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761.
Brett A. Becker Graham Glanville Ricardo Iwashima Claire McDonnell Kyle Goslin Catherine Mooney 《Computer Science Education》2016,26(2-3):148-175
Programming is an essential skill that many computing students are expected to master. However, programming can be difficult to learn. Successfully interpreting compiler error messages (CEMs) is crucial for correcting errors and progressing toward success in programming. Yet these messages are often difficult to understand and pose a barrier to progress for many novices, with struggling students often exhibiting high frequencies of errors, particularly repeated errors. This paper presents a control/intervention study on the effectiveness of enhancing Java CEMs. Results show that the intervention group experienced reductions in the number of overall errors, errors per student, and several repeated error metrics. These results are important as the effectiveness of CEM enhancement has been recently debated. Further, generalizing these results should be possible at least in part, as the control group is shown to be comparable to those in several studies using Java and other languages. 相似文献
762.
Sandra Graham 《理论付诸实践》2016,55(2):136-144
This article provides an overview of current research on bullying (peer victimization, peer harassment) in school, with a focus on victims of such bullying. The 1st section provides a working definition of bullying and its many forms. The 2nd section describes some of the known consequences of being bullied for mental health, physical health, and academic achievement. The 3rd section turns to individual characteristics that might place children at risk for being bullied. The 4th section describes school-based interventions to reduce bullying and its negative effects. The final section considers implications of research on school bullying for teacher practice. 相似文献
763.
Mark B. Watson Graham B. Stead Andre C. De Jager 《International journal for the advancement of counseling》1995,18(1):39-47
This study investigates the possible influence of gender and culture on the career maturity and study and work role salience of South African students. Responses to the Life Role Inventory and Career Development Questionnaire of 260 first-year university students (137 white, 123 black) were analyzed. Culture was found to have a significant effect on both career maturity and study and work role salience while gender had no significant effect. Results are related to previous findings from international and South African literature. Implications for counselling are discussed.Paper presented at the International Round Table for the Advancement of Counselling Conference, held at the University of Oporto, Oporto, Portugal, 2–5 April 1991. 相似文献
764.
765.
Time limits in testing: An analysis of eye movements and visual attention in spatial problem solving
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Victoria A. Roach Graham M. Fraser James H. Kryklywy Derek G.V. Mitchell Timothy D. Wilson 《Anatomical sciences education》2017,10(6):528-537
Individuals with an aptitude for interpreting spatial information (high mental rotation ability: HMRA) typically master anatomy with more ease, and more quickly, than those with low mental rotation ability (LMRA). This article explores how visual attention differs with time limits on spatial reasoning tests. Participants were assorted to two groups based on their mental rotation ability scores and their eye movements were collected during these tests. Analysis of salience during testing revealed similarities between MRA groups in untimed conditions but significant differences between the groups in the timed one. Question‐by‐question analyses demonstrate that HMRA individuals were more consistent across the two timing conditions (κ = 0.25), than the LMRA (κ = 0.013). It is clear that the groups respond to time limits differently and their apprehension of images during spatial problem solving differs significantly. Without time restrictions, salience analysis suggests LMRA individuals attended to similar aspects of the images as HMRA and their test scores rose concomitantly. Under timed conditions however, LMRA diverge from HMRA attention patterns, adopting inflexible approaches to visual search and attaining lower test scores. With this in mind, anatomical educators may wish to revisit some evaluations and teaching approaches in their own practice. Although examinations need to evaluate understanding of anatomical relationships, the addition of time limits may induce an unforeseen interaction of spatial reasoning and anatomical knowledge. Anat Sci Educ 10: 528–537. © 2017 American Association of Anatomists. 相似文献
766.
The ecosystemic approach offers a new perspective on emotional and behavioural difficulties in schools by offering a particular analysis of the interactional patterns observable in social systems. The authors describe the origins of this approach in the realm of family therapy and the field of general system theory, and demonstrate its application to emotional and behavioural difficulties in schools through a survey of relevant literature and the presentation of case study material. 相似文献
767.
Thirteen-month-olds rely on shared labels and shape similarity for inductive inferences 总被引:4,自引:0,他引:4
This study examined the influence of shape similarity and labels on 13-month-olds' inductive inferences. In 3 experiments, 123 infants were presented with novel target objects with or without a nonvisible property, followed by test objects that varied in shape similarity. When objects were not labeled, infants generalized the nonvisible property to high-similarity objects (Experiment 1). When objects were labeled with the same noun, infants generalized the nonvisible property to high- and low-similarity objects (Experiment 2). Finally, when objects were labeled with different nouns, infants generalized the nonvisible property to high-similarity objects (Experiment 3). Thus, infants who are beginning to acquire productive language rely on shared shape similarity and shared names to guide their inductive inferences. 相似文献
768.
Helen Gunter Steve Rayner Graham Butt Antony Fielding Ann Lance Hywel Thomas 《Journal of Educational Change》2007,8(1):25-39
This paper describes the experience of change management observed as part of an evaluation of the Transforming School Workforce Pathfinder Project commissioned by the UK Government for the English education system. The 32 Pilot Schools made interventions in organisational
practice in ways that required them to think differently about work. Changes in the number, type and deployment of the school
workforce combined with thinking about the nature of work have challenged existing practices. In particular, a focus on change
management teams drawn from the whole school workforce, supported by an external school workforce advisor, has required schools
to examine the nature of decision-making and participation. We intend to draw on evidence from eight case study schools and
through this examine the implications for how change is understood and practiced. We critically engage with the government’s
preference for a particular model of change to bring about organisational improvement, and we reveal a pluralistic and dynamic
field both within practice and theorising.
相似文献
Hywel ThomasEmail: |
769.
770.
Juliette D. G. Goldman Graham L. Bradley 《European Journal of Psychology of Education - EJPE》2011,26(4):479-493
Teacher-educators need ways of assessing the adequacy of university curriculum and the extent to which student-teachers meet
learning objectives. One potentially useful tool is Anderson and Krathwohl’s (Addison Wesley Longman, New York, 2001) theoretical framework, which can be applied to assess student-teachers’ knowledge types and their cognitive processes in
critical pre-service curriculum areas such as child sexual abuse and personal safety. This study aims to illustrate the use
of Anderson and Krathwohl’s framework in assessing student-teachers’ learning of pedagogies in relation to child sexual abuse
and personal safety. Participants were a final year cohort of 122 Bachelor of Education (Primary School) students at an Australian
university. Student-teachers’ essays regarding the pedagogical practices that they would implement in teaching about child
sexual abuse and personal safety were content analysed using Anderson and Krathwohl’s framework. Pedagogies identified by
the student-teachers were unevenly distributed across the cells within the theoretical framework. Well-represented pedagogies
tended to reflect mid-level cognitive processes (those of understand, apply, and analyse), and low to mid-level knowledge
types (those of factual, conceptual, and procedural). Under-represented were pedagogies reflecting higher-level cognition
such as creating (in all four knowledge types) and evaluation (of factual and conceptual knowledge). The findings provide
a basis for assessing the adequacy of current university teacher-education curriculum structures. Student-teachers’ understandings
of under-used theoretical and pedagogical strategies can be identified as a guide to enhance their cognitive processes and
knowledge dimensions. This study illustrates a method that has applicability as a diagnostic and assessment tool across a
wide range of pre-service teacher education curriculum areas. 相似文献