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211.
The Urban Review - The decision to rescind Deferred Action for Childhood Arrivals (DACA) will have major repercussions amongst beneficiaries, especially in terms of employment. One of the sectors... 相似文献
212.
213.
Research in Science Education - The purpose of this research is to investigate the effect of using argumentation and problem-based learning approaches on the development of environmentally... 相似文献
214.
Marilyn P. Arnone Ruth V. Small Sarah A. Chauncey H. Patricia McKenna 《Educational technology research and development : ETR & D》2011,59(2):181-198
This paper identifies the need for developing new ways to study curiosity in the context of today’s pervasive technologies
and unprecedented information access. Curiosity is defined in this paper in a way which incorporates the concomitant constructs
of interest and engagement. A theoretical model for curiosity, interest and engagement in new media technology-pervasive learning
environments is advanced, taking into consideration personal, situational and contextual factors as influencing variables.
While the path associated with curiosity, interest, and engagement during learning and research has remained essentially the
same, how individuals tackle research and information-seeking tasks and factors which sustain such efforts have changed. Learning
modalities for promoting this theoretical model are discussed leading to a series of recommendations for future research.
This article offers a multi-lens perspective on curiosity and suggests a multi-method research agenda for validating such
a perspective. 相似文献
215.
Miguel Arevalillo-Herráez Paloma Moreno-Clari Vicente Cerverón-Lleó 《Educational technology research and development : ETR & D》2011,59(4):511-527
Most universities use Information Systems (IS) to perform their daily administrative activities (student enrollment, data
files, accountancy, etc.), and an integrated Learning Management System (LMS) to support teaching and learning. However, although
a lot of effort has been put into deploying these computerized systems, the data that they provide are not fully exploited
from an educational perspective. In this paper we describe a case in which these data have been used to identify relevant
relations between the general use of the LMS, the existence of teaching innovation programs and the quality of education.
The method used can be easily generalized and employed in other different contexts, to derive meaningful information on the
impact that some variables may have over others. 相似文献
216.
Kushalnagar P Topolski TD Schick B Edwards TC Skalicky AM Patrick DL 《Journal of deaf studies and deaf education》2011,16(4):512-523
Given the important role of parent-youth communication in adolescent well-being and quality of life, we sought to examine the relationship between specific communication variables and youth perceived quality of life in general and as a deaf or hard-of-hearing (DHH) individual. A convenience sample of 230 youth (mean age = 14.1, standard deviation = 2.2; 24% used sign only, 40% speech only, and 36% sign + speech) was surveyed on communication-related issues, generic and DHH-specific quality of life, and depression symptoms. Higher youth perception of their ability to understand parents' communication was significantly correlated with perceived quality of life as well as lower reported depressive symptoms and lower perceived stigma. Youth who use speech as their single mode of communication were more likely to report greater stigma associated with being DHH than youth who used both speech and sign. These findings demonstrate the importance of youths' perceptions of communication with their parents on generic and DHH-specific youth quality of life. 相似文献
217.
David Devraj Kumar P. V. Thomas John D. Morris Karen M. Tobias Mary Baker Trudy Jermanovich 《Journal of Science Education and Technology》2011,20(2):116-115
This study examined the impact of computer simulation and supported science learning on a teacher’s understanding and conceptual
knowledge of current electricity. Pre/Post tests were used to measure the teachers’ concept attainment. Overall, there was
a significant and large knowledge difference effect from Pre to Post test. Two interesting interactions were observed during
the data analysis. The first was the difference between Elementary and Secondary teachers. Both groups had significant gains,
with large effect sizes, but the Elementary teachers (Pre-Mean = 3.70, Post-Mean = 7.51) started lower and ended higher exhibiting
a significantly larger gain than the Secondary teachers (Pre-Mean = 4.96, Post-Mean = 6.71). The second interaction was the
impact of gender. Both groups showed significant gains, with large effect sizes, but females (Pre-Mean = 3.90, Post-Mean = 7.21)
gained significantly more than males (Pre-Mean = 5.13, Post-Mean = 7.01). These results confirm that computer simulation supported
science learning can have a positive effect on concept attainment in teachers. 相似文献
218.
Pigeons pecked on three keys, responses to one of which could be reinforced after 3 flashes of the houselight, to a second
key after 6, and to a third key after 12. The flashes were arranged according to variable-interval schedules. Response allocation
among the keys was a function of the number of flashes. When flashes were omitted, transitions occurred very late. Increasing
flash duration produced a leftward shift in the transitions along a number axis. Increasing reinforcement probability produced
a leftward shift, and decreasing reinforcement probability produced a rightward shift. Intermixing different flash rates within
sessions separated allocations: Faster flash rates shifted the functions sooner in real time, but later in terms of flash
count, and conversely for slower flash rates. A model of control by fading memories of number and time was proposed. 相似文献
219.
220.
Pamela Zoda John R. Slate Julie P. Combs 《Educational Research for Policy and Practice》2011,10(3):171-188
In this study, the researchers examined 5 years of Texas statewide data concerning elementary school size and Hispanic student
performance on three state-mandated assessments in reading, mathematics, and writing. For each year of data analyzed here,
student data from more than 1,200 elementary schools. After collapsing elementary schools into three sizes (i.e., very small
<400 students; small 400–799 students; and large 800–1,199 students), multivariate statistical procedures revealed the presence
of statistically significant differences in Hispanic student performance in reading, mathematics, and writing across all 5 years
of data analyzed. In almost every analysis, Hispanic students in large elementary schools outperformed Hispanic students in
very small elementary schools in reading, mathematics, and in writing. As such, our findings are in disagreement with other
studies. Implications are discussed. 相似文献