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991.
Conclusion First year students in geography, biology and chemistry indicate many similarities in their expectation of university courses.
There are some interesting differences when categories of expectations are considered in isolation and when students are allowed
to choose in the ‘final four’ expectations test. Expectations of geography are quite definitely science oriented if one assumes
that a ‘practical’, ‘problem solving’ approach is inherently scientific. If these orientations are a consequence mainly of
experience, and this would seem to be very likely, then one needs to consider carefully the appropriateness of these orientations.
There are aspects of these results which should be of interest to curriculum developers and educators interested in a broad
evaluation of student goals.
Student's expectations emphasize knowledge, thinking skills, experimental work and related skills, as well as long term goals
and attitudes. There is certainly an element of general balance which must be heartening to those who might have had doubts
about the motivation of new university students. Students have expectations which indicate that they are aware of and presumably
value all four categories of goals. 相似文献
992.
OBJECTIVES: This study had two primary objectives: First, to examine the nature and co-occurrence of various forms of child maltreatment (sexual, physical, emotional, and witnessing violence) reported by Latina college students, and second, to explore coexisting maltreatment types and acculturation status as possible contributors to long-term adjustment difficulties. METHOD: Participants were 112 Latina undergraduate students categorized by the number of childhood maltreatment types experienced (0, 1, or 2 or more) and acculturation level (1 to 5). The possible effects of co-occurring forms of maltreatment, in conjunction with acculturation status, were investigated with respect to participants' reported trauma symptomatology. Data were collected using self-report measures. RESULTS: Nearly three out of 10 participants (29%) experienced more than one type of child maltreatment and, as expected, these individuals reported greater trauma symptomatology than those reporting either a single type of maltreatment or no maltreatment at all. Those who reported multiple types also endured more severe maltreatment than did respondents who experienced a single type. Acculturation level was neither directly related to trauma symptoms nor did it moderate the lasting correlates of maltreatment among victims. Interestingly, those who experienced a single form of maltreatment reported no more trauma symptoms than did participants who reported no maltreatment history at all. CONCLUSION: This investigation documents a large degree of overlap among various forms of self-reported childhood maltreatment within a Latina college population. The results underscore the need to consider multiple forms of maltreatment, as well as severity, when making inferences regarding potential effects on later functioning. 相似文献
993.
The close link between environmental education and development education advocated by major international reports of the last decade is operant in the UNESCO Asia‐Pacific region. A regional collaborative effort sponsored by the Asia‐Pacific Centre of Educational Innovation for Development (ACEID), UNESCO and Griffith University is creating an action research network to support teacher education in environmental education. The process is informed by Paul Hart's and Ian Robottom's argument that constructivist epistemology is consistent with an ecological world view and, therefore, provides an appropriate grounding for professional development in environmental education. Teacher educators from some 20 countries in the region are sharing in the writing of workshop modules for pre‐ and in‐service teachers; these are then critiqued and adapted in accordance with the needs of other countries. A culture of action research is being created by encouraging those involved to write case studies of their design, critique, adaptation and use of the materials as part of their professional development 相似文献
994.
John W. Adams 《Journal of Research in Special Educational Needs》2007,7(2):97-103
Identifying individuals with mathematical difficulties (MD) is becoming increasingly important in our education system. However, recognising MD is only the first stage in the provision of special educational needs (SEN). Although planning the effective remedial support is vital, there is little consensus on the interventions that are appropriate. There are two main reasons for this: first, MD has a variety of manifestations which appear to change with age; and second, there are many potential causes for the difficulties individuals experience. This paper addresses these issues by reviewing research evidence from three 'domains' of psychological research (genetic, cognitive, behavioural), all of which appear to offer insights into potential influences on mathematical ability. 相似文献
995.
Keith W. Dickinson Anne Pollock John Troy 《Assessment & Evaluation in Higher Education》1995,20(1):59-66
The 1992–93 session in Scottish universities saw the introduction of the Scottish Higher Education Funding Council's (SHEFC) statutory requirement to introduce quality assessments of teaching and learning. This paper looks at some of the issues that have arisen from the experience of staff at Napier University in terms of being assessed. It focuses on the issues that have arisen from the first and second round of visits to institutions. The key questions and problems associated with the process are considered in the context of the following headings: (1) defining quality; (2) the role of the lead assessor; (3) the framework for the visit; (4) the role of the student; (5) the quality of the reports; (6) the cost benefit analysis. SHEFC's stated aims for assessment are evaluated in the light of the above. 相似文献
996.
Raymond Lynch Adrian Hurley Olivia Cumiskey Brian Nolan Bridgeen McGlynn 《Irish Educational Studies》2019,38(1):89-103
This article considers the relationship between differential homework task difficulty, student engagement and performance across four Irish post-primary school sites. A total of 236 participants completed all elements of this study. All participants were junior cycle students, aged between 12 and 16 years. The study employed a standardised test–retest approach, with a one week interval between tests. Between testing, participants were randomly subdivided into three cohorts. Each cohort received homework questions of different difficulty levels to complete for one week. The results of this study found that Cohort A, who received the least difficult homework tasks, completed the most non-compulsory questions. Although Cohort A demonstrated higher levels of engagement, no statistically significant difference was found in the change in performance scores of the three cohorts. The results highlight the negative impact of increased task difficulty on student engagement with independent homework tasks. The findings suggest that in order to support student engagement it is important that teachers afford ample opportunity for student success when designing self-directed tasks such as homework. 相似文献
997.
Antireflection is an essential requirement for certain optoelectronic devices. Antireflective surfaces can be generated by different methods. One method mimics the nanofeatures on the moth eye surface. This can be done by ‘soft lithography’ (SL), where nanofeatures are created on an elastomeric stamp. This stamp is then used for imprinting the pattern on other surfaces. 相似文献
998.
999.
This paper assesses the relative contribution of maternal, household, child, and poverty characteristics to the quality of the home environment. The sample consists of 1,887 children birth to 4 years old from the National Longitudinal Survey of Youth (NLSY). Ordinary least-squares regression is used to explore conceptually distinct aspects of children's poverty experiences. Poverty variables are found to have a statistically significant effect on the quality of the home environment, after controlling for the effects of other variables in the models. Statistically significant interactions among poverty variables are identified. A major finding is that improvements in family income have the strongest effects on the quality of the home environment for children who were born poor or lived much of their lives in poverty. The conclusion emphasizes implications for future research. 相似文献
1000.
John Cook Yishay Mor Patricia Santos 《British journal of educational technology : journal of the Council for Educational Technology》2020,51(4):1155-1167
The paper contributes to design discourse by drawing on Educational Design Research (EDR) that has been conducted into what we call a Zone of Possibility (ZoP) over the past seven years. We define a ZoP as a place where individuals can overcome the constraints of expectations and power structures to effect desired change. Specifically, this paper presents details of how our initial research question (RQ1) has evolved to the one presented in the conclusions (RQ2); both RQs are summarised below in the section “Research Questions.” To describe this evolution, the paper is presented as 3 cases (Confer, ZoP Stokes Croft and Google Lens in HE) that have provided insights to explore the concept of the ZoP and its implications for EDR. Specifically, one of the main conclusions is the importance of bridging positioning practices as “successful communication” and an understanding of social context in hybrid contexts (ie, the ZoP). 相似文献