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61.
Bob Croasdale Jeff Evans Jerry L. Moreno Harry O. Posten Andy Begg John Bernard Ethel C. Henderson 《Teaching Statistics》1987,9(1):2-7
The following short contributions are from people who attended the Second International Conference on Teaching Statistics held in Victoria, August 1986 相似文献
62.
Elena Novak Jerry Daday Kerrie McDaniel 《Educational technology research and development : ETR & D》2018,66(5):1189-1209
This empirical study used Keller’s (Technol Instr Cogn Learn 16:79–104, 2008b) motivation, volition, and performance (MVP) theory to develop and statistically evaluate a mathematical MVP model that can serve as a research and policy tool for evaluating students’ learning experiences in digital environments. Specifically, it explored undergraduate biology students’ learning and attitudes toward e-texts using a MVP mathematical model in two different e-text environments. A data set (N = 1334) that included student motivation and e-text information processing, frustration with using e-texts, and student ability variables was used to evaluate e-text satisfaction. A regression analysis of these variables revealed a significant model that explained 77% of the variation in student e-text satisfaction in both e-text learning environments. Student motivation and intrinsic cognitive load were positive predictors of student satisfaction, while extraneous cognitive load and student prior knowledge and background variables were negative predictors. Practical implications for e-text learning and generalizability of a mathematical MVP model are discussed. 相似文献
63.
Jerry Aldridge 《Early Childhood Education Journal》1990,17(3):26-26
Jerry Aldridge is an associate professor of Early Childhood Education and Special Education, Department of Curriculum and Instruction, University of Alabama at Birmingham. 相似文献
64.
Jerry Herron 《Interchange》1991,22(1-2):126-140
65.
66.
Sandra Fernandes Maria Assunção Flores Rui Manuel Lima 《Assessment & Evaluation in Higher Education》2012,37(2):163-178
According to the demands of the Bologna process, new educational methods and strategies are needed in order to enhance student-centred learning. Project work is one of those approaches. This paper aims to evaluate the impact of project-led education (PLE) on students’ learning processes and outcomes, within the context of a first-year engineering programme. It explores students’ perceptions about assessment procedures and processes. Data collection was based on individual surveys at the end and the beginning of each PLE edition and through focus groups, after a period of six months. Findings are presented according to emerging themes from the data analysis, focusing mainly on students’ perspectives of learning and assessment, the role of formative and summative assessments in PLE and their impact on learning. Implications for improving assessment practices are discussed. 相似文献
67.
Jerry L. Harbour 《Performance Improvement》2012,51(1):36-42
The ability to improve team motor skill performance is predicated on the corresponding ability to accurately identify areas for improvement. Unfortunately, in many time‐critical, rapid‐paced environments, accurately identifying areas for improvement is often problematic. The technique described in this case study seeks to overcome these difficulties in a systematic manner by employing a video‐recorded, mapping‐and‐measurement‐based approach that can discern details normally missed by human observation. 相似文献
68.
Sandra Fernandes Diana Mesquita Maria Assunção Flores Rui M. Lima 《European Journal of Engineering Education》2014,39(1):55-67
This paper reports on findings from a three-year study of project-based learning implemented in the first year of the Industrial Engineering and Management programme, at the University of Minho, Portugal. This particular model was inspired on project-led education (PLE), following Powell and Weenk's [2003. Project-Led Engineering Education. Utrecht: Lemma] work. It aims to analyse students’ perceptions of PLE as a learning device and its implications for faculty and students’ role in teaching and learning. Data collection took place in two phases through individual surveys and focus groups to students. Findings suggest the importance of PLE as a device to enhance meaningful learning and provide evidence from students that it helps to increase their engagement in learning. Implications of PLE for faculty and students role in teaching and learning will be discussed in the paper. 相似文献
69.
Jerry Robinson Perry Aldridge Reitberger Fuchs Arthur Asa Berger 《Communication Booknotes Quarterly》2013,44(3):35-37
Jerry Robinson's The Comics: An Illustrated History of Comic Strip Art (New York: Putnam, 1974—$15.00) A History of the Comic Strip [Crown, 1968—$3.95, paper] Perry and Aldridge's The Penguin Book of Comics [Penguin, 1967—$4.95, paper] Reitberger and Fuchs' Comics: Anatomy of a Mass Medium Little, Brown, 1972— 6.95, paper—this last is discussed in 4:6:4 ; of which the latter appears the best competition to this new volume) Arthur Asa Berger's The Comic-Stripped American (Baltimore: Penguin Books, 1974—$2.95, paper) Eli M. Oboler's The Fear of the Word: Censorship and Sex (Metuchen, N.J.: Scarecrow Press, 1974—$10.00) The Annals of the American Academy of Political and Social Science (3937 Chestnut St., Philadelphia, Pa. 19104—$4.00/3.00 per issue) Ted Klein and Fred Danzig's How to Be Heard: Making the Media Work for You (New York: Macmillan, 1974—$9.95) Douglas R. Berdie and John F. Anderson's Questionnaires: Design and Use (Metuchen, N.J.: Scarecrow Press, 1974—$7.50) S.H. Steinberg's Five Hundred Years of Printing (Baltimore: Penguin Books, 1974— $3.25, paper) 相似文献
70.
Julien Caunter Stanley J. Solomon Jerry Lewis William Bayer Alan Rosenthal 《Communication Booknotes Quarterly》2013,44(4):4-6
Julien Caunter's How to Make Movie Magic in Amateur Films (Philadelphia: Chilton Books, 1971---price not known) Stanley J. Solomon The Film Idea (New York: Harcourt, Brace, Javanovich, March 1972---$4.95 paper) Jerry Lewis' The Total Filmmaker (New York: Random House, 1971---$6.95) William Bayer's Breaking Through, Selling Out, Dropping Dead, and Other Notes on Film Making (New York: Macmillan, 1971---$5.95) Alan Rosenthal (ed.) The New Documentary in Action: A Casebook in Film Making (Berkeley: University of California Press, 1971---$11.95) 相似文献