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51.
Timothy J. Nokes-Malach Kurt VanLehn Daniel M. Belenky Max Lichtenstein Gregory Cox 《European Journal of Psychology of Education - EJPE》2013,28(4):1237-1263
Research on expertise suggests that a critical aspect of expert understanding is knowledge of the relations between domain principles and problem features. We investigated two instructional pathways hypothesized to facilitate students’ learning of these relations when studying worked examples. The first path is through self-explaining how worked examples instantiate domain principles and the second is through analogical comparison of worked examples. We compared both of these pathways to a third instructional path where students read worked examples and solved practice problems. Students in an introductory physics class were randomly assigned to one of three worked example conditions (reading, self-explanation, or analogy) when learning about rotational kinematics and then completed a set of problem solving and conceptual tests that measured near, intermediate, and far transfer. Students in the reading and self-explanation groups performed better than the analogy group on near transfer problems solved during the learning activities. However, this problem solving advantage was short lived as all three groups performed similarly on two intermediate transfer problems given at test. On the far transfer test, the self-explanation and analogy groups performed better than the reading group. These results are consistent with the idea that self-explanation and analogical comparison can facilitate conceptual learning without decrements to problem solving skills relative to a more traditional type of instruction in a classroom setting. 相似文献
52.
Dr. Thomas A. Sinks Dr. John McLure Dr. Max Bough Robert Malinka Dr. Dorothy J. T. Terman 《Clearing house (Menasha, Wis.)》2013,86(2):52-56
Teacher retention has become a major issue facing policy makers as our nation's school-age population continues to grow while the teaching workforce continues to decline because of attrition and an aging workforce. Common reasons cited by teachers for leaving the profession can also be linked to burnout. This study examined burnout levels in a specific subset of teachers—those who achieved certification by the National Board for Professional Teaching Standards (NBPTS). The potential benefits to teachers who pursue NBPTS certification include professional pride, recognition of outstanding teaching practice, new leadership roles and responsibilities, and higher salaries (Shapiro 1995). Some of these potential rewards seem to address a number of the factors that are related to the onset of burnout, and therefore may not only alleviate burnout but also impact retention rates. The study found that National Board Certified Teachers (NBCTs) demonstrated significantly lower levels of burnout in two of its three dimensions. 相似文献
53.
We sought to examine empirically the prevailing assumption that changing assessment can leverage curricular reform. This assumption has been significantly confirmed by our research for the case of mandated high-stakes assessment. Two studies were conducted in the two most populous Australian states, New South Wales and Victoria. In the final two years of secondary school in both states, courses of study and assessment arrangements are mandated for all schools, including the private sector, by the state's Board of Studies. Congruence between mandated assessment and schoolwide instructional practice was found in two states whose high-stakes assessment embodied quite contrasting values. 相似文献
54.
The knowledge paradox suggests that high levels of investment in new knowledge do not necessarily and automatically generate the anticipated levels of competitiveness of growth. In particular, knowledge investments do not automatically translate into balanced growth and competitiveness. The purpose of this paper is to explain why knowledge investments are inherently unbalanced, so that the competitiveness and growth ensuing from knowledge are not equally spread across individuals, firms, and spatial units of observation, such as regions and countries. Based on a data set linking entrepreneurial activity to growth within the context of German regions, this paper shows that entrepreneurship serves a conduit of knowledge spillovers. 相似文献
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Max Brennan 《Higher Education》1994,28(1):129-135
Direct Government funding of higher education research began in 1965 with the establishment of the Australian Research Grants Committee. The emphasis was on (pure) basic research and excellence was the sole selection criterion. The emphasis shifted in 1988 with the establishment of the Australian Research Council and the enunciation by Government of a research policy which focused on the relevance of research to Australia's social and economic development. The Council's 1992 Mission Statement identified the five major benefits which the council's programs should deliver to the community. Two structural priorities, international links and higher education-industry links, were identified and new programs established. A third, research training, was given additional emphasis in an existing program. Thematic priorities will be addressed in all programs following an analysis of the balance of funding between research and research training strategies being developed jointly by researchers and research users. 相似文献
59.
Dick R. Miller Thea S. Allen Ariel Vanderpool Ryan Max Steinberg 《Cataloging & classification quarterly》2017,55(7-8):506-521
This research investigates what most catalogers already know—titles alone do not identify works sufficiently. Repetitive titles like “Annual Report” are just the tip of the iceberg. To explore the extent of ambiguity occurring in large sets of health science bibliographic data, the entire National Library of Medicine and Lane Medical Library catalogs and a sample from the PubMed database were analyzed. After measuring the uniqueness of titles, results were recalculated to determine the effect of appending date and/or edition. This initial evidence supports further exploration of whether such structured titles might serve as singular bibliographic identities. 相似文献
60.
This paper reflects upon the experience of carrying out a piece of action research as a university academic, in partnership with a primary school. It considers roles and responsibilities, agendas, dynamics, ethical dilemmas and issues of voice. It contextualises the research within a field where educational research continues to be conceptualised as the ‘poor relation.’ In light of this, it explores the richness and value to be found in rejecting positivist tradition and re-imagining the research process as one of uniqueness and ‘dissensus’ whereby learning happens through collaborative shared-learning encounters. It concludes that research relationships such as these can illuminate new understandings in ways that are not only rich and enduring but often unforeseen. 相似文献