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Patrick Johnson Cassandra N. Nichols Walter C. Buboltz Brian Riedesel 《Journal of College Counseling》2002,5(1):4-14
To assess the impact of a holistic career and life planning course on college students, the authors asked 209 students in treatment and control groups to complete measures of career development. Results indicate that the course significantly increases vocational identity and career decision‐making self‐efficacy and decreases career indecision. 相似文献
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The purpose of this study was to investigate the impact of imagery interventions on the vocabulary acquisition abilities of
second grade students. A total of 15 students were randomly assigned to three different intervention conditions: Word Only,
which involves the simple verbal presentation of a vocabulary word; Dual Coding, in which a picture was paired with the vocabulary
word, and Image Creation, in which students were told to create a mental picture of the vocabulary word in their mind and
draw it on paper. These students were taught a total of 21 vocabulary words: seven animal and habitat words, seven musical
instrument terms, and seven science terms. A Latin square design was used, in which each group of students rotated through
each of the interventions, being exposed to a different treatment condition for each category of words. Participants were
measured on the number of words they were successfully able to acquire through the use of experimenter designed comprehension
measures. While no statistical significance was shown between the interventions across the word categories, a significant
difference was found between the Image Creation and Word Only interventions within the science terms category. Students also
reported that the imagery interventions facilitated the ease with which they learned the words. The findings have implications
for increasing the success of classroom instruction, specifically for presenting novel vocabulary words to early elementary
learners using imagery methods. 相似文献
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Leslie Jordan Albert Camille S. Johnson 《Decision Sciences Journal of Innovative Education》2011,9(3):421-436
Many universities are pursuing increases in on‐line course offerings as a means of offsetting the rising costs of providing high‐quality educational opportunities and of better serving their student populations. However, enrollments in online courses are not always sufficient to cover their costs. One possible way of improving enrollments is through marketing campaigns targeted to specific demographic groups. In this study, we take a first look into how students’ perceptions of e‐learning systems, prior to their enrollment in an online course, vary across socioeconomic status and gender. Findings suggest that prior to taking an online course, working‐class students perceive e‐learning systems more positively than their middle‐class peers but that little difference exists between genders. Armed with this knowledge, universities may improve online course enrollments by marketing online courses specifically to working‐class students or through campaigns aimed at improving middle‐class students’ perceptions of e‐learning systems. 相似文献
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Danny J. Johnson 《Decision Sciences Journal of Innovative Education》2011,9(2):299-306
This hands‐on project uses a paper helicopter to teach students how to distinguish between common and special causes of variability when developing and using statistical process control charts. It allows the student to experience a process that is out‐of‐control due to imprecise or incomplete product design specifications and to discover how the process can be brought into control through the use of standardized product specifications and associated construction procedures. It also allows the student to experience common causes of variability, to distinguish these from the special causes of variability resulting from the incomplete design specifications, and to discover how standardization reduces process variability. The project has been used in both undergraduate and MBA classes and demonstrates these concepts in a way that is easy for the student to understand and remember. 相似文献
38.
Barry Biddlecomb Martha Carr 《International Journal of Science and Mathematics Education》2011,9(1):1-24
The purpose of this study was to determine whether patterns of strategy use in second, third and fourth grade children’s arithmetic
supported Steffe’s model of numerical development. In addition to student-generated strategies, we looked at commonly taught
algorithms not considered in Steffe’s model to determine whether these algorithms reflected underlying schemes. 206 children
were assessed on their strategy use while solving arithmetic problems in the second grade, the third grade and again in the
fourth grade. Factor analyses indicated some support for Steffe’s model, but there were exceptions. Not all children progressed
in their number knowledge and strategies as a function of schooling and schooling appeared to affect the types of strategies
children use independent of underlying schemes. 相似文献
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