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81.
Turkey’s Anadolu University is one of the world’s largest mega‐universities. It is engaged in strategic planning in response to changes in the expectations of the Turkish Higher Education Council and the community at large. In re‐examining its vision and strategic directions, Anadolu University needs to be informed on the knowledge, skills, and attitudes of its teaching staff, and the systems and support needed to assure their change readiness. This article examines the literature of organizational and educational change and its implications for the university. It reports on a study based on the relevant constructs from the literature and is designed to gauge the extent and nature of teaching staff knowledge, skills, practice, and research in educational and technological change, motivating and de‐motivating factors, change adopter types, and perceptions of the organizational climate for change. It considers the implications of these findings and draws conclusions about what would be needed to improve staff readiness for change. 相似文献
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84.
Johan Davidson David Coles Peter Noyes Colin Terrell 《British journal of educational technology : journal of the Council for Educational Technology》1991,22(2):110-118
The findings of a pilot study designed to evaluate a computer system developed to assist in the teaching of reading to beginners are presented. The system uses digitised speech and the content is based upon a reading scheme already in use in the schools. Twenty children, ten in the intervention group and ten in the control group, in two schools were involved over a four-week period. Subjects were tested on a standardised reading test, a list of the 30 most frequently occurring words in written English, and on words from the published scheme. The experimental group improved their scores significantly more than the control group only on the standardised reading test. The results suggest the system can be helpful and that its effect goes beyond the words being practised. 相似文献
85.
Gavan P. McNally Marika C. Gorrisen Lee-fay Low R. Frederick Westbrook 《Learning & behavior》1999,27(4):416-425
Rats were used in four experiments to study the effects on behavior and pain sensitivity of exposure to a context previously
paired with footshock or injection of the emetic drug lithium chloride (LiCl). Exposure to a context previously paired with
footshock or injection of LiCl provoked the species-typical defense response of freezing (Experiments 1A and 1B). Exposure
to a context previously paired with footshock additionally produced hypoalgesia when rats were tested using the tailflick
test (Experiment 1A). By contrast, exposure to a context previously paired with injection of LiCl produced hyperalgesia when
rats were tested using the tailflick test (Experiment 1B). However, exposure to a context previously paired with injection
of LiCl did provoke hypoalgesia when rats were tested for pain sensitivity using either the hotplate or formalin tests (Experiment
2), which was mediated by the release of endogenous opioid peptides (Experiment 3). These results are discussed with reference
to the processes governing associative regulation of defensive behavior and pain control. 相似文献
86.
Chen Chen Gerhard Sonnert Philip M. Sadler Dimitar Sasselov Colin Fredericks 《科学教学研究杂志》2020,57(6):879-910
Massive Online Open Courses (MOOCs) provide opportunities to learn a vast range of subjects. Because MOOCs are open to anyone with computer access and rarely have prerequisite requirements, the range of student backgrounds can be far more varied than in conventional classroom-based courses. Prior studies have shown that misconceptions have a huge impact on students' learning performance; however, no study has empirically examined the relationship between misconceptions and learning persistence. This study of 12,913 MOOC-takers examines how students' misconceptions about the upcoming course material affect course completion. Using a survival analysis approach, we found that, controlling for the score in a pre-course test, students holding more misconceptions had a higher dropout rate at the start of the course, an effect that diminished over time. Other student variables were found to have a positive impact on survival that persisted throughout the entire course: U.S. location, higher age, an intention to complete, better English skills, prior familiarity with the subject, motivation to earn a certificate, and score and time spent on the previous problem set (homework). By contrast, student gender, education level, number of previous MOOCs completed, and motivation to participate in online discussion forums did not affect survival. 相似文献
87.
Milburn C 《Isis; an international review devoted to the history of science and its cultural influences》2010,101(3):560-569
Science fiction remains an alien dimension of the history of science. Historical and literary studies of science have become increasingly attentive to various "literary technologies" in scientific practice, the metaphorical features of scientific discourse, and the impact of popular science writing on the social development of scientific knowledge. But the function of science fiction and even literature as such in the history of scientific and technological innovation has often been obscured, misconstrued, or repudiated owing to conventional notions of authorship, influence, and the organic unity of texts. The better to address those close encounters where scientific practice makes use of speculative fiction, this essay proposes that we instead analyze such exchanges as processes of appropriation, remixing, and modification. 相似文献
88.
Why I want to teach and how I feel about teaching—formation of teacher identity from pre-service to the beginning teacher phase 总被引:1,自引:0,他引:1
The aim of this study is to investigate the formation of student teachers’ teacher identity from pre-service to the end of
the initial year in teaching. We explored why student teachers in Singapore have chosen to enter teaching and tracked changes
in their attitudes and beliefs towards teaching at three time points: entry and exit of the initial teacher preparation programme
and after 1 year of teaching. The findings showed that, in agreement with previous research, those who are attracted to the
teaching profession were mainly motivated by altruistic or intrinsic factors. They also entered the initial training programme
with a positive perception of the profession. However, at the point of exit, perceptions towards teaching showed a significant
dip. After the first year of teaching, attitudes remained the same as they were at the point of exit. These factors influence
the emerging sense of teaching identity. 相似文献
89.
Katherine Bell Steven William Glover Colin Brodie Anne Roberts Colette Gleghorn 《Health information and libraries journal》2009,26(2):136-142
Background: Within NHS North West England there are 24 primary care trusts (PCTs), all with access to different types of library services. This study aims to evaluate the impact the type of library service has on online resource usage. Methodology: We conducted a large‐scale retrospective quantitative study across all PCT staff in NHS NW England using Athens sessions log data. We studied the Athens log usage of 30 381 staff, with 8273 active Athens accounts and 100 599 sessions from 1 January 2007 to 31 December 2007. Results: In 2007, PCTs with outreach librarians achieved 43% penetration of staff with active Athens accounts compared with PCTs with their own library service (28.23%); PCTs with service level agreements (SLAs) with acute hospital library services (22.5%) and with no library service (19.68%). This pattern was also observed when we looked at the average number of Athens user sessions per person, and usage of Dialog Datastar databases and Proquest full text journal collections. Discussion: Our findings have shown a correlation of e‐resource usage and type of library service. Outreach librarians have proved to be an efficient model for promoting and driving up resources usage. PCTs with no library service have shown the lowest level of resource usage. 相似文献
90.
ABSTRACT: This paper argues that the introduction of access agreements following the establishment of the Office for Fair Access (OFFA) has consolidated how English higher education institutions (HEIs) position themselves in the marketplace in relation to widening participation. However, the absence of a national bursary scheme has led to obfuscation rather than clarification from the perspective of the consumer. This paper analyses OFFA's 2008 monitoring report and a sample of twenty HEIs' original 2006 and revised or updated access agreements (2008) to draw conclusions about the impact of these agreements on notions of 'fair access' and widening participation. The authors conclude that, unsurprisingly in an increasingly market-driven system, institutions use access agreements primarily to promote enrolment to their own programmes rather than to promote system-wide objectives. As a consequence of this marketing focus, previous differences between pre-1992 and post-1992 institutions in relation to widening participation and fair access are perpetuated, leading to both confusion for consumers and an inequitable distribution of bursary and other support mechanisms for the poorest applicants to HE. 相似文献