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61.
In many engineering curricula a period of practical training in industry is either compulsory or advised. Often the educational goals of such a period are defined as 'learning to put knowledge and skills into practice'. The assessment is usually based on a technical report of the activities during the period. In this paper, how the definition of educational objectives led to the introduction of practical training is discussed. These objectives are acquiring insight in the engineering profession, learning to 'survive' in a different culture and learning to apply as well as broadening technical knowledge and skills. Furthermore, an assessment procedure is introduced which allows for testing whether the students have met the objectives. 相似文献
62.
AbstractThis issue is the second of a special PRIMUS two-part issue collecting articles on undergraduate research from experienced faculty mentors. We offer it as a valuable resource for faculty leading undergraduate research programs. This issue presents a collection of papers offering advice on a variety of specific topics important for leaders of undergraduate research programs. Issues of finding and designing appropriate and accessible research projects, assessing undergraduate research, and publicizing it in the media are addressed. 相似文献
63.
Sylke Vandercruysse Judith ter Vrugte Ton de Jong Pieter Wouters Herre van Oostendorp Lieven Verschaffel Jan Elen 《Educational technology research and development : ETR & D》2017,65(5):1345-1368
In this study we focus on the integration of mathematical learning content (i.e., proportional reasoning) in game-based learning environments (GBLE). More specifically, two kinds of GBLEs are set up: an extrinsically integrated GBLE and an intrinsically integrated GBLE. In the former environment, the mathematical content is not part of the core mechanics and structure of the gaming world. In the latter environment, the mathematical content is delivered through the parts of the game that are the most fun to play and embodied within the structure of the gaming world and the players’ interactions with it. Sixty-four vocational track students participated in the study, all of them working in either version of the self-developed GBLE “Zeldenrust”. The results of this study suggest that the way the content is integrated in a GBLE (i.e., intrinsically or extrinsically) matters: contrary to our expectations, students who played the extrinsically integrated game showed higher learning gains, motivational gains and perceived usefulness than students who played the game in which the content was intrinsically integrated. 相似文献
64.
Paul L. Hill Rose A. Shaw Jan R. Taylor Brittan L. Hallar 《Innovative Higher Education》2011,36(1):19-27
Although progress has been made, greater efforts are needed to promote faculty diversity at the college and university levels,
especially in STEM fields. Thus, it is important to elucidate best practices both for increasing awareness of diversity issues
pertaining to higher education and for implementing change. This article focuses on the outcomes of a diversity workshop for
college and university faculty hosted by the West Virginia Higher Education Policy Commission, Division of Science and Research.
More specifically, it elucidates how participation in the workshop translated into practice at the faculty participants’ home
institutions. 相似文献
65.
In this study, the socio-cultural variation in reading comprehension development was examined in 331 fifth graders from schools in Lima, Peru. Reading comprehension was measured using an adaptation of the PIRLS Reading Literacy test. The fifth graders?? reading comprehension results, measured over the course of fifth grade, were related to the development of word decoding, vocabulary, and motivation for reading. Children??s development in these domains was related to their gender, intellectual maturity, home literacy climate, and socio-economic status. Structural Equation Modelling showed that the development of reading comprehension was influenced by the children??s ability to decode words, their vocabulary, and reading motivation. Furthermore, gender and intellectual maturity as well as children??s home literacy climate and socio-economic status appeared to substantially predict reading comprehension development, directly or indirectly. More than half of the variance in reading comprehension by the end of the fifth grade could be explained based on these predictor variables. 相似文献
66.
Hughes JN 《The Elementary school journal》2011,112(1):38-60
The shared and unique effects of teacher and student reports of teacher student relationship quality (TSRQ) in second and third grade on academic self views, behavioral engagement, and achievement the following year were investigated in a sample of 714 academically at-risk students. Teacher and student reports of teacher-student support and conflict showed low correspondence. As a block, teacher and student reports of TSRQ predicted all outcomes, above prior performance on that outcome and background variables. Student reports uniquely predicted school belonging, perceived academic competence, and math achievement. Teacher reports uniquely predicted behavioral engagement and child perceived academic competence. Teacher and student reports of the teacher-student relationship assess largely different constructs that predict different outcomes. Implications of findings for practice and research are discussed. 相似文献
67.
Frijters JC Lovett MW Steinbach KA Wolf M Sevcik RA Morris RD 《Journal of learning disabilities》2011,44(2):150-166
This study reports on several specific neurocognitive process predictors of reading outcomes for a sample of 278 children with reading disabilities. Three categories of response (i.e., poor, average, and good) were formed via growth curve models of six reading outcomes. Two nested discriminant function analyses were conducted to evaluate the predictive capability of the following models: (a) an intervention and phonological processing model that included intervention group, phonological awareness, and rapid naming and (b) an additive cognitive neuropsychological model that included measures of memory, visual processes, and cognitive or intellectual functioning. Over and above the substantial explanatory power of the base model, the additive model improved classification of poor and good responders. Several of the cognitive and neuropsychological variables predicted degree of reading outcomes, even after controlling for type of intervention, phonological awareness, and rapid naming. 相似文献
68.
Dirk T. Tempelaar Sybrand Schim van der Loeff Wim H. Gijselaers Jan F. H. Nijhuis 《Research in higher education》2011,52(4):395-419
Student achievement motivations are crucial in learning in two ways: as a determinant and an aim of learning. In this study,
we focus on two related questions with regard to achievement motivations: to what extent are they subject-specific, and to
what extent are they malleable? Answers to both questions are especially important when aiming to influence motivations. Malleability
of motivation is studied by designing structural equation models that explain achievement motivation out of the most stable
student characteristics one can think of: gender, and personality traits. Subject matter variability is studied by estimating
these models for five main subject areas in a business program. The motivation construct we use is based on the expectancy-value
model and distinguishes four different facets: cognitive competence, difficulty, task-value and affect. We find evidence for
strong subject-specificity and considerable non-malleability of achievement motivation; part of that last aspect is a remarkably
constant over-confidence gender gap present in the data of the calibration of competency beliefs and performance in all subject
areas. 相似文献
69.
In this paper we present a new fabrication method that combines for the first time popular SU-8 technology and PerMX dry-photoresist lamination for the manufacturing of high aspect ratio three-dimensional multi-level microfluidic networks. The potential of this approach, which further benefits from wafer-level manufacturing and accurate alignment of fluidic levels, is demonstrated by a highly integrated three-level microfluidic chip. The hereby achieved network complexity, including 24 fluidic vias and 16 crossing points of three individual microchannels on less than 13 mm(2) chip area, is unique for SU-8 based fluidic networks. We further report on excellent process compatibility between SU-8 and PerMX dry-photoresist which results in high interlayer adhesion strength. The tight pressure sealing of a fluidic channel (0.5 MPa for 1 h) is demonstrated for 150 μm narrow SU-8/PerMX bonding interfaces. 相似文献
70.
English has always occupied a key position in China’s education. The quality of English education depends largely on the quality of the English teaching force. Improving the overall quality of Teaching English as a Foreign Language (TEFL) teachers entails advancing both their teaching and research competence. This study, with its focus on Chinese TEFL teachers working in a higher education institution, was set up in a context where Chinese higher education colleges are being transformed into universities and research is becoming a crucial aspect of all teachers’ work. This small-scale case study investigated a group of Chinese TEFL teachers’ perceptions about research and their individual and workplace characteristics that influenced their research endeavours. The findings revealed that Chinese TEFL teachers recognised the significance of research for teaching, professional growth and career advancement. However, lack of individual characteristics such as research and disciplinary knowledge, confidence in research and intrinsic motivation impeded their research efforts. Their institution and departments seemed to encourage research; yet, more specific financial and academic support to start and sustain their research endeavours is required. This study’s findings provide implications for both individual teachers and their institutions to engage TEFL teachers more actively in research. 相似文献