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71.
This article is a literature review concerning the factors that play an important role in the development of educational technology plans in the educational system of developing countries (DCs). Largely, the technology plans are influenced by factors that emanates from within the country (internal) and those outside of their borders (external). Internal factors include the high prices and low effectiveness of services provided by technology-related multinational corporations in DCs, the philosophical perspectives and priorities of organizations, foundations and development agencies promoting the implementation of ICTs in DCs, pilot programs without sustainability, uncoordinated pilot projects, selling of refurbished computers for use at a large scale, and dominance of the English language in the software. External factors include international summits and conferences, global partnerships and establishment of international organizations, and technology-related multinational corporations. To this end, this article is intended to stimulate reflections on the different factors that play an important role in the development and implementation of educational technology plans in Dcs. 相似文献
72.
Computer-assisted instruction (CAI) in English-Language environments offer practice time, motivates students, enhance student learning, increase authentic materials that students can study, and has the potential to encourage teamwork between students. The findings from this particular study suggested that students who used computer assisted program had a greater chance of closing achievement gap and meeting NCLB requirements than those students who did not use computer-assisted instruction. Additionally, the students that used computer-assisted classroom instruction gained scores in reading and math. Based on these findings, teachers, school administrators, and other educational stakeholder should explore strategies for technology integration to close the achievement gap. 相似文献
73.
Rebecca Schroeder Jared L. Howland 《Library Collections, Acquisitions, and Technical Services》2011,35(4):129-134
Brigham Young University's Harold B. Lee Library conducted a time-task cost study to compare the cost and processing time of shelf-ready books to non-shelf-ready books to determine if it could better use its human resources and if it should expand the use of shelf-ready to include its approval books. The results showed that shelf-ready was, on average, 5.7% cheaper, took 47% less processing time, and arrived on the shelves 33 sooner than books processed in-house. Based on the results of the study, the library moved its approval books to the shelf-ready program and was able to reallocate catalogers tasks. 相似文献
74.
Steven Judd 《Al-Masaq: Islam & the Medieval Mediterranean》2011,23(1):1-14
This article traces the emergence of a systematic approach to combating heresy during the Umayyad period. It argues that the Umayyads sought to silence religious dissent by labelling it as heresy and that the doctrinal boundaries of “orthodoxy” narrowed as the Umayyad period progressed. The article also asserts that Umayyad efforts to impose their vision of orthodoxy were an important precedent for the mi?na under the ?Abbāsids. 相似文献
75.
While learning environment research has been growing in popularity over the past few decades, little attention has been given towards the learning environment of graduate students, and virtually no attention has been given specifically towards graduate counseling and related programs such as professional counseling, clinical and counseling psychology, and marriage and family therapy. In this paper we propose using Bronfenbrenner’s (1979, 1992) ecological theory as a model to conceptualize the training environment of such counselor preparation programs. Through the application of Bronfenbrenner’s theory, counselor educators and counseling trainees can better understand the systemic nature of the training environment that they create and where they train. Implications and recommendations for future research are provided to further advance the knowledge and awareness of the counseling training environment. 相似文献
76.
77.
Sofia Villarreal Jared A. Montoya Phyllis Duncan Esther Gergen 《Psychology in the schools》2018,55(5):476-489
This study examined leadership style as a predictor of career readiness among a sample of (N = 281) students from two early college high schools from the Rio Grande Valley in South Texas. Participants included 165 females and 116 males ranging from 14 to 19 years of age and 96.8% identified as Hispanic. Participants provided demographic information and reported their own leadership style using the Multifactor Leadership Questionnaire (MLQ 5x) as well as their career readiness using the Employability Skills Inventory (ESI). Additionally, pre‐existing district Texas Success Initiative (TSI) data was used to identify college readiness in Reading, Writing, and Math. The results indicated that college readiness, dual enrollment, year in school and gender predicted some of the dimensions of career readiness, but leadership style emerged as a significant predictor of all eight dimensions of career readiness. 相似文献
78.
Invention activities challenge students to tackle problems that superficially appear unrelated to the course material but illustrate underlying fundamental concepts that are fundamental to material that will be presented. During our invention activities in a first-year biology class, students were presented with problems that are parallel to those that living cells must solve, in weekly sessions over a 13-wk term. We compared students who participated in the invention activities sessions with students who participated in sessions of structured problem solving and with students who did not participate in either activity. When faced with developing a solution to a challenging and unfamiliar biology problem, invention activity students were much quicker to engage with the problem and routinely provided multiple reasonable hypotheses. In contrast the other students were significantly slower in beginning to work on the problem and routinely produced relatively few ideas. We suggest that the invention activities develop a highly valuable skill that operates at the initial stages of problem solving. 相似文献
79.
Larry R. Judd Carolyn B. Smith 《Educational technology research and development : ETR & D》1977,25(2):147-158
Conclusions Several conclusions can be drawn from this study: 1) At midterm there was no difference in self-concept or ideal self-concept
factors clearly attributable to the videotape experience. 2) At midterm there was a significant difference on the Pleasantness
factor of self-concept between videotaped males and videotaped females. 3) Females videotaped during the first half of the
semester significantly increased on the Strength factor of self-concept during the second half of the semester. 4) At the
end of the semester there were no significant differences in self-concept or ideal self-concept scores attributable to the
time in the semester of the videotape experience. But there was a sleeper effect for females on the Strength factor that began
about seven weeks after self-viewing and led to enhancement of self-concept. 5) At the end of the semester females videotaped
early in the term had significantly higher scores on the Pleasantness factor of self-concept than did either group of males.
6) The significant interaction of factor x time x sex X time of videotape on the factors of ideal self-concept could not be
explained.
In future studies of self-concept and ideal self-concept, as related of self-viewing, males and females should be in separate
treatment groups. Further research might profitable explore the sleeper effect on the Strength factor for females, the tendency
of Strength factor of self-concept scores of males and females to equalize during a speech communication course, and the possibility
that the lapse of time between self-viewing and measurement may influence self-concept scores. 相似文献
80.
Lisa Tsoi Hoshmand Jared Kass 《International journal for the advancement of counseling》2003,25(4):205-213
An overview is provided on conceptual and action frameworks for peace, including contributions from different areas of psychology and several multidisciplinary perspectives. Approaches lacking in previous efforts, and some of the reasons for the limited success of peace work are identified. Two case examples are given to illustrate possibilities that have transformative potential, but are less often pursued by counseling professionals. Action research in communal dialogue and advocacy, and psychoeducation and mentoring in psychospiritual development are emphasized in promoting peaceful communities. Implications for our roles and functions as well as future theory, research and training are discussed. 相似文献