影响任务设计的因素

任务设计是顺利实施任务型教学模式的关键,本文以任务的设计为中心,着重讨论设计任务时应考虑的因素,以便于为广大教师提供一定的设计任务的方法。     

Factors affecting the speed of free writing

Factors affecting the free writing speed of 11‐year‐old students were investigated using the Group and Individual Assessment of Handwriting Speed. Intelligence, gender, legibility and whether the student has special educational needs or speaks English as an additional language were all found to impact on writing speed to a significant extent. In one of the two schools studied, the students wrote significantly faster than the students in the other school. This ‘teacher effect’ was found to be independent of the other significant factors examined in the study and was attributed largely to instructional differences between schools and teachers. The average writing speed was 36% lower than published norms for this test, implying that 70.2% of the students would be eligible for extra time in examinations and raising doubts regarding the validity of these norms. It was concluded that vulnerability to teacher effects and other factors makes free writing an unreliable method of measuring writing speed, especially when group administered, and calls into question its use to justify the provision of examination access arrangements or accommodations.     

影响身高的因素

通过对影响身高因素的分析 ,试经过人们自身后天的努力 ,来增加身高 ,并试述了预测身高的几种方法     

影响英语听力理解各种因素的分析

听力是学生英语能力全面发展的一部分,在英语学习中占有重要的地位.学生听力理解能力的好坏受到许多因素的影响.它不仅包括语言本身的因素,还包括文化知识、思维能力和听的技巧等诸方面的因素,找出这些因素,使教师能有针对性地提供大量的练习帮助学生克服这些因素,对提高学生英语听力理解能力是十分重要的.     

Factors affecting successful reintegration

This study explores the perspectives of education practitioners towards the process of reintegrating pupils (many of whom display social, emotional and behavioural difficulties), from a pupil referral unit (PRU) to mainstream educational provision in a rural bilingual Welsh authority, and examines the barriers and facilitators they identified as evident within their individual schools and catchment area served with regards to reintegrating and including pupils. The study locates the process within a specific geographical context and discusses whether there are specific reintegration barriers and facilitators inherent within the setting. Patterns of pupil referral and reintegration between the PRU and mainstream schools were examined and analysed from “pupil tracking data” which tracked pupils throughout an academic year from their arrival at the PRU before the perspectives of education practitioners towards potential reintegration barriers and facilitators were gathered through an initial expert sample and a second landscape sample postal questionnaire. Interviews were subsequently conducted with respondents from Primary, Secondary and PRU settings to drill down into the influence of specific barriers and facilitators identified earlier. This study suggests that although generic reintegration barriers and facilitators may be evident within all settings, there were specific factors inherent within this geographical context identified by education practitioners, which acted in the most part as barriers to successful reintegration and inclusion.     

Factors affecting the development of distance education courses

This exploratory case study identifies factors and relationships among factors facilitating and impeding the development of distance education courses at Syracuse University, a large, private traditional university located in Central New York State. During September and October 1990 Syracuse University's Center for Instructional Development used an author/editor course development model (Smith, 1980) to create eight print‐based, undergraduate courses for United States Marines stationed in Saudi Arabia as part of Operation Desert Shield.

Interviews with course developers and faculty authors produced six factors associated with the success of the course development process: course definition, faculty perception of student abilities, textbook selection, the extent of faculty/developer conflict, faculty flexibility, and faculty/developer working relationships. Course development success was indicated by timeliness, smoothness, and satisfaction with the course product.     

Factors affecting the placement of preschool-aged deaf children

The placement in and movement among preschool programs of 131 children with severe and profound hearing losses was monitored over four years. Longitudinal data were obtained on the children's linguistic and social development. In the first year of the study, most of the children were enrolled in auditory/oral (A/O) programs. By the final year, most were enrolled instead in total communication (TC) programs; similar movement occurred from individual to classroom programs. Children in A/O individual programs had the most hearing, highest intelligence and most favorable family profile, followed by children in A/O classes, TC individual programs, and TC classes. Scores on measures of spoken language followed the same pattern. On measures of receptive language and mother-child communication, children in A/O individual programs and those in TC classes had similar scores. Children in TC individual programs came next, and last were children in A/O classes. These findings have implications for the choice of programs for preschool deaf children.     

Factors affecting willingness to mentor

The paper presents a survey among 300 employees in Northern Italy to assess the willingness to mentor and identify the factors that affect it. Men and respondents with previous mentoring experience indicate a higher willingness to be a mentor. Willingness is affected by personal characteristics that are perceived as necessary for a mentor and the perceived benefits and drawbacks of mentoring.     

Factors affecting success of training companies

This study aims to identify the key factors which influence the functioning quality and success of training companies. Based on an analysis of the requirements included in the quality management system standards for providers of education and training services, a set of twenty factors has been developed. This was followed by a survey for specifically selected managers of 90 Polish firms, which provide training, who evaluated both the influence of the factors on the probability of success and also the level of difficulty required to accomplish the factors. The findings indicate that the managers of the learning providers need to focus on employing qualified trainers and providing a curriculum which is unique and adjusted to their customers’ needs.     

Factors affecting the performance of public schools in Lebanon

By sampling extreme cases (five high-performing schools and five low-performing ones), the researcher revealed the differences in the teachers’ motivation (Mattar, 2010) as well as the extent to which Principals adopted the instructional leadership style (Mattar, 2012) in the two sets of schools. Here, she looked for additional issues, within the same sample, that make a school a high-achieving one or a low-performing one. Factors affecting school performance are: students’ SES and their quality, teachers’ quality (their ability and the quality of work life) and the way they are motivated, the Principal's leadership style, and the schools’ physical working conditions.     

影响体育特长生铅球考试成绩的因素及训练方法研究

近些年来,铅球项目的成绩一直都影响着每一位考生,看似简单的推球动作确蕴含着很大的运动哲理,考出优异的体育成绩,提高运动员本身的技术动作无疑是一个关键性问题,通过本次的研究和合理的训练方法提高考生的铅球,成绩当今的体育项目不是一个靠身体的时代,而是通过合理的训练方法,出色的技术动作,达到动作的动力定型等等因素取得好的考试成绩,通过查阅当今的文献,自己的经验解决存在的问题     

Factors affecting hispanic student transfer behavior

Few studies examine transfer of nontraditional-age Hispanic community college students to four-year institutions. The present study examined attitudes, cognitive and noncognitive experiences, and transfer-related behaviors of students (N=277) who graduated from one two-year institution, in order to determine factors associated with successful transfer and make appropriate policy recommendations. An undergraduate survey based on Tinto's (1975, 1987) conceptual framework and Cabrera, Nora, and Castaneda's (1993) integrated model of student retention provided measures of family concerns, encouragement, social and academic integration, English communication skills, and educational and institutional commitments. Structural equation modeling via LISREL gave parameter estimates of causal links among variables in the hypothesized model. Variables significant for Hispanic transfer students were mathematics ability, academic achievement, and an intent to transfer.An earlier version of this paper was presented at the Association for Institutional Research Forum, Chicago, Illinois, May 1993.     

Factors affecting persistence of Deaf college students

A study of attrition after the first year of college was conducted with the 1984 entry class of the National Technical Institute for the Deaf. A path-analytic model of 9 factors affecting student persistence was tested using LISREL (N = 233). The results indicate that social integration is an important factor in college persistence. Grade point average is not a critical factor in first year attrition. While provocative, the reasons behind these findings may be specific to NTID. For example, many students come to NTID specifically for its social community. It is concluded, therefore, that while these results were somewhat different from those of studies with hearing students, they support the proposition that studies of college attrition cannot be generalized across institutions.     

高职土建类专业顶岗实习质量影响因素的研究

文章以某高职院校2014届土建类专业的学生为调研对象,调查其在2013年7月至2014年6月的顶岗实习现状。运用SPSS软件对问卷调查结果上的数据进行因子分析,获得影响土建类专业顶岗实习质量的主要影响因素,最后探讨提高土建类专业顶岗实习质量的一些对策及建议。     

影响研究性学习实施的因素及对策

研究性学习是基础教育课程改革倡导的高中生物新课程理念之一．从研究性学习的概念和特征入手，论述了影响研究性学习实施的因素，探讨并阐述了针对影响因素采取的有效对策．