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101.
Tori Haring‐Smith 《About Campus》2011,16(5):9-12
Washington & Jefferson College undergraduate Magellan Scholars explore the world on their own. Tori Haring‐Smith describes this unique program and explains why it offers so much more than a traditional study abroad experience. 相似文献
102.
Natalie C. Simpson Philip G. Hancock 《Decision Sciences Journal of Innovative Education》2011,9(2):235-253
This article chronicles the coordination and better integration of existing institutional resources to support cocurricular themes embedded in the provision of a large enrollment, video‐mediated undergraduate operations management (OM) course. The name Project Cheddarfield refers to a 2008 initiative in which two professors team‐taught an OM course to over 600 undergraduates on two different continents through the repeated rapid exchange of digital video between the United States and Singapore. Simultaneously infused in this core curricular delivery were themes of global awareness and study‐abroad, including the promotion of one particular opportunity that bridged the two campuses. This action research narrative spans over 5 years of related activity leading up to the initiative, as this project is best understood as a trajectory, or the evolving result of design adapting to unfolding realities. 相似文献
103.
Andrew Noyes Geoff Wake Pat Drake 《International Journal of Science and Mathematics Education》2011,9(2):483-501
This paper explores the potential impact of a national pilot initiative in England aimed at increasing and widening participation
in advanced mathematical study through the creation of a new qualification for 16- to 18-year-olds. This proposed qualification
pathway—Use of Mathematics—sits in parallel with long-established, traditional advanced level qualifications, what we call ‘traditional Mathematics’ herein. Traditional Mathematics is typically required for entry to mathematically demanding undergraduate programmes. The structure, pedagogy and assessment
of Use of Mathematics is designed to better prepare students in the application of mathematics, and its development has surfaced some of the tensions
between academic/pure and vocational/applied mathematics. Here, we explore what Use of Mathematics offers, but we also consider some of the objections to its introduction in order to explore aspects of the knowledge politics
of mathematics education. Our evaluation of this curriculum innovation raises important issues for the mathematics education
community as countries seek to increase the numbers of people that are well prepared to apply mathematics in science and technology-based
higher education courses and work places. 相似文献
104.
105.
Meta-analysis was used to review the results of 25 studies that compared the classroom behavior of children and adolescents with learning disabilities (LD) to children without learning disabilities. The data were analyzed from several different methodological perspectives. Results showed that both methodologically strong and weak studies demonstrated significant behavioral deficits of children with learning disabilities compared to their nondisabled peers in each of five overall areas: on-task behavior, off-task behavior, conduct disorders, distractibility, and shy/withdrawn behavior. Both observational and teacher rating data demonstrated these differences. Effect sizes for both groups of studies seemed to cluster around 1 standard deviation, suggesting noticeable and educationally significant impairment in the behavior of children with disabilities. Analysis of grade-level effect sizes suggests some explanation for the large number of referrals often witnessed during the elementary school years. Educational implications of these behavioral differences in terms of implications for mainstreaming are discussed. 相似文献
106.
This study investigates the dialogic processes involved in how teachers talk about their students and what consequences their ways of talking (i.e., “narratives”) may have for their guidance. We take a sociocultural perspective on learning as transformation of students’ subjectivity. Teaching, as a process of guiding and facilitating learning, cannot be effective if the teacher does not actively seek how the student perceives and understands reality. We borrow and adapt from Bakhtin (1999) four narrative ways of talking about others: objectivizing, subjectivizing, problematizing and finalizing. The presence of these narratives in web discussion postings of our pre-service teachers about the Latino children they worked with in a community center are analyzed. We then compare their ways of talking about children with print- and web-based discussions about children made by in-service teachers, model teachers and our pre-service teachers in a school-based practicum. Using mixed quantitative and qualitative methodologies, we found an overwhelming predominance of objectivizing and finalizing in our pre-service teachers’ narratives about the children with whom they work that seems to define a certain pedagogical regime that we call here “teaching imaginary children/students.” This “way of talking” about children seems to be characterized by unchecked speculations guiding instruction that are not tested by finding out from the children themselves how they understand the instruction and the world. These speculations, in turn, can lead to a dogmatic approach towards children. 相似文献
107.
Todd D. Reeves Andrew A. Tawfik Fortunata Msilu Irfan Şimşek 《Journal of Research on Technology in Education》2017,49(3-4):245-259
This study investigated the distribution of incentives (e.g., certificates, badges) for massive open online course (MOOC) completion, and relationships between incentives and MOOC outcomes. Participants were 779 MOOC students internationally who participated in at least 303 different MOOCs offered by at least 12 providers. MOOC participants most commonly intended to receive, and in actuality received, free and paid course certificates of completion; other incentives (e.g., digital badges, postsecondary credits) were far less common. In addition, MOOC participants' intentions to receive both free and paid certificates were consistently and positively related to perceived learning and course completion, net other factors. (Keywords: massive open online courses, MOOCs, motivation, incentives, microcredentials, certificates of completion) 相似文献
108.
109.
The genetic and environmental etiologies of diverse aspects of language ability and disability, including articulation, phonology, grammar, vocabulary, and verbal memory, were investigated in a U.K. sample of 787 pairs of 4.5-year-old same-sex and opposite-sex twins. Moderate genetic influence was found for all aspects of language in the normal range. A similar pattern was found at the low end of the distribution with the exception of two receptive measures. Environmental influence was mainly due to nonshared factors, unique to the individual, with little influence from shared environment for most measures. Genetic and environmental influences on language ability and disability are quantitatively and qualitatively similar for males and females. 相似文献
110.
The purpose of this paper is to describe the role of the Botswana study-service scheme (Tirelo Setshaba) in the career development of its participants. Study-service is defined as community service used to educate those who participate in contrast to other service programmes where the main objective is to provide manpower e.g. by providing service to the community. First, the existing career development situation in Botswana for senior secondary school students is reviewed and findings from some recent research in this field in the country are presented. Second, the nature of the one year experience gained by Tirelo Setshaba participants is described including the uniqueness of Tirelo Setshaba as compared to other similar schemes in that service takes place before post-secondary education, but with other policies being similar to those developed for university students. Third, the paper presents a rationale for career development assistance for Tirelo Setshaba participants and describes career development material prepared for them. The nature of the scheme, with two or a maximum of four participants assigned to a village, has made it necessary to design a career service for clients who are so widely scattered that the often-used career talks, conventions or one-to-one counselling are impractical. Finally, the paper argues for a proper evaluation of Tirelo Setshaba's impact on career development as the conclusions drawn in the paper are based on limited observations.Senior Research Fellow, National Institute of Development Research and Documentation, University of Botswana. She has served for several years as planning officer with the Ministry of Education in Botswana and as a psychologist (career guidance) in Sweden.Tirelo Setshaba Adviser, Ministry of State President, Botswana. He has long experience from study-service schemes in a number of countries, inter alia Botswana, Nepal and Indonesia. 相似文献