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941.
Three hundred and seventy-nine participants were tested in the West Indies and in Canada, with the Rotter Locus of Control Scale and the Wolfgang Interpersonal Distance Test. The results indicated that West Indian adolescent students were more internally controlled than their Canadian counterparts. Also, overall, West Indian students showed more approach behavior toward significant interpersonal figures than Canadian students. In addition, no correlation was apparent between locus of control and social distance, suggesting that they are separate constructs. Implications of the findings for social adjustment of West Indian immigrants in Canada are discussed. 相似文献
942.
Julia D. Plummer Valerie M. Zahm Rebecca Rice 《Journal of Science Teacher Education》2010,21(4):471-493
This study investigated the impact of an open inquiry experience on elementary science methods students’ understanding of
celestial motion as well as the methods developed by students to answer their own research questions. Pre/post interviews
and assessments were used to measure change in participants’ understanding (N = 18). A qualitative approach was used to describe the nature of each participant’s investigation through an analysis of
their science journal and poster presentations. A comparison of participants’ inquiry projects with the change in their understanding
revealed that while most participants improved in both their area of inquiry and beyond, elementary science methods students
may need more guidance to reach a full scientific understanding across all aspects of celestial motion. 相似文献
943.
Interactivity, group learning and student engagement are accepted as key features of social constructivist learning theories.
The challenge is to understand the interplay between such features in different learning environments. This study focused
on the qualitative differences between two interventions—small-groups and whole-class discussions. In both interventions,
three short video slices on the abstract topic ‘the physics of superconductivity’ were interspersed with the different discussion
styles. The video slices are based on the Bruner stages. Twenty-nine first year university physics students completed a pre-test,
underwent the intervention and completed a post-test. The remainder of the data were collected from student drawings, video
recordings, observer notes and facilitator feedback. Results indicate that the use of the video slices in both interventions
were successful in changing students’ understandings of superconductivity. However, the small groups treatment tended to facilitate
questioning, meaning-making and subsequent changes of ideas more so than the whole class discussions. Implications for research
and practice are discussed. 相似文献
944.
945.
David Coniam 《欧洲师范教育杂志》2015,38(3):408-427
This paper explores issues related to teacher educators publishing in journals. They do so for obvious reasons such as tenure, career advancement, personal satisfaction and university prestige. In order to offer an extra means of helping teacher educators achieve these publishing goals, the paper explores how using one’s own professional experiences in a number of spheres may offer substantial opportunities for publishing. Using a Grounded Theory analysis, the author presents an analysis of his own publications. These are laid out in five categories in which his professional pursuits with teacher trainees have led to a considerable number of publications, 34 of which have appeared in international journals, 25 of them in international Grade A and B journals. The author calls for academics to examine their own practices, suggesting that there is much in one’s own professional experiences that can be of worth to the international community. 相似文献
946.
We present evidence on productivity improvement experienced by the research institutes of the Chinese Academy of Sciences (CAS) after its implementation of the Knowledge Innovation Program (KIP). Using a balanced panel of data on R&D inputs and outputs of 59 research institutes in CAS, we analyze the productivity, technological and efficiency changes from 1997 to 2005. We document that the CAS research institutes have a productivity growth of 12.5% from 1998 to 2005, which can be further decomposed into 8.8% attributed to technological progress and 3.3% to efficiency improvement. Results of regional analysis show that institutes in Beijing and Shanghai, performed better than institutes in other regions during the same period. 相似文献
947.
Stephen A. Stumpf Richard D. Freedman Kenneth M. Krieger 《Research in higher education》1979,11(1):13-22
The Course-Faculty Instrument (CFI) demonstrates similar measurement properties with student populations at four diverse institutions. These students agree about the nature and extent to which course and instructor attributes relate to their learning. The results suggest that: (1) a perceived learning criterion may have general relevance to students, and (2) validity extension research is an economically feasible alternative to full-scale instrument development and validation efforts. Since validity extension is practical and facilitates cross-institutional comparisons, it appears to be a more viable strategy for researching and instituting student evaluation systems than is suggested by its current usage. 相似文献
948.
Explaining the academic performance of community college students who transfer to a senior institution 总被引:1,自引:1,他引:1
Archie G. Phlegar Loyd D. Andrew Gerald W. McLaughlin 《Research in higher education》1981,15(2):99-108
The academic performance of 361 community college students was investigated after their transfer to a comprehensive university. The predictor variables included personal, environmental, demographic, and pretransfer academic measures. The criterion was grade point average (GPA) at the senior institution. Analyses included moderated linear regression and a branching algorithm which forms subgroups to best explain criterion scores (AID-3). The academic pattern and performance at the community college was found to be very important to the relevance of specific factors related to the curriculum selected at the senior institution. 相似文献
949.
In human infancy, 2 criteria for intentional communication are (a) persistence in and (b) elaboration of communication when initial attempts to communicate fail. Twenty-nine chimpanzees (Pan troglodytes) were presented with both desirable (a banana) and undesirable food (commercial primate chow). Three conditions were administered: (a) the banana was delivered (successful communication), (b) half of the banana was delivered (partially successful communication), and (c) the chow was delivered (failed communication). The chimpanzees exhibited persistence in and elaboration of their communication in every condition except when the banana was delivered. Thus, their communication was about a specific item, demonstrating that both intentionality and nonverbal reference are capacities shared by humans with our nearest living relatives, the great apes. 相似文献
950.