Consistent occupational preferences and academic adjustment     

W. Bruce Walsh  Arnold R. Spokane  Elizabeth Mitchell 《Research in higher education》1976,4(2):123-129

This study explored the differences in academic adjustment variables between students who made congruent, incongruent, and undecided college major choices. The academic adjustment variables were operationally defined by the College Inventory of Academic Adjustment. Congruent, incongruent, and undecided college major choice groups were defined operationally using the Vocational Preference Inventory. The analysis of variance revealed the main effect of groups (congruent, incongruent, and undecided) to be significant for two academic adjustment variables. The test for the main effect of sex was found to be significant for one adjustment variable. The test for interaction was found to be significant for one variable. The findings suggest that students in the congruent female and male groups tend to be more academically adjusted than students in the undecided male group.  相似文献   

Exploring the role of 3D printing and STEM integration levels in students' STEM career interest     

Li Cheng  Pavlo “Pasha” Antonenko  Albert D. Ritzhaupt  Bruce MacFadden 《British journal of educational technology : journal of the Council for Educational Technology》2021,52(3):1262-1278

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Virtual Dissection: An Interactive Anatomy Learning Tool     

Bruce Wainman  Akanksha Aggarwal  Sapriya K. Birk  Jaskaran S. Gill  Katrina S. Hass  Barbara Fenesi 《Anatomical sciences education》2021,14(6):788-798

The novelty of three-dimensional visualization technology (3DVT), such as virtual reality (VR), has captured the interest of many educational institutions. This study’s objectives were to (1) assess how VR and physical models impact anatomy learning, (2) determine the effect of visuospatial ability on anatomy learning from VR and physical models, and (3) evaluate the impact of a VR familiarization phase on learning. This within-subjects, crossover study recruited 78 undergraduate students who studied anatomical structures at both physical and VR models and were tested on their knowledge immediately and 48 hours after learning. There were no significant differences in test scores between the two modalities on both testing days. After grouping participants on visuospatial ability, low visuospatial ability learners performed significantly worse on anatomy knowledge tests compared to their high visuospatial ability counterparts when learning from VR immediately (P = 0.001, d = 1.515) and over the long-term (P = 0.003, d = 1.279). In contrast, both low and high visuospatial ability groups performed similarly well when learning from the physical model and tested immediately after learning (P = 0.067) and over the long-term (P = 0.107). These results differ from current literature which indicates that learners with low visuospatial ability are aided by 3DVT. Familiarizing participants with VR before the learning phase had no impact on learning (P = 0.967). This study demonstrated that VR may be detrimental to low visuospatial ability students, whereas physical models may allow all students, regardless of their visuospatial abilities, to learn similarly well.  相似文献   

Statistical deconvolution     

Bruce A. Eisenstein  Louis R. Cerrato 《Journal of The Franklin Institute》1976,302(2):147-157

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创业者的白金思维法     

Bruce D.Henderson 《科技创业月刊》2002,(4):33

任何一个复杂的问题都是近乎无数的事实和关系的组合。商业行为尤其受到方方面面的影响,包括过去的、非逻辑的和不可知的事物的影响。这种复杂性又因目标不同与服务于各种各样的顾客的需要而更加盘根错节,而顾客的许多目标不得不经过权衡后放弃。在这样复杂的条件下解决问题需要井井有条的、系统的方法以试图优化最后的决定。  相似文献   

Digital Developments in Higher Education: Theory and Practice, edited by Peter Roberts and Mark Chambers. Cambridge, UK: Taylor Graham Publishing, 2001. 190 pp. $55.00. ISBN 0-947568-78-6     

Bertram C. Bruce 《The Information Society》2004,20(3):231-232

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Reliability and concurrent validity of a measure of critical thinking skills in biology     

Mary Anne McMurray  Paul Beisenherz  Bruce Thompson 《科学教学研究杂志》1991,28(2):183-191

The present study investigated the utility of 52 items, selected from a readily available item pool developed for instructional purposes, when the items are used to measure critical thinking abilities of biology students. The items yield scores that have reasonable internal consistency reliability. Furthermore, analyses involving ACT, Watson-Glaser Critical Thinking Appraisal, and Group Embedded Figures Test scores also suggest that the critical thinking test items have good concurrent validity. Thus, the measure may be useful in both science instruction and future research regarding critical thinking phenomena.  相似文献   

Role models,school improvement and the ‘gender gap’—do men bring out the best in boys and women the best in girls?1     

Bruce Carrington  Peter Tymms  Christine Merrell 《British Educational Research Journal》2008,34(3):315-327

A number of countries are running role model recruitment drives under the assumption that like is good for like: ethnic minority teachers should teach ethnic minority children, women should teach girls, and so on. The empirical basis for this would appear to be case study and personal reflection. This article will examine quantitative data to test the hypothesis that male teachers produce more positive attitudes amongst boys and female teachers amongst girls. Using data from the Performance Indicators in Primary Schools (PIPS) Project, information from 413 separate classes for 11 year‐olds (in England) was examined. One hundred and thirteen were taught by males and 300 by females. All the pupils completed questionnaires that were designed to measure attitude to school, reading, mathematics and science. In addition, background data on those pupils were collected, including cognitive measures, attainment scores, ability measures and home background measures. The data were examined to look at attitudes using multilevel models controlling for background factors. The analysis concentrated on interaction effects between the gender of the teacher and the gender of the pupil and the results gave little support for those who advocate recruitment drives with role models in mind.  相似文献   

Social and educational reform in New Zealand: The promise and threat of information technology     

Bruce W. McMillan 《Educational technology research and development : ETR & D》1995,43(4):80-92

Conclusion Implementing a curriculum is a function of what is promoted in a curriculum document, developed as school policy by the principal and staff, and put into practice by a teacher. All of these require engaging in extensive professional activity and concultation with the community. Consequently planning for the extended use of information technology by focusing on what may be promised by new curriculum documents, while ignoring political priorities and pressures, professional development issues, and community beliefs about education, exposes education to considerable risk.This paper has endeavored to demonstrate that curriculum developments in New Zealand are situated in a context which generates very different understandings of the objectives for the curriculum, depending on whether one heeds politicians, the business community, administrators in education, or teachers. Parents as well as teachers are vulnerable to the pressures arising from a heightened social emphasis on information technology, and their ideas about what should be provided in school are strongly shaped by that emphasis. Parental anxieties about future employment prospects for their children are not lessened by documents intended to guide teachers but emerge as being unable to provide a convincing rationale for the change.There is a real risk, therefore, that the promise of information technology's benefits to education and the wider community in New Zealand may turn out to be at best an illusion, and at worst, a foil for a social experiment of major proportions. Technology is perceived to be playing a significant role in both the deconstruction of the welfare state, and the establishment of a radically monetarist economy. Perhaps presenting the issues in a single broad conspectus may facilitate others' reflection on possibly extended meanings forthe information age, and theglobal village.  相似文献   

Neuropsychology of Early-treated Phenylketonuria: Specific Executive Function Deficits   总被引：14，自引：0，他引：14  

Marilyn C. Welsh  Bruce F. Pennington  Sally Ozonoff  Bobbye Rouse  Edward R. B. McCabe 《Child development》1990,61(6):1697-1713

This study explored the hypothesis that children with early-treated phenylketonuria (PKU) are selectively impaired on executive function measures, even when still on diet. The rationale for this hypothesis is that even mild elevations in phenylalanine (Phe) can lead to lower central levels of biogenic amines, including dopamine (DA). We hypothesize that this mild DA depletion causes subtle prefrontal dysfunction, which in turn affects executive functions such as set maintenance, planning, and organized search. 11 preschool early-treated PKU children (M age = 4.64) and a sample of age- and IQ-matched unaffected peers (n = 11) were evaluated on a battery of executive function (EF) measures. In addition, a "non-executive function" task, recognition memory, was administered to all subjects. Group comparisons demonstrated that PKU children were significantly impaired on an executive function composite score; there were no group differences, however, in recognition memory. These results supported the hypothesized specific deficit in executive function. Furthermore, within the PKU group the executive function composite score was significantly negatively correlated with concurrent phenylalanine levels, even after controlling for the correlation between IQ and executive function skills. This second finding provides support for the proposed biochemical mechanism underlying the specific cognitive deficits.  相似文献