An examination of gender differences among college students in their usage perceptions of the internet

In today’s higher education, the Internet is indispensable in creating, storing, and disseminating information and knowledge. This study examines gender differences among college students in their usage perceptions of the Internet. A multiple-variable logistic model was proposed and tested using data gathered from 805 college students. The results of the study suggest gender differences in usage perceptions of the Internet can be detected among college students. Specifically, the differences are reflected in that male college students have a higher level of perceptions of Internet self-efficacy, experience, and information overload than females. Implications for research in information systems and practice in higher education are discussed.     

Maternal and paternal similarities and differences in parenting: An examination of Mexican-American parents of young children

The present study evaluated the degree of parental similarity–dissimilarity across parenting dimensions operationalized in terms of: (1) one's own and one's partner's style; (2) meta-emotion belief structures; (3) behavioral strategies in reaction to children's emotions; as well as (4) parental support and responsiveness. The first four dimensions were assessed with independent self-reports from both mothers and fathers and the latter was measured through observed behaviors in a discussion of emotions. Fifty-seven families participated. The mothers (92%) and fathers (90%) of preschool-aged children (mean age 57.5 months, 54% male) were predominantly of Mexican descent. Results revealed significant similarity when comparing mothers’ and fathers’ observed behaviors. Agreement among parents also emerged when comparing minimizing coping reactions to children's emotional displays and self-reported and reports of one's partner's authoritative parenting. Despite evidence of agreement on use of authoritative strategies and similarity on observed behaviors, comparisons of mean levels revealed dissimilarity. The participating mothers reported a greater tendency to employ authoritative strategies and their partners’ ratings of the mothers’ parenting confirmed this perceived difference. In addition, comparisons of mothers’ and fathers’ observed behaviors in interaction with their children suggested that, while mothers and fathers are engaged in similar behaviors, mothers are observed to engage in them more frequently. These results reinforce the need to assess both parents, employing multiple methods, in determining interdependence or their combined and unique contributions to socializing children.     

Learn & Shop: An innovation in college credit programming

In the spring 1979, Indiana University-Purdue University at Indianapolis launched the nation's first Learn & Shop College Credit Program in which college-credit courses are offered in training rooms of major department stores in Indianapolis suburban shopping centers. In the fall, 1980, 2, 040 students are enrolled in 86 courses.Convenience is perhaps the organizing principle for Learn & Shop. Beyond the unique opportunities of having regular university credit courses offered in neighborhoods is the extra convenience of being able to admitted, receive counseling, register for classes, pay fees, and buy required textbooks without having to go on campus. As stated in the program's motto, The University Goes to the People so the People Can Go to the University.     

An examination of self-directed contract learning as an instructional strategy

In recent years, instructors, academic programs, and innovative educational institutions have begun utilizing self-directed learning concepts and contract learning structures for assumed development of student self-directed learning outcomes. However, prior investigations of development of self-directed learning have been hortative in form or have examined correlative relationships of self-directed behavior with specific learner characteristics. Does learner participation in a self-directed contract learning course influence his/her future behavior and attitudes toward self-directed learning? This study examined the impact of a self-directed contract learning course upon participant self-directed learning behavior and attitudes. Findings of this study were examined from three forms of impact evaluation. Significant positive gains were noted on participant pre- and postgain scores on the Self-Directed Learning Readiness Scale (SDLRS). Course evaluations noted a majority of positive participant responses regarding perceived changes in knowledge and skill of self-directed learning as well as reported value of the course experience. The third form of impact evaluation came from observational diaries analysis. Diaries from selected students and the instructor were analyzed for major themes and transitions. A discussion of these themes and transition points are presented in a framework analysis of the Fuller and Bown “Concerns model.” Findings are discussed for their varying significance in understanding the development of self-directed learning behavior.     

The effect of college course evaluation feedback on instructor and student perceptions of instructional climate and effectiveness

An experimental study was undertaken to examine (1) effect of early course evaluation feedback to instructor on subsequent end-of-course class evaluations by students (n=1484) and instructor (n=78), and (2) stability of course evaluations by students and instructor. These voluntary class-instructor units were randomly assigned to experimental (feedback) and control (no feedback) groups. After attrition the feedback group contained 37 units and the control group 41 units. The 26 item Faculty-Course Evaluation Form (FCEF) was administered approximately three weeks into the quarter and again eight weeks later. The FCEF reflected the frequency of occurrence of certain instructor behaviors and over-all opinions of course value and teaching ability.The five-factor structure of the FCEF can be described with the following labels: Subject Organization and Competency, Motivation-Stimulation, Instructor-Student Relations, Reasonable Work Load and Tests, and Clearness of Grading Procedures.Individual class, instructor, and total score results were fed back to instructors in the experimental groups from the early FCEF administrators. Results indicated significant differences in favor of the feedback group on the Subject Organization and Competency, and Motivation-Stimulation scale. In addition moderately high stability of ratings for both classes and instructors was noted, but little agreement between classes and instructors.     

ERP沙盘实践课程的定位、目标和教学设计解析

ERP沙盘实践课程近年受到广泛关注,已有文献对该课程的定位、教学目标、教学设计问题研究很少,而该类问题的解决直接关系到课程内容的设置、教学方法和教学手段的采用、教学效果评价等非常重要的问题。该文在对ERP沙盘实践课程的教学对象特点进行分析的基础上,提出了该课程的定位、目标。设立知识层次、技能层次和能力层次3个层次的教学目标,并从教学目标出发进行教学设计,论述了教学内容计划和安排,包括教学内容的6个重要方面。在教学方法上针对课堂教学过程中遇到的问题引入任务式教学法和案例教学法,最后对课程的成绩评定方式提出建议。探讨的问题在一定程度上弥补了现有文献的不足,并对实际课堂教学具有一定的借鉴和指导作用。     

Faculty perceptions of job rewards and instructional development activities

The purpose of this study was to explore the perceptions of faculty at a large urban university concerning: (a) personal and college rewards for various areas of job responsibilities, and (b) which programs and incentives to enhance teaching effectiveness would be most attractive to them. Faculty generally reported both teaching and scholarly activity to be personally rewarding, but perceived discrepancies between personal and college rewards for teaching, and between college rewards for teaching and scholarly activity. Although a wide range of instructional development programs and incentives was endorsed, the top rated options referred to institutional recognition of teaching excellence.The authors gratefully acknowledge the assistance of the following persons with this project: Nellie Bess, Gilbert Braun, Donald Brewer, Eileen Duffy-Blair, Gary Duncan, Daniel Funk, James West, Cheryl White.     

Student perceptions and instructional effectiveness of deaf and hearing teachers

The study examined the views of deaf and hard of hearing secondary-level students when asked about their preferences for deaf vs. hearing teachers. It also compared elementary- and secondary-level students' achievement scores based on the hearing status of their teachers. Deaf and hard of hearing secondary-level students showed greater preference for deaf teachers, with deaf students showing greater preference for deaf teachers than hard of hearing students did. No significant differences were found in the achievement levels of students based on differences in teacher hearing status. The study supports the limited research done in the past.     

An implementation study of a TPACK-based instructional design model in a technology integration course

The purpose of this study was (a) to develop an instructional design model for preservice teachers’ learning of technological pedagogical content knowledge (TPACK) in multidisciplinary technology integration courses and (b) to apply the model to investigate its effects when used in a preservice teacher education setting. The model was applied in a technology integration course with fifteen participants from diverse majors. Data included individual participants’ written materials and TPACK survey responses, group lesson plans, and the researchers’ field notes. The data analysis results revealed that: (1) the participants had difficulties understanding pedagogical knowledge (PK), which hindered their learning of integrated knowledge of TPACK and (2) their learning of TPACK was the combination rather than the integration of PK, technological knowledge, and content knowledge. Suggestions and implications for refining the model and future research possibilities are discussed.     

高校学生干部培养教育之浅见

高校学生干部是学校教育和管理的一支不可缺少的依靠力量,加强对学生干部的培养、使用,有利于学校各项工作的开展,也是人才培养的一个具有战略意义的重要目标。对学生干部的培养使用主要从思想教育和方法指导这两个方面着手,同时应特别注意用制度来管理、约束和培养学生干部。     

Structural pattern differences in course enrollment rates among community college students

This study tested a structural equation model of enrollment patterns of white and Hispanic males and females in two-year institutions and the invariance of parameter estimates among the different subgroups in the study. The model represented a multiequation model with three latent endogenous variables, high school academic preparation in mathematics and science, mathematics and science attitudes, and the dependent variable, enrollment patterns in mathematics and science courses. Exogenous variables included parents' education, levels of encouragement by others, and high school grades. Structural equation modeling was used to examine the structural and measurement coefficients of the hypothesized causal model for all subgroups in the study. In summary, an examination of the direct and total effect coefficients revealed different underlying patterns of factors for white and Hispanic females. No convergence on the model was found for white and Hispanic males. Equality constraints on all structural coefficients for both white and Hispanic females were tested and results indicated that all parameter estimates in the structural models for both subgroups were significantly different from each other.     

Teacher perceptions of differences among elementary students with and without learning disabilities in referred samples

Current referral and identification procedures for students with learning disabilities (LD) have been criticized on conceptual and procedural dimensions, including difficulties in operationalizing the definition and in making eligibility decisions that are data based. Recognizing these difficulties, the Texas Education Agency appointed a task force to examine various issues associated with the identification, assessment, and programming of students with LD. Task force members recognized the need to identify classroom behaviors that differentiate students with LD from their non-disabled peers. Two scales of 83 items each were devised and piloted in 70 school districts. Five significant factors or subscales were identified through discriminant factor analyses. Two subscales and 18 individual items discriminate students later classified as LD and those referred but not subsequently classified as LD. Results are discussed, with implications for further investigation of behaviors that distinguish students with and without LD.     

Doing time—Killing time at school: An examination of the perceptions and allocations of time among teacher-defined at-risk students

“Doing time” is an expression that is generally associated with prisoners who are disconnected from society and find themselves counting the days and minutes until their release from prison. In many respects, at-risk students attending our nation's large, urban, inner-city middle and high schools also consider themselves as not being connected to school or society and to be “doing time” in the classroom. Qualitative and subjective impressions of doing time at school have become the theme of many movies, books, and research articles. This study extends this qualitative type of research by quantitatively framing time allocation preferences and temporal dominance characteristics for a large sample of teacher-perceived “at-risk” students at several large urban high school sites. A sample of normal attaining students at the same school site served as a comparison group. The findings of this research effort generally support other more qualitative studies and indicate that there are strong preferences in at-risk students toward nondirected time-consuming activities (i.e., hanging out, video games, watching TV, etc.) with low-directed to nondirected time preference ratios. Normal attaining students had the reverse pattern, i.e., higher-directed to nondirected time preference ratios and higher preferences toward directed time-consuming activities that might be associated with investments in the schooling process (homework, studying, personal development, etc.). Interpretation of the circles test, a projective psychological procedure for establishing temporal dominance for at-risk students, revealed a general lack of recognition and connectiveness between past, present, and future events in their life and weak temporal dominance or orientation toward the future.     

Gender differences in instructional leadership: how male and female principals perform their instructional leadership role

The current qualitative study sought to examine how male and female principals enact their instructional leadership. Data were collected through 59 semi-structured interviews with 36 female principals and 23 male principals from Israel, and analysed in a four-stage process – condensing, coding, categorising, and theorising. Findings presented two main differences between male and female principals’ instructional leadership: (a) the source of authority nurturing their instructional leadership; and (b) the integration of instructional leadership with principal-teacher relationships. Gender theories were employed to explain these findings and further research possibilities in this realm are discussed.     

内外丹之异同研究

外丹与内丹都是道教追求得道成仙的主要方式,虽有主流地位的变迁,但是他们各自的特点是非常明显的。这两者都是为寻求得道成仙的方法的产物,理论基础又是共通的,还有着共同的名词术语。这些都是内外丹并存的。     

An examination of perceptions of parental influence on attitudes to language learning

Background The assumption that parents have some effect on their children's attitudes to learning is one that few educationalists would challenge. The ways in which this influence is brought to bear are a slightly more complex and contentious matter, however.

Purpose The paper uses data from a tri-national PhD study on pupil attitudes to examine perceptions of the ways in which parents influence children's orientations towards foreign language learning (FLL). The comparative element is useful in providing a contrasting range of settings in which to examine the issue. The paper thus aims to provide some indication of the similarity and importance of particular influences by identifying features that seem significant, irrespective of setting.

Sample A total of 411 learners of French, German and English (as foreign languages), represented in roughly equal numbers from across the ability range, took part in the survey. The pupils, aged 15 – 16, were drawn from two centrally located mixed comprehensive schools in each country—England, Germany and The Netherlands. The schools were similar in terms of size, social intake and their semi-urban location. Care was taken to ensure as close a gender balance as possible.

Design and methods The study was designed as a qualitative survey and involved three data collection instruments. The first stage of data was collected using a written word association prompt distributed to the whole sample. The second stage involved around half the pupils generating written accounts of their attitudes and the factors they perceived to be influential. A total of 80 pupils took part in the final stage, consisting of 14 focus group interviews. A system of open coding was applied to all the data to support the process of inductive category building used in their analysis.

Results The findings offer some evidence for an association between parental and pupil attitudes. Parental influence appears to operate in a number of ways, ranging from the role model potential of positive/negative behaviours and the communication of educational regrets, to the ways in which parents help to construct their children's understandings of language importance and status. The extent of parental language knowledge appears to be an important additional factor.

Conclusions The evidence suggests that the ways in which parents contribute to the construction of their children's understanding of language utility are particularly important, and that this may be a key factor in the more positive attitudes demonstrated by the German pupils and the more negative orientations among the English participants.     

Students' perceptions of teaching skills and overall effectiveness across instructional settings

This study examines the differences in students' perceptions of the amount of improvement in dimensions of teaching skills across levels of instruction, class sizes, and disciplines. The relationship between factor scores on the dimensions of teaching and students' overall ratings are also analyzed across instructional settings.Student ratings were collected in 2,816 classes in a Faculty of Commerce over three semesters. Using class means as a unit of analysis, the data were factor-analyzed. Factor scores were used as dependent variables in examining differences across course characteristics. Factor scores were further used to predict ratings of the overall quality of instruction. These predictions were subsequently compared across instructional settings.In the combined sample, differences in students' perceptions were found across levels of instruction for all factors, and across class size for two factors. When analyses were conducted on these variables within separate disciplines, the results varied. The relationship between factor scores on the dimensions of teaching and students' overall ratings varied across instructional settings.The results are discussed in relation to previous research on the dimensions of teaching and in relation to the concept of students' normative assumptions about teaching behavior. Some practical implications of the results are also described.     

A cross-cultural analysis of similarities and differences among Math Olympiads in China,Taiwan, and The United States

This chapter explores the cross-cultural similarities and differences of Math Olympians and their families from China, Taiwan, and the United States. Multiple theoretical perspectives are used with these comparisons. The results of these analyses suggest that there are more areas of difference than similarity among these Math Olympians. These differences are largely due to cultural factors emanating from philosophical beliefs and evolving political factors revolving around two major concepts: individualism versus group collectivism and intrinsic versus extrinsic factors.