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41.
Leslie Jordan Albert Camille S. Johnson 《Decision Sciences Journal of Innovative Education》2011,9(3):421-436
Many universities are pursuing increases in on‐line course offerings as a means of offsetting the rising costs of providing high‐quality educational opportunities and of better serving their student populations. However, enrollments in online courses are not always sufficient to cover their costs. One possible way of improving enrollments is through marketing campaigns targeted to specific demographic groups. In this study, we take a first look into how students’ perceptions of e‐learning systems, prior to their enrollment in an online course, vary across socioeconomic status and gender. Findings suggest that prior to taking an online course, working‐class students perceive e‐learning systems more positively than their middle‐class peers but that little difference exists between genders. Armed with this knowledge, universities may improve online course enrollments by marketing online courses specifically to working‐class students or through campaigns aimed at improving middle‐class students’ perceptions of e‐learning systems. 相似文献
42.
Danny J. Johnson 《Decision Sciences Journal of Innovative Education》2011,9(2):299-306
This hands‐on project uses a paper helicopter to teach students how to distinguish between common and special causes of variability when developing and using statistical process control charts. It allows the student to experience a process that is out‐of‐control due to imprecise or incomplete product design specifications and to discover how the process can be brought into control through the use of standardized product specifications and associated construction procedures. It also allows the student to experience common causes of variability, to distinguish these from the special causes of variability resulting from the incomplete design specifications, and to discover how standardization reduces process variability. The project has been used in both undergraduate and MBA classes and demonstrates these concepts in a way that is easy for the student to understand and remember. 相似文献
43.
Richard Cox Jean Mckendree Richard Tobin John Lee Terry Mayes 《Instructional Science》1999,27(6):431-458
This study examined learning in the domain of sentence parsing and syntax treediagram construction. The aim of the study was to assess whether subjects could learn vicariously from recordings of interactions between a previous student and a tutor.Four intervention conditions and a control condition were compared. Subjects in a dialogue group (DL) read printed tutorial notes and subsequently vicariously viewed dynamic (animated) recordings of tree diagrams being constructed by a previous student in the presence of a tutor.The discourse (DI) condition was similar except that subjects viewed recordings of tree diagrams being constructed by a tutor who concurrently verbalised instructional discourse.In a third condition (DO), subjects viewed tree-diagram construction animation clips which were not annotated with either dialogue or discourse. In a linear text (LT) condition, subjects were given only printed tutorial notes. A control (CO) condition involved pre and post testing without any intervention.Results indicated that the dialogue condition was as effective as the discourse condition. This provides support for contention that re-usable dialogue is a useful resource for the vicarious learner. Another finding was that un-annotated animated diagrams were surprisingly effective. Several reasons for their effectiveness are suggested from the literature on instructional animations. 相似文献
45.
This study used an ecological framework to examine predictors of delinquent behaviors among 91 sixth-grade Latino youth. Both proximal and distal contextual factors were assessed to determine their impact on various forms of delinquency, such as violent behaviors, violent thoughts, substance abuse, and general delinquency (e.g., skipping school). Attitudes toward school, mobility (number of moves to new schools and neighborhoods), and exposure to community violence were distal variables, whereas attachment to parents and attachment to peers were considered more proximal variables. Environmental experiences or exposure to distressing community violence was the strongest predictor of delinquent outcomes. The results were discussed in terms of school officials' developing linkages with the community to promote safe environments for youth. 相似文献
46.
Johnson?M.?IshengomaEmail author 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》2005,51(2-3):139-153
This study argues for the integration of African oral traditions and other elements of traditional learning into the modern school curriculum. It thus contributes to supporting the increased relevance of education to local communities. In particular, using the example of riddles collected from one of the main ethnic groups in Northwestern Tanzania, the Haya people, the present study challenges the views of those social and cultural anthropologists who hold that African riddles have no substantially meaningful educational value. Instead, it is maintained that riddles make an important contribution to children’s full participation in the social, cultural, political, and economic life of African communities, especially by fostering critical thinking and transmitting indigenous knowledge.
Zusammenfassung MÜNDLICHE TRADITIONEN IN AFRIKA: DER ERZIEHERISCHE WERT VON RÄTSELN BEI DEN HAYA IM NORDWESTLICHEN TANSANIA – Diese Studie argumentiert für die Einbeziehung afrikanischer mündlicher Traditionen und anderer Elemente traditionellen Lernens in den modernen schulischen Lehrplan. Sie fördert somit die gestiegene Bedeutung der Bildung für die örtlichen Gemeinschaften. Insbesondere begegnet die vorliegende Studie, indem sie das Beispiel von Rätseln gebraucht, die bei einer der Hauptvolksgruppen im nordwestlichen Tansania, dem Volk der Haya, gesammelt wurden, den Ansichten derjenigen Sozial- und Kulturanthropologen, die behaupten, dass afrikanische Rätsel keinen wesentlich bedeutungsvollen erzieherischen Wert haben. Stattdessen wird die These aufgestellt, dass Rätsel einen wichtigen Beitrag zur vollständigen Teilnahme von Kindern am gesellschaftlichen, kulturellen, politischen sowie wirtschaftlichen Leben afrikanischer Gemeinschaften leisten, besonders durch die Förderung von kritischem Denken und die Weitergabe des Wissens der Eingeborenen.
Resumen TRADICIONES ORALES AFRICANAS: EL VALOR EDUCATIVO DE LAS ADIVINANZAS PARA EL PUEBLO DE LOS HAYA EN EL NOROESTE DE TANZANÍA – Con este trabajo, el autor aboga por una integración de tradiciones orales africanas y de otros elementos de aprendizaje tradicional en los actuales planes de estudios de las escuelas. Al mismo tiempo, hace énfasis en la creciente relevancia que la educación tiene para las comunidades locales. Con este estudio, el autor desafía la posición de aquellos antropólogos sociales y culturales que sostienen que las adivinanzas africanas no tienen ningún valor educativo digno de mención, ante todo presentando el ejemplo de adivinanzas que ha recopilado entre los miembros del pueblo de los haya, uno de los principales grupos étnicos del noroeste de Tanzanía. Por lo contrario, el autor afirma que las adivinanzas promueven en gran medida la participación plena de los niños en la vida social, cultural, política y económica de las comunidades africanas, ante todo porque incentivan el pensamiento crítico y transmiten conocimientos indígenas.
Résumé TRADITIONS ORALES AFRICAINES : LA VALEUR ÉDUCATIVE DES ÉNIGMES CHEZ LES HAYAS DE LA TANZANIE DU NORD-OUEST – Cette étude argumente en faveur de l’intégration des traditions orales africaines et autres éléments de l’apprentissage traditionnel dans le programme d’étude de l’école moderne. Elle contribue ainsi à soutenir la pertinance accrue de l’éducation au sein des communautés locales. En particulier, utilisant l’exemple des énigmes recueillies chez l’un des principaux groupes ethniques de la Tanzanie du Nord-Ouest, le peuple Haya, l’étude présente conteste les vues de ces anthropologues sociaux et culturels qui soutiennent que les énigmes africaines n’ont pas de valeur éducative substantiellement significative. Au lieu de cela, on maintient que les énigmes apportent une contribution importante à la pleine participation des enfants à la vie sociale, culturelle, politique et économique des communautés africaines, spécialement en ce qu’elles favorisent la pensée critique et transmettent les connaissances indigènes.相似文献
47.
48.
To test how sex biases operate in the screening of candidates for administrative positions, an experimental study was conducted to evaluate the contribution of gender and career pattern effects on candidates' ratings. Faculty from seven universities were asked in a task that was judged to be realistic to evaluate vitae of six candidates for a deanship of a college of arts and sciences. Experimental design permitted alteration of the vitae to change gender and career patterns. No significant difference was found in the ratings assigned to male and female candidates. Career break did have a significant effect; candidates with career breaks received higher ratings on the average than those without career breaks. There was no significant interaction of gender and career break. Three different ratings systems were used, but none interacted with either gender or career break. However, closer examination of screeners' ratings did suggest that career experience was evaluated in different ways for male and female candidates. 相似文献
49.
In Grutter vs. Bollinger, the U.S. Supreme Court ruled that the use of race as one factor, among many in admissions decisions is constitutional. It is not known, however, whether future legal opinions will continue to uphold the use of affirmative action policies. Some have argued that class-based preferences can achieve many of the same goals as in affirmative action while being more likely to withstand legal challenges. To date, no empirical studies have been conducted on the potential impact of a class-based admissions policy if implemented at an undergraduate institution. This paper reports on a study at a selective public college and compares a number of outcomes under three admissions models: the original admissions decisions, a purely academic model, and an socio-economic status (SES)-based model. The findings showed that use of the SES-based model would have led to a more academically qualified class than in the original admitted class while maintaining substantially greater student diversity that was found under the academic model. An admissions policy based on preferences for socio-economically disadvantaged applicants appears to hold promise for other colleges and universities with similar institutional and applicant characteristics. The ideas and research design reported in this paper are based on the doctoral dissertation study of the second author, Undergraduate Admissions Models Incorporating Socioeconomic Factors (Johnson, 2000). 相似文献
50.
Françoise Cordier Mohamed Es Saidi Jean Cordier 《European Journal of Psychology of Education - EJPE》1997,12(3):305-314
Privileged (typical, basic-level) representations are cognitive representations in which figurative features play a significant part. We specifically consider studies on the conventional point of view in object perception (Palmer, Rosch, & Chase, 1981). We propose an analysis of solid geometrical problems in the field of typicality theory and more generally in the theoretical field of mental models. Applied to this geometrical domain, the analysis suggests that individual cognitive representations — corresponding with different points of view from which a figure can be seen — are more or less representative examples of the category, that is to say they correspond more or less with the mental model built by the subject in this domain. Task 1 emphasizes the most representative point of view for four solid geometrical figures chosen by the experimenter. Then, we analyse two tasks on each figure from both the typical and non typical points of view. Errors occur most frequently when the geometrical figure is seen from its non typical viewpoints. Particular attention should be paid to this factor in analysing errors made by subjects. 相似文献