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111.
Elizabeth K. Briody Angela Goldenstein Edward J. Berger 《European Journal of Engineering Education》2019,44(5):666-687
ABSTRACTStudies have found that Faculty–Student Interaction (FSI) has many positive benefits for students including academic support, professional development, mentoring, and career planning. Research-intensive universities exhibit the lowest levels of faculty–student interaction within higher education. This article utilises qualitative methods to explore faculty, student, and staff perceptions of faculty–student interactions, particularly those that take place out of the classroom, at a research-intensive public U.S. university. We identify social distance between faculty and students based on unequal status within a rigid, hierarchically-organised culture as a key barrier to FSI. We then discuss methods that some of the faculty in our study used to mitigate their social distance with students in an effort to increase FSI. 相似文献
112.
This study examined perceptions of college of education students and their experiences with Channel One, a privately-owned
news service used in public education. Given that about one-third of middle and high schoolers in the US view the broadcast
every school day, the authors surveyed 172 freshmen to discern their views and attitudes toward Channel One programming and
commercials and the role colleges and universities might play in relation to this media service. While most studies on Channel
One have been conducted from a K-12 point of view, the goal of this study was to reconsider the topic from the perspective
of prospective teachers and post-secondary education.
A. J. Angulo is Assistant Professor of Social Foundations, Winthrop University. He received an Ed.D. and Ed.M. from Harvard University.
His research interests include history of education, technology and education, and student rights.
Susan K. Green is Associate Professor of Educational Psychology, Winthrop University. She received a Ph.D. in social psychology from Loyola
University, Chicago and a Ph.D. in educational psychology and research from the University of South Carolina, Columbia. Her
interests include classroom assessment, motivational and instructional strategies to promote learning, and multicultural issues
in education. 相似文献
113.
KATSAGGELOS Aggelos K. 《浙江大学学报(A卷英文版)》2006,7(5):801-810
INTRODUCTION Video streaming is becoming one of the major driving forces of next generation wireless networks. For the currently deployed cellular networks, the practical data rates are not enough to support full rate, high quality video applications. As a result, many research efforts have been devoted to adapting video content to reconcile the conflict between the high demand of video quality and the limited wireless communication resources among users. A large body of literature utiliz… 相似文献
114.
115.
OBJECTIVE: This study had two aims: First to examine psychosocial correlates of child maltreatment risk, and second to assess the validity of the CAP Inventory (Milner, 1986) with multiply disadvantaged teenage mothers. METHOD: Participants were 75 adolescent mothers who were wards of the Illinois child protection system. Mothers (aged 14-18) and infants participated in home-based psychosocial assessment of personal and parenting functioning. Group comparisons examined differences for mothers with elevated versus normal versus invalid CAP scores due to faking good. RESULTS: Findings indicated that abuse risk groups differed on emotional distress, social support satisfaction, reading achievement, and years of education, but not on parenting beliefs or quality of child stimulation. Differences favored the normal over the elevated risk group in all significant comparisons, whereas mothers with elevated faking good differed from normals only in lower reading achievement. Multiple regression analysis highlighted emotional distress, support dissatisfaction, and low achievement as significant predictors of greater abuse risk. CONCLUSIONS: Despite sharing multiple disadvantages, adolescent wards are a heterogeneous group who show different levels of psychosocial functioning corresponding to levels of child maltreatment risk. The findings provide support for the concurrent validity and clinical applicability of the CAP Inventory with disadvantaged teenage mothers. 相似文献
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118.
The development of an effective response to the abuse of children in out-of-home care 总被引:1,自引:0,他引:1
The placement of children in foster or residential care does not ensure that children will be safe from abuse or neglect. The incidence of out-of-home maltreatment, especially sexual exploitation and abuse, has given rise to new community expectations and legislation which has placed the protection of children in alternate care squarely in the hands of the child protective system. These investigations differ in purpose and scope from familial investigations, and the current protective system is without adequate preparation, policy, and procedures to perform them. This paper discusses the differences in familial and out-of-home care investigations in relation to identification and reporting, assessing risk factors in the initial report, evidence gathering, essential components of the investigation, levels of culpability and corrective action approaches. The authors suggest that specialized investigation units may be more suited to these investigations than traditional child protective services. 相似文献
119.
Learners studying mechanical or technical processes via dynamic visualizations often fail to build an accurate mental representation
of the system’s movements. Based on embodied theories of cognition assuming that action, perception, and cognition are closely
intertwined, this paper proposes that the learning effectiveness of dynamic visualizations could be enhanced by grounding
the movements of the presentation in people’s own bodily experiences during learning. We discuss recent research on embodied
cognition and provide specific strategies for how the body can be used to ground movements during the learning process: (1)
making or observing gestures, (2) manipulating and interacting with objects, (3) using body metaphors, and (4) using eye movements
as retrieval cues. Implications for the design of dynamic visualizations as well as directions for future research are presented. 相似文献
120.
E. K. H. Saitta M. A. Bowdon C. L. Geiger 《Journal of Science Education and Technology》2011,20(6):790-795
Technology was integrated into service-learning activities to create an interactive teaching method for undergraduate students
at a large research institution. Chemistry students at the University of Central Florida partnered with high school students
at Crooms Academy of Information Technology in interactive service learning projects. The projects allowed UCF students to
teach newly acquired content knowledge and build upon course lecture and lab exercises. Activities utilized the web-conferencing
tool Adobe Connect Pro to enable interaction with high school students, many of whom have limited access to supplemental educational
opportunities due to low socioeconomic status. Seventy chemistry I students created lessons to clarify high school students’
misconceptions through the use of refutational texts. In addition, 21 UCF students enrolled in the chemistry II laboratory
course acted as virtual lab partners with Crooms students in an interactive guided inquiry experiment focused on chemical
kinetics. An overview of project’s design, implementation, and assessments are detailed in the case study and serve as a model
for future community partnerships. Emerging technologies are emphasized as well as a suggested set of best practices for future
projects. 相似文献