight crack under tensile loading at infinity is made and the diameters of the caustic and its initial curve are evaluated analytically and numerically with excellent accuracy after the solution of an equation of fifth degree in closed-form. 相似文献
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Diane M. Horm Marilou Hyson Pamela J. Winton 《Journal of Early Childhood Teacher Education》2013,34(1):95-112
It is essential that a solid research base be established to provide a foundation that will enable the field of early childhood teacher education to examine whether, for whom, and in what ways teacher education matters. The purpose of this article is to review several important domains in early childhood teacher education to illustrate the characteristics, key features, and significant gaps in current research, and to identify the kinds of research that are most needed to enhance the impact of early childhood teacher education. We conclude by identifying five crosscutting research priorities and describing what is needed to create a supportive environment that produces—and implements—early childhood teacher education research. 相似文献
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A smoothing model was applied to the transition ratios of the number of university students in successive time periods. Each application was conditional on the department and year of student. The model was trained and validated, using a single university for one, two, and three time periods in advance. Results showed a reasonable error under conditions of conservative testing. Further, some enrollment trends were made apparent within the university studied. Since the model was simple in conception, not difficult to apply, and the results may be applied to any level of aggregation in the institution, implementation prospects appear to be relatively good. 相似文献
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Marilou Ioakimidis 《Higher Education in Europe》2007,32(2-3):249-260
This paper presents the development and validation of a two‐level hierarchical cost model for tertiary education, which enables prospective students to compare the total cost of attending a traditional Baccalaureate degree education with that of the same programme taken through distance e‐learning. The model was validated by a sample of Greek university students familiar with both traditional and distance learning who evaluated them in a survey, indicating that the cost advantage of distance e‐learning was tempered by the perception that traditional learning has an advantage from the standpoint of quality. The paper also offers several strategies that might help address students' concerns about the quality of distance e‐learning. 相似文献
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Abbie Raikes Rebecca Sayre Dawn Davis Kate Anderson Marilou Hyson Evelyn Seminario 《Early Years: An International Journal of Research and Development》2019,39(4):360-375
ABSTRACTMeasuring Early Learning Quality & Outcomes (MELQO) was initiated to address needs for child development and quality of early childhood education (ECE) data, specifically for low- and middle-income countries. Drawing from existing tools, MELQO convened a consortium to create open-source tools to be adapted to national contexts, simultaneously informing global and national population-level monitoring. Beginning with the rationale and context for creating MELQO, we outline the process of creating the tools; highlight results from psychometric evaluation; and describe how the data have been used to reveal patterns of inequity and levels of learning and classroom quality. While psychometric analyses of MELQO indicate that scores should not be used to compare quality of child development between countries, country experiences suggest that data from MELQO tools within countries identify priorities for improvement of preprimary classrooms. MELQO also highlights the importance of local leadership to generate high-leverage data on ECE. 相似文献
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It is widely recognized that lectures continue to dominate college chemistry instruction, especially in developing countries, and that lectures limit student intellectual engagement. To address this concern, a General Chemistry course in a Philippine university was reconstructed to implement an instructional cycle consisting of three phases: a plenary or mini‐lecture, seatwork activity, and a summary or closure. An expert instructor coached the instructors to improve their teaching. Two instructors were involved in pilot implementation and 13 instructors in a large‐scale implementation. This article describes the instructors’ adoption of the instructional cycle using qualitative and quantitative methods that involved multiple data sources. The instructional cycle and intensive coaching enabled most instructors to change their practices, shift their focus from teaching to learning, and enhance their knowledge of student learning difficulties. Nine instructors were able to significantly change their teaching and apply meaningful student seatwork in their lessons. These nine instructors used student seatwork and activities 30–70% of the time, whereas previously 90% of the time involved lectures. Videotape records showed that more than 70% of the students were continuously on task. Four instructors had considerable difficulties in applying the new approach but also had difficulties with conventional lectures. The project constituted the start of a departmental reorientation with a focus on effectiveness of teaching and learning. Subsequently the faculty and course development model developed in this study was used to revise other courses. The theory of Rogan and Grayson proved useful in describing the change processes. 相似文献
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The results of a questionnaire survey of 132 students enrolled in the University Without Walls (UWW) program at the University of Minnesota regarding how they assessed their UWW experience in general and the services provided by faculty in particular is presented. Readers will find a special focus on how local students who reside within commuting distance to campus compare with students who live a distance from campus. Comparisons are made in terms of students' frequency and mode of communication with faculty, general satisfaction with UWW, and satisfaction with faculty services. The majority of students responded favorably to the faculty with whom they worked. Implications of the study are considered for enhancing educational services for distant students. 相似文献
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