Employing phenomenological techniques this qualitative study investigates perceptions of collaborative relationships between instructional designers and faculty at an R1 university. While past research has considered the growing involvement of instructional designers in course development, and knowledge and skills expected from an instructional designer, little attention has been paid to what constitutes an effective collaboration and how it can be developed from the perspectives of both instructional designers and faculty. Based on semi-structured interviews of faculty and instructional designers, the following four thematic categories were uncovered: (1) reasons for collaborative efforts; (2) structure of collaborative relationships; (3) supports of and barriers to collaboration; and (4) essential competencies and strategies for instructional designers and faculty in a collaborative partnership. Our findings support the existing research on the importance of collaboration between instructional designers and faculty, and spotlights instructional designers in the higher education setting. They also outline key elements of an effective relationship, including understanding the role of an instructional designer, trust and rapport building (and its components), administrative support and faculty buy-in. Suggestions are made for to how overcome potential barriers to ensure an effective and collaborative partnership. Implications and future directions for research and training programs are discussed.
This study investigated therelationship between working-memory (WM) spanand writing performance in three age groups(mean of ages of 15, 30, 77 years). Asexpected, older adults' performance wasinferior to younger adults on measures ofverbal and visual-spatial WM and structuralcomplexity in writing. More important, WM spanmoderated structural complexity in writingacross age and those effects remainedsignificant when short-term memory, readingcomprehension, word knowledge, spelling andhandwriting speed were partialed from theanalysis. Overall, the results support thenotion that age-related changes in textgeneration are moderated by limitations in ageneral WM system. 相似文献
We studied the effects of hardwood-derived biochar (BC) and the phytohormone-producing endophyte Galactomyces geotrichum WLL1 in soybean (Glycine max (L.) Merr.) with respect to basic, macro- and micronutrient uptakes and assimilations, and their subsequent effects on the regulation of functional amino acids, isoflavones, fatty acid composition, total sugar contents, total phenolic contents, and 1,1-diphenyl-2-picrylhydrazyl (DPPH)-scavenging activity. The assimilation of basic nutrients such as nitrogen was up-regulated, leaving carbon, oxygen, and hydrogen unaffected in BC+G. geotrichum-treated soybean plants. In comparison, the uptakes of macro- and micronutrients fluctuated in the individual or co-application of BC and G. geotrichum in soybean plant organs and rhizospheric substrate. Moreover, the same attribute was recorded for the regulation of functional amino acids, isoflavones, fatty acid composition, total sugar contents, total phenolic contents, and DPPH-scavenging activity. Collectively, these results showed that BC+G. geotrichum-treated soybean yielded better results than did the plants treated with individual applications. It was concluded that BC is an additional nutriment source and that the G. geotrichum acts as a plant biostimulating source and the effects of both are additive towards plant growth promotion. Strategies involving the incorporation of BC and endophytic symbiosis may help achieve eco-friendly agricultural production, thus reducing the excessive use of chemical agents. 相似文献
Research Findings: This qualitative case study examines Korean kindergartners’ literary discussions about racial/cultural diversity during a whole-group read-aloud. Using multiple sources of data, including observations, open-ended interviews, and written materials and children’s artifacts, this study found that (a) the children exhibited a biased attitude toward African characters, and their stereotypical views reflected their allegiance to their social/cultural contexts; (b) literary discussions about race provided the children with valuable opportunities to explore racial diversity, equality, injustice, and freedom; and (c) reading multicultural literature helped the children develop and practice their racial language and literacy skills. Practice or Policy: The findings of the study add several important contributions related to teaching young children multicultural literature. Reading literature should be used to provide a chance to explore real-life problems and critically analyze all of the differences children encounter on a daily basis. Teachers should encourage young children to freely share their views about diverse social issues by creating a space where children feel secure in exchanging different views. In order to create a more supportive literacy surrounding, teachers should understand how profoundly children’s social and cultural environments affect their reading practices. 相似文献
Disliked children may experience unhappiness, loneliness, and considerable frustration during their early involvement in preschool centers and the early years of school. Teachers of young children, realizing the effects of being disliked on self-esteen and academic, social, and personal growth, must work toward either changing the causes of the problem or attempting to change peer and teacher behaviour toward the disliked child.M. Lee Manning is Assistant Professor of Elementary Education of Columbia College in South Carolina. 相似文献
Fifteen toddlers (2- to 3-years old, nine boys and six girls) in a university preschool classroom were observed for 7 months while spending time with books during transition time, between story time and lunch. This qualitative case study investigated the ways that teachers can facilitate toddlers’ reading habits by providing literacy opportunities in unstructured learning environments and explored the contexts in which toddlers engage in independent reading activities. The findings of this study show that (1) toddlers can develop literacy through participating in meaning-making activities with peers while reading books together in unstructured environments and (2) toddlers want to read and choose to read in order to satisfy their curiosity, involvement, and social interchange, just as older children do. 相似文献
The authors aimed to investigate learning culture in classrooms at schools to understand education in Finland and South Korea. For this, Finnish and South Korean university students made observations on classrooms in partner countries and reflected on both education systems based on their own previous experiences (2011–2014). Afterwards, researchers from both countries categorized and thematized the experiences of the participants, and interpreted the main themes to figure out the learning culture in Finland and South Korea. As a result, the learning culture in both countries were characterized into six themes: teacher's autonomy in teaching, authenticity in learning, relationships between teachers and students, learning assessment, student engagement, and student well-being. Noteworthy features of high-performing education were recognized through the observation on the learning culture in both countries. 相似文献
Consumption of food pellets was examined in four water-deprived rats during 1-h sessions in which water was presented once every 30, 60, or 120 sec independently of the rats’ behavior according to three fixed-time (FT) schedules. Correlated with each FT condition was a continuous reinforcement (CRF) control condition in which the rats received, at the start of the session, the number of dipper presentations that were programmed to occur during the corresponding FT condition. During both the FT and CRF conditions, pellets per dipper presentation decreased and food intake rate increased with rate of water presentation, and there was a direct linear relation between log food intake and log water intake. For each of these three measures there was less eating under the FT condition than under the CRF condition, but the difference between the FT and CRF functions decreased at shorter FT values. These data are discussed in terms of the effects of amount of water on food consumption and the principle of temporal summation. 相似文献