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111.
Denis Berthiaume 《International Journal for Academic Development》2013,18(2):141-143
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Lynn McAlpine Cynthia Weston Denis Berthiaume Gail Fairbank-Roch Michele Owen 《Educational Research and Evaluation》2013,19(4-6):337-363
We describe an elaboration of an empirical cognitive model of reflection (McAlpine, Weston, Beauchamp, Wiseman, & Beauchamp, 1999). Specifically, we explain 2 fundamental constructs in the model that were previously less well understood: goal and type of reflection. 相似文献
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Edwin Emery Phillip Ault Warren Agoe Denis McQuail Marshall McLuhan David Manning White 《Communication Booknotes Quarterly》2013,44(1):2-12
Edwin Emery, Phillip Ault and Warren Agoe's Introduction to Mass Communications (Dodd, Moad, $7.95) Denis McQuail, Towards a Sociology of Mass Communications (Macmillan, paperback at ca.$2.50) Marshall McLuhan, Culture is Our Business (McGraw-Hill, $10.00) David Manning White, Pop Culture in America (Quadganglo paperbacks, $2.45) Mass Culture (Free Press, $2.95) Theodore Peterson, Jay Jensen and William L. River's The Mass Media and Modern Society (Holt, Rinehart and Winston, now edition to cost $8.95) 相似文献
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This study uses data from an European Project on school self-evaluation. A hundred and one schools experimented with self-evaluation and reported on what they did and what were the outcomes of the process. It is therefore possible to look at which characteristics of the process are associated with a positive appreciation of its effects. This analysis is conducted by confronting 2 general models of self-evaluation, named here the “technical” and the “participating” models. The 2 models are presented, then their ability to explain the success of a process of self-evaluation is compared. The explaining power of both models appears to show similarities, a result which makes it relevant to look at their optimal combination. 相似文献
118.
Denis Dumas Patricia A. Alexander Emily M. Grossnickle 《Educational Psychology Review》2013,25(3):391-427
Relational reasoning, the ability to discern meaningful patterns within otherwise unconnected information, is regarded as central to human learning and cognition and as particularly critical for those functioning in today’s information age. However, the literature on this foundational ability is currently housed within a range of domains of inquiry, where divergent terminology and methodologies are commonplace. This dispersion has made it difficult to harness the power of existing work to inform future research or guide educational practice. In order to address this lack of consolidation, a systematic review of relational reasoning was undertaken. Specifically, 109 empirical studies dealing with relational reasoning in general or one of four manifestations (i.e., analogy, anomaly, antinomy, and antithesis) were analyzed. Resulting data revealed trends across fields of inquiry, including a degree of conceptual ambiguity, conceptual and operational misalignment, and a lack of ecological validity in certain research paradigms. There were also particular forms and measures of relational reasoning that were more commonly investigated, as well as certain domains that were more often studied. Implications for how future research can examine relational reasoning as a multidimensional construct within educational contexts are also discussed. 相似文献
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Abstract This study examined the physical, psychological and perceptual/visual variables related to elite archers' shooting performance. Complete data on 62 variables were obtained on male (n = 44) and female (n = 35) archers, who were tested during the years 1982-1984. In order to reduce the number of variables, only those that correlated significantly with performance (r > .25, p < .005) were retained. This yielded seven variables. These variables were then combined into an overall hierarchical regression model. The overall model was significant (p <.001, adjusted R2 = .53). This analysis indicated that relative leg strength, reaction time, depth perception, endomorphy, imagery usage, confidence, and focus on past mistakes were variables associated with archery performance. Finally, the total sample was classified into two groups on the basis of the shooting scores. Discriminant function analysis indicated that 81% of the archers were classified correctly on the basis of these significant predictors. 相似文献
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