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181.
Gary R. Pike 《Research in higher education》2013,54(2):149-170
Surveys play a prominent role in assessment and institutional research, and the NSSE College Student Report is one of the most popular surveys of enrolled undergraduates. Recent studies have raised questions about the validity of the NSSE survey. Although these studies have themselves been criticized, documenting the validity of an instrument requires an affirmative finding regarding the adequacy and appropriateness of score interpretation and use. Using national data from NSSE 2008, the present study found that the NSSE benchmarks provided dependable means for 50 or more students and were significantly related to important institutional outcomes such as retention and graduation rates. 相似文献
182.
Respondents (n=34) participated in three rounds of a Delphi study to determine dimensions that should be included in the evaluation of full-time head coaches at NCAA Division II institutions. Delphi panel members included athletic directors, intercollegiate head coaches, and student-athletes at randomly selected NCAA Division II institutions. In total, 175 (92.6 per cent) of the initial 189 unique behaviors reached consensus for inclusion. Only two behaviors (1.1 per cent) reached consensus for exclusion. Twelve behaviors (6.3 per cent) failed to reach consensus. Differences between respondent groups were found in only seven (3.7 per cent) of the 189 behaviors. Only small absolute differences in mean importance ratings of the twenty categories were found. To develop a more practical evaluation tool, the results obtained were refined, lowering the number of categories to fifteen and the number of behaviors to ninety-one. The refined evaluation tool contains the most important dimensions for evaluating head coaches. It represents the essentials of a coaching evaluation. 相似文献
183.
In three experiments, the time horizon over which the rat evaluates alternative feeding sources was investigated. The time horizon was measured by the suppression of intake of one incentive (a 0.15% saccharin solution) when a preferred alternative incentive (a 32% sucrose solution) was available but delayed. In Experiment 1, we found a direct function between the amount of saccharin intake and the delay time before access to 32% sucrose. Compared with intake for a saccharin-only control, saccharin intake was suppressed before 4-min and 16-min sucrose delays, but not before a 32-min delay. Because previous work (Flaherty & Checke, 1982) had reported suppression before a delay of nearly 32 min, in the subsequent experiments we examined factors that might account for this difference. In Experiment 2, we found that saccharin intake was suppressed before a 32-min delay interval when saccharin and sucrose solutions were presented in a bright-novel test environment but not when the same solutions were presented in the home cage. In Experiment 3, we found that the time between testing and subsequent postsession feeding could also affect the suppression of saccharin intake. Saccharin intake was suppressed when access to 32% sucrose was delayed by 32 min and the test situation was followed by immediate postsession feeding, but not when postsession feeding was delayed by 90 min. These results thus extend estimates of the rat’s time horizon to at least 32 min, but indicate that the effective time horizon can vary, depending on the test situation. 相似文献
184.
The first part of this study was carried out in a primary school in a rural part of Wales in the United Kingdom. All classrooms
were equipped with interactive whiteboards (IWBs) linked to a teacher’s computer and six PCs for pupil use. Teaching through
ICT was the prevalent culture in the school. Thirty year six pupils [aged 10–11 years] were selected at random from the final
year cohort and were interviewed to determine their views about school science and their views about the teaching methods
employed. The pupils moved to a medium sized secondary school where the teachers were beginning to develop their ICT skills
and the availability of the computers was limited. The group was re-interviewed after 3 months, once they had settled in to
their new school, and were again asked their views about school science and the way it was taught. While in the primary school,
pupils expected to use ICT in every lesson, they enjoyed the way information was presented and they were interested in finding
things out for themselves when given the opportunity. The lack of ICT in the secondary school caused some frustration, but
this was mostly with the teaching of ICT, and the group remained predominantly enthusiastic about science. Those who were
less keen on science indicated that it was a teacher factor rather than anything to do with the resources being used. In general
the pupils particularly enjoyed the practical aspects of science lessons, something that they had not experienced in the primary
school, which compensated for the relative lack of ICT in science teaching. 相似文献
185.
Gary Headrick 《海外英语》2010,(7)
一看到"做爱"两个字,您可千万别想歪了!我们这里说的可是"大爱",我们的存在本身就是靠"爱"来支撑,对供我们生活、成长、发展的能源.我们更要报以"爱"的回报,而不是无节制地掠夺和浪费.说到这里您一定能猜出Gary这篇文章的目的了吧!就让我们一起来看一看吧-- 相似文献
186.
Enhancing rice resistance to fungal pathogens by transformation with cell wall degrading enzyme genes from Trichoderma atroviride 总被引:1,自引:0,他引:1
INTRODUCTION Rice sheath blight (Rhizoctonia solani) and rice blast (Magnaporthe grisea) are two serious plantdiseases in China. Rice cultivars with high level and durable resistance to these two pathogens are noteasy to obtain by traditional breeding methods due to the lack of germplasm resistant to R. solani and the high genetic diversity of M. grisea. Cell wall degrading enzyme (CWDE) genes from biocontrol fungi belonging to the genus Trichoderma have been demonstrated to encode … 相似文献
187.
Bryan J. Hains Gary L. Hansen Ronald J. Hustedde 《Cultural Studies of Science Education》2017,12(1):199-210
It can be argued that agricultural science is one of the original forms of science education. However, over the past century, agricultural science education has habitually been perceived as an educational venue meant solely for production agriculturalists. When examining modern agricultural education we find it to be a minority within the broader field of science education, contradicting its historically stout scientific standing within the sciences. This educational shift leaves one to ponder the historic development of contemporary agricultural education. To gain deeper insight into these questions we reviewed the historical evolution of agricultural education within the United States. We then examined the professional habitus, or cultural nuances, associated with contemporary agricultural education. Next, we considered potential outcomes associated with the profession embracing post-modern perspectives within mainstream science and community-based education. Finally, we call for critical venues within agriculture education to question the status quo and challenge the acceptance of commonly held views. 相似文献
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