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711.
712.
Canadian universities are governed by provincial statutes and are funded by federal and provincial governments, as well as by student fees. They have had exclusive jurisdiction over admission standards, curricula and the granting of degrees. Even though they are autonomous, they are influenced to act in the interest of Canadian society through the use of buffer bodies (between governments and universities) and Boards of Governors.The passage of the North American Free Trade Agreement has changed these basic assumptions. Since education (including higher education) is part of social programs, and social programs are not exempt from the provisions of NAFTA, higher education will have to adjust to serving not only Canadian society but permit extra-national institutions to deliver their services without requiring the presence of Canadian nationals.These changes are occurring at a time when technology is making possible electronic means of delivery of higher education material. This article is a first exploration of the intersection of knowledge, capital and technology in the context of free trade. It is set in a Canadian context but its reflections have relevance to other countries. 相似文献
713.
Randomized controlled trials (RCTs) are considered the most methodologically sound methods of conducting empirical research, but a successful RCT is contingent on the recruitment of subjects into the intervention and study. Few research articles and evaluations in education discuss recruitment, and even fewer discuss challenges in recruitment. This is worrisome, given that recruitment can jeopardize internal and external validity – the most valuable aspects of RCTs. This paper initiates a conversation about planning and carrying out a successful recruitment campaign, specifically in postsecondary settings where students are more autonomous, programmes are likely to be voluntary, the flow of information is disparate, and incentives are often misaligned for external evaluation. We also share our challenges and lessons learned in recruiting students for a student support programme and its evaluation. We also advocate that more researchers devote attention to, and sufficiently plan for the recruitment of subjects into RCTs. 相似文献
714.
Barry S.Howard 《株洲师范高等专科学校学报》2001,6(1):63-65
长期以来,中国的外语教学都是把听、说、读、写等基本技能分隔成相对独立的板块来实施的。因此,就有了口语、听力、写作、泛读和精读等诸多课程。在外语教学中最将将采用集各种技能为一体的整体教学思路和方法。其使用和完善将极大地促进中国的外语教学。 相似文献
715.
Fry of the maternal mouth brooding fishTilapia mossambica were tested for the effects of (1) rearing and (2) increasing age on initial responsiveness to a gray disk covered with small black pits that served as a maternal model. In the first experiment, the eggs were removed from their mother’s mouth shortly after spawning, hatched, and the fry raised in groups, singly in complete visual isolation, or by the mother (control) until testing. When free swimming, the fry were tested individually for responsiveness to the model. High levels of responsiveness were exhibited by all fry regardless of rearing experience, indicating that responsiveness to the mother’s mouth is fully developed at birth and needs no previous social experience for its expression. In the second experiment, naive group-reared fry were tested individually for initial responsiveness to the model at 13, 16, 20, or 26 days postspawning. It was found that naive fry were strongly attracted to the model at 13 and 16 days of age but were neutral or actively avoiding it at 26 days of age. This decline is almost identical to the decline in responsiveness of normally reared fry toward their actual mother. 相似文献
716.
Heng-Yu Ku Howard J. Sullivan 《Educational technology research and development : ETR & D》2002,50(1):21-34
This study investigated the effects of personalized instruction on the achievement and attitudes of Taiwanese students on
two-step mathematics word problems. A total of 136 fourth-graders in a Taiwanese public school participated in the study.
Subjects initially completed a Student Survey on which they chose their favorite foods, sports, stores, classmates, and other
selections. The most popular items were then used to create personalized math word problems for the pretest, personalized
instructional program, and posttest. Subjects were blocked by ability based on their pretest scores and were randomly assigned
within ability levels to either a personalized or nonpersonalized version of the print-based instructional program. After
finishing the program, subjects completed a student attitude survey and the posttest. A repeated-measures univariate analysis
of variance revealed that subjects in the personalized treatment made significantly greater pretest-to-posttest gains than
those in the nonpersonalized treatment. Subjects also performed significantly better on the personalized pretest and posttest
problems than on the nonpersonalized problems. Personalized subjects and higher-ability students both had significantly more
positive attitudes toward the instructional program than did their nonpersonalized and lower-ability counterparts.
This research was conducted while he was a doctoral student at Arizona State University. 相似文献
717.
The correlation between grades and student satisfaction has been interpreted as providing support for belief in a grading leniency bias hypothesis. That is, easy graders are assumed to receive better evaluations than hard gradersbecause they are easy graders. Howard and Maxwell have demonstrated that the relationship between grades and satisfaction might be viewed as an expected result of important causal relationships of other variables (student motivation and progress in the course) with satisfaction and grades, rather than simply evidence of contamination due to grading leniency. Eighty-three students in a research methodology course provided data at two points in a semester. Cross-lagged panel correlation analysis was employed to ascertain the direction of casuality in the relationship between student satisfaction and grades. The findings replicate the Howard and Maxwell path analytic results in finding no evidence that a grades-influencing-satisfaction interpretation is more likely than its opposite, namely, a satisfaction-causing-grades one. The weak relationship between grades and student satisfaction, and the study's inability to find evidence to impugn a satisfaction-causing-grades interpretation of that relationship, renders the grade contamination objection to student evaluations even less poignant. 相似文献
718.
Women as part-time faculty members 总被引:1,自引:0,他引:1
Part-time positions in academe have long been considered women's work because of the opportunities they afford for child care and household responsibilities, as well as the lower status and pay which they generally carry. Recent data indicate that men are just as likely as women to be part-timers, and that the large majority of women do not fit the stereotypical view of women part-timers. This paper uses data from a nation-wide survey of part-timers, conducted by the American Association of University Professors in 1977, to compare job-related characteristics of males and females and their motivations for working part-time. The data suggest that part-time academic employment may, in fact, be a female issue since some differences between the sexes are found to exist. In several instances women appear to be worse off than their male counterparts. The article concludes with policy recommendations to improve this situation. 相似文献
719.
The now late great Max Velthuijs was filmed in April 2004 discussing his work with Victoria de Rijke and Howard Hollands, who began the interview expecting Max to be working under certain artistic and cultural influences, none of which seemed to be the case! Max describes what brought him home to Andersen Press, the freedom of children’s picturebooks and his particular way of working, the irony of the white canvas, his attachment to certain symbolic motifs such as apples and blackbirds, and his affinity with the creatures that make up the universally popular and internationally acclaimed Frog series.This piece draws on many voices: those of Max Velthuijs, (represented here in italics), the interview questioners Victoria de Rijke, Howard Hollands & camerawoman Rebecca Sinker (in bold type), and comments (in ordinary type) drawing upon Joke Linders’ biography Ik Bof dat ik een Kikker Ben (Glad to be a Frog) Leopold, 2003, kindly translated into English by Lena Winter. 相似文献
720.
A two-part opinionaire was used to identify teachers' perceptions of the SCIS-II elementary science program. Of particular interest were perceived barriers to effective implementation of the program. The first part of the opinionaire was administered to 685 individuals, or 96.8% of the elementary teachers in a metropolitan school district. The second part was completed by a group of teachers at each grade level in each of the 31 elementary schools, with completion rates ranging from 77%–97% for the 13 SCIS-II units. Results indicate that grades K-2 teachers rated the program more positively than grades 3–6 teachers; teachers who rated the program highly perceived fewer barriers to effectively utilizing the program; and teachers rated the program higher for developing social skills and positive attitudes than for teaching science content and processes. Data on problems with individual SCIS-II units indicated that the viability and performance of the living organisms are problematic in all life science units. Further, the small number of insightful evaluative comments received for the last one-third to one-half of some units suggests that a significant portion of teachers are quitting the units before reaching the end. 相似文献