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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The influence of stirring on the rate and course of development     

S.E. Sheppard  Felix A. Elliott 《Journal of The Franklin Institute》1923,195(2):211-228

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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   

'The Kids are Doing All Right': Differences in parental satisfaction,expectation and attribution in St Petersburg,Sunderland and     

Julian G Elliott  Neil Hufton  Leonid Illushin  Wayne Willis 《Cambridge Journal of Education》2001,31(2):179-204

Comparative studies of attitudes in different countries have resulted in the claim that parents in the USA and England tend to have unrealistically positive views of their children's schools and academic performance. Low expectations, together with a belief in the importance of natural ability, it has been argued, lead to low standards and reduce striving to succeed. The present study builds upon earlier investigations of children's attitudes, beliefs and behaviours in Sunderland, Eastern Kentucky and St Petersburg by surveying parental perspectives. Findings from these three regions reinforce earlier findings about English and American complacency and the more demanding nature of the Russian context. In line with our earlier studies, and contrary to the suggestion of a number of writers, an emphasis upon effort, rather than ability, was a strong feature of the English and American responses, although it is pointed out that such beliefs may not actually result in high work rates. The paper concludes by suggesting that the important role of parents in instilling important attitudes and behaviours in their children is undermined by the current emphasis upon schools as fundamentally responsible for ensuring high levels of achievement.  相似文献