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101.
Richard E. West Gregory S. Williams 《Educational technology research and development : ETR & D》2017,65(6):1569-1582
In this paper we address the obfuscation surrounding the concept of learning communities by operationalizing community according to four characteristics that serve as boundaries for defining a community: access, relationships, vision, and function. Although these community boundaries sometimes overlap, they represent distinctive features of possible community structures. In addition to defining and discussing learning community boundaries, we share insights for researching learning communities. We believe a clearer understanding of how to define learning communities can assist scholars and practitioners in cultivating and studying these communities. 相似文献
102.
Previous research on graphic organizers has found that they facilitate memory for corresponding text. This study investigated why one type of graphic organizer (a matrix) may communicate interconcept relations more effectively than an outline or text. In three experiments, college students judged the accuracy of interconcept relations after they read a text and studied a matrix, an outline, or the text again. We also measured students′ performance when study time was reduced and testing delayed. Results indicated that even when study time was reduced, viewing a matrix helped students make more accurate judgments of interconcept relations. We conclude that a matrix is more computationally efficient than an outline or text, enabling readers to compute interconcept relations more quickly and easily (Larkin & Simon, 1987), due to a communicative process called visual argument (Waller, 1981). However, this advantage disappeared when testing was delayed, which, ironically, may have been due to computational efficiency. 相似文献
103.
Increasing Situational Interest in the Classroom 总被引:4,自引:0,他引:4
This paper explores three ways to increase situational interest in the classroom. Situational interest is defined as temporary interest that arises spontaneously due to environmental factors such as task instructions or an engaging text. We review the history of interest research and summarize recent empirical work. We describe three ways to increase interest based on offering meaningful choices to students, selecting well-organized texts that promote interest, and providing the background knowledge needed to fully understand a topic. We conclude with six specific suggestions for increasing situational interest in the classroom. 相似文献
104.
Evelyn Bransgrove 《Asia-Pacific Journal of Teacher Education》1994,22(1):39-52
This article describes a longitudinal comparative case study of teacher stress. Results of a series of eight questionnaires administered to practising teachers in suburban and inner urban settings are presented. School location emerged as a significant variable. Implications for teacher education are drawn. 相似文献
105.
Faculty orientations toward institutional goals: A broken front with implications for planned change
Edwin A. Rugg Timothy Lynn Warren Evelyn L. Carpenter 《Research in higher education》1981,15(2):161-173
The formulation of institutional goals in higher education often involves input from various campus constituencies including faculty. The faculty's viewpoint is typically treated as though it were a uniform perception. The research reported here tested the uniform nature of the faculty's goal orientations. Statistical comparisons were conducted on mean ratings of five discipline groups of 207 faculty from a major public university on the scales of the Institutional Goals Inventory. Although discipline groups shared common viewpoints on the importance of academic instruction, intellectual pursuits, and research, major differences among groups were found for goals involving university service, off-campus instruction, accountability, intercollegiate athletics, and humanistic values. Institutional planners desiring a change in one of these latter areas should expect different levels of faculty support and resistance from different discipline groups. 相似文献
106.
107.
This paper describes the origins, development and characteristics of a study course for teacher‐education and industrial‐design undergraduates. Starting from identification by a handful of staff of a range of student needs, the course developed an informal, gaming approach that encouraged pooling of and reflection on a wide range of participants' study practices. This approach was found to require, and indeed to prove inseparable from, a broader reflection on the roles and rules, processes, products and assessment of undergraduate study. Staff — staff and staff — student negotiations, stimulated by the processes of planning, delivering and reflecting upon this course, come to be seen as constituting a promising kind of staff and curriculum development. 相似文献
108.
109.
This study examined executive function (EF) skills and self-reported symptoms of ADHD. EF skills were measured to determine whether skills were different between groups that reported clinical levels of ADHD symptoms (clinical group) and nonclinical levels of ADHD symptoms (nonclinical group). EF skills in the nonclinical group were also investigated to determine whether differences existed for those who received false positive and negative feedback about an ADHD diagnosis. Results indicated statistically and clinically significant differences in EF skills between the clinical and nonclinical group. Participants in the nonclinical group who reported elevated scores on the ADHD screener after receiving false positive feedback had statistically significantly different EF function scores, but not clinically significant scores, compared to the participants in nonclinical group who received negative feedback. 相似文献
110.
Yola Center Louella Freeman Gregory Robertson 《International Journal of Disability, Development & Education》1998,45(2):143-172
A within‐school evaluation of Schoolwide Early Language and Literacy (SWELL) was undertaken in six disadvantaged schools in NSW in 1995 and 1996 using a sample of Kindergarten students in each school before (control group) and after (experimental group) the implementation of SWELL. As many control and experimental students as could be accessed were tested on four different early literacy measures when they were mid‐way through Year 1. Assessment at the end of the Kindergarten year and mid‐way through Year 1 indicated that experimental students significantly outperformed their control counterparts on tests measuring pseudoword decoding and reading connected text at the end of Kindergarten, and on tests measuring pseudoword decoding, reading connected text, invented spelling, and a standardised reading measure mid‐way through Year 1. 相似文献