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Reforms in engineering education have caused a shift from the traditional stand-alone course in technical communication for Engineering students towards communication training integrated in courses and design projects that allows students to develop four layers of competence. This shift creates opportunities for realistic and situated learning, but offers challenges for assessment of communication competence at student, course and program levels. On the basis of a detailed definition of communicative competence, three formats for integrated communication training are described: Linked to design projects, integrated in design projects and integrated at program level. Assessment of communication competence in these formats is constrained by their characteristics with regard to student motivation, individual and group work, and situated learning. 相似文献
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Although previous research has shown the potential of innovative learning for enhancing motivation and learning outcomes, further understanding is needed on which aspects of IL are most effective and whether these are equally motivating for different types of students. The present study investigated how developments in students’ motivation and achievement related to different aspects of innovative learning (i.e. authentic learning, collaborative learning and focusing on self-regulation), and whether these relations varied by students’ background characteristics. A sample of 722 grade five students from the Netherlands (average age 11?years old) and their teachers completed questionnaires during four measurements from grade five to grade six. Autoregression analyses were performed. Results showed both positive and negative relations between IL and developments in students’ motivation and achievement, indicating that IL is not a unidimensional construct. Furthermore, the effectiveness of different aspects of IL depended on students’ gender, and social and ethnic background characteristics. 相似文献
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Elizabeth Cay (1771–1831), the grandmother of the Scottish physicist James Clerk Maxwell (1831–1879), was a talented amateur pastellist; several of her pastel portraits survive as does her set of pastels. She studied with Archibald Skirving (1749–1819), a Scottish miniature painter who later in life turned to larger-scale portraiture in pastel and served as drawing master to the Edinburgh elite. Cay's pastels are not fabricated sticks but consist of powdered pigment housed in various glass and ceramic containers and were apparently applied by stumps, still in her workbox, or brushes. The Cay color samples were identified by spectrographic analysis, polarized light microscopy, and microchemical tests which, in addition, indicated that a number of pigment mixtures present gave specific hues in keeping with earlier treatise accounts of the preparation of a pastel gamut for practical use. Elizabeth Cay's pastel workbox may be rare surviving evidence of one way, more common that we appreciate today, in which amateurs, and perhaps professionals, practiced pastel painting. 相似文献
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Joyce M. Alexander Kathy E. Johnson Jennifer Albano Thea Freygang Brianna Scott 《Metacognition and Learning》2006,1(1):51-67
Across two studies, we developed and tested a declarative metacognitive interview to investigate the effects of developmental
level and verbal intelligence on children's metaconceptual understanding of processes related to concept use and object categorization.
Metaconceptual knowledge developed throughout elementary school, with near ceiling scores for adults. IQ scores correlated
positively with metaconceptual interview scores for all groups of children. Study 2 confirmed a relationship between scores
on the metaconceptual interview and performance on a Twenty Questions task for which strategic performance was presumed to
depend on such knowledge, though metaconceptual knowledge was most important when IQ was lower. Implications for theory development
and hypotheses about how metaconceptual knowledge develops are discussed. 相似文献
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Dick R. Miller Thea S. Allen Ariel Vanderpool Ryan Max Steinberg 《Cataloging & classification quarterly》2017,55(7-8):506-521
This research investigates what most catalogers already know—titles alone do not identify works sufficiently. Repetitive titles like “Annual Report” are just the tip of the iceberg. To explore the extent of ambiguity occurring in large sets of health science bibliographic data, the entire National Library of Medicine and Lane Medical Library catalogs and a sample from the PubMed database were analyzed. After measuring the uniqueness of titles, results were recalculated to determine the effect of appending date and/or edition. This initial evidence supports further exploration of whether such structured titles might serve as singular bibliographic identities. 相似文献
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After several failed attempts to rein in the growth of special education, the Dutch government made a start in 1991 with a policy to accommodate pupils with problems in regular education and to put a stop to the growth of special education. This paper examines a large-scale study conducted by our research group at the University of Amsterdam which attempted to answer the question whether pupils with problems are better off in special education where there are more resources and they can get more attention than in mainstream schools. It was expected that the pupils in special education would do better due to the specialist care and individual attention. However, with a few exceptions, few differences were found when comparable at-risk pupils in regular schools were compared with their counterparts in both types of special schools. There was a conspicuously large measure of variability in both regular and special education. All school types had both at-risk pupils who were doing well from an academic and/or psychosocial perspective and pupils whose progress left much to be desired. There is little evidence to support the idea that at-risk pupils make less progress, in either their academic or psychosocial development, in regular schools compared with pupils in special schools. The general assumption that at-risk pupils will do better in special education does not seem to account for its attractiveness. Contrary to the policy theory, the dual system, as it exists in The Netherlands, does not appear to be an obstacle to the provision of adequate care for pupils with special educational needs. However, the policy to equip regular schools to accommodate this category of pupils appears not to be realized as simply as that. It has not proved possible to demonstrate the effects of the varying levels of specialist help provided by regular schools on the development of at-risk pupils. 相似文献
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Thea Cameron-Faulkner Nivedita Malik Circle Steele Stefano Coretta Ludovica Serratrice Elena Lieven 《Child development》2021,92(1):273-290
Many Western industrialized nations have high levels of ethnic diversity but to date there are very few studies which investigate prelinguistic and early language development in infants from ethnic minority backgrounds. This study tracked the development of infant communicative gestures from 10 to 12 months (n = 59) in three culturally distinct groups in the United Kingdom and measured their relationship, along with maternal utterance frequency and responsiveness, to vocabulary development at 12 and 18 months. No significant differences were found in infant gesture development and maternal responsiveness across the groups, but relationships were identified between gesture, maternal responsiveness, and vocabulary development. 相似文献
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This study investigated the relationship between the development of students’ self-regulated learning and students’ perceptions of the learning environment in terms of autonomy support, the emphasis on relevance and collaborative learning. In addition, we compared innovative learning environments that aim to enhance self-regulated learning with traditional learning environments. Questionnaires for measuring self-regulated learning and perceptions of the learning environment were administered by 648 students. Self-regulated learning was measured at the start of secondary education and again half way through the first year. The results point to the importance of how students perceive the learning environment for self-regulated learning. There was a positive relationship between autonomy support and relevance and self-regulated learning. Furthermore, students in innovative environments perceived more autonomy support, more emphasis on relevance and more collaborative learning than those in traditional environments. Students in innovative environments, however, reported no more self-regulated learning than students in traditional environments. 相似文献
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Throughout the last decade, user involvement in e-Government service design has been virtually non-existent. Over time, e-Government experts began to realize that these services would benefit from a citizen-centric requirements engineering approach which has led to a demand for such an approach for this particular field. This article presents a citizen-centric approach towards user requirements engineering for e-Government services. It utilizes interviews and citizen walkthroughs of low-fidelity prototypes. A case study of a social support portal illustrates the approach and shows the need for repeated citizen inquiry, as the implementation of user requirements in low-fidelity prototype design is not always accepted by prospective end-users. 相似文献