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641.
642.
Nicholas De Witt Edmund King Jean vanden Bossche A. Harry Passow Eve Malmquist Alfred Yates Urban Dahllöf John D. Williams Conrad Graham Rudolf Cohen Elfriede Höhn Anna -Liisa Sysiharju Harry D. Gideonse D. J. D. Smith S. Kaneti-Barry Werner H. Tack M. J. Langeveld 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》1964,10(3):358-382
643.
ABSTRACTIn this article, the authors, based on a process developed in the context of US higher education, demonstrate a model for undergraduate student research skill development that involves academic staff writing collaborative book reviews with undergraduate students and librarians, especially librarians that are also academic staff with relevant content expertise. This model can and should be modified to fit various disciplinary contexts and academic circumstances, potentially around the world. The authors acknowledge that this model will be more useful for academic staff in the social sciences and humanities as compared to the so-called hard or natural sciences. The authors reimagine book reviews based on the notion of ‘scholarship as conversation’ in library science. As evidence, the authors describe the origins of this unique collaborative process and document the impact of academic staff, librarians, and undergraduate students partnering to increase the academic rigor of book reviews. Contributing to scholarship at the intersection of research skill development, information literacy, and embedded librarianship, this article identifies a strategic opportunity for collaboration that makes writing reviews more engaging and educationally productive for students, academic staff, and librarians. 相似文献
644.
Stephen P. Fenemor Nicholas D. Gill Stacy T. Sims C. Martyn Beaven Matthew W. Driller 《Measurement in physical education and exercise science》2020,24(1):49-55
ABSTRACTThis study compared criterion to minimally invasive, practical measures of core (Tc) and skin (Tsk) temperature during 30 min of moderate-intensity cycle exercise in a heat chamber (35°C, 60% rH). Tc was monitored using a core temperature pill (Tc(Pill)) and tympanic thermometer (Tc(Tymp)) during rest, exercise, and recovery in 15 participants. Tsk was monitored using hard-wired skin thermistors attached to a data logger (Tsk(T)) and a thermal imaging camera (Tsk(IR)) in 11 participants. Tc measurement resulted in no significant difference (p > 0.05), a mean bias of 0.1°C, coefficient of variation (CV%) of 1.0%, and correlation of r = 0.74 between devices. Tsk measurement resulted in a significant difference (p = 0.01), a mean bias of 0.6°C, CV% of 2.3%, and correlation of r = 0.61 between devices. Tc(Tymp) demonstrated acceptable agreement with Tc(Pill); however, caution is advised when using Tsk(IR) to give accurate measures of Tsk during exercise. 相似文献
645.
Courses: Any course that examines mediated and/or online communication, including but not limited to: Computer-Mediated Communication, Communication Theory, Interpersonal Communication, Introduction to Communication, and Organizational Communication
Objectives: In this single-class activity, students apply their knowledge of mediated communication theory by playing a twist on the classic party game Pictionary. Students attempt to communicate messages using only emojis. In doing so, they refine their understanding of how individuals adapt their mediated messages to account for the lack of nonverbal cues in many online environments. 相似文献
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648.
Recent studies have suggested that a causal link exists between college rankings and subsequent admissions indicators. However,
it is unclear how these effects vary across institutional type (i.e., national universities vs. liberal arts colleges) or
whether these effects persist when controlling for other factors that affect admissions outcomes. Using admissions data for
top-tier institutions from fall 1998 to fall 2005, we found that moving onto the front page of the U.S. News rankings provides a substantial boost in the following year’s admissions indicators for all institutions. In addition, the
effect of moving up or down within the top tier has a strong impact on institutions ranked in the top 25, especially among
national universities. In contrast, the admissions outcomes of liberal arts colleges—particularly those in the lower half
of the top tier—were more strongly influenced by institutional prices.
An earlier draft of this paper was presented at the annual meeting of the Association for the Study of Higher Education, Louisville,
KY, November 2007. 相似文献
649.
Nicholas Woolf James Quinn 《Educational technology research and development : ETR & D》2009,57(1):25-43
This case study investigated learners’ perceptions of value from participating in a learning activity designed to model professional
instructional design practice. Learners developed instructional design products for a corporate client in the context of a
classroom-based course. The findings indicate that learners perceived different kinds of value which varied according to the
degree of integration of learners’ goals with client’s goals, ranging from (a) co-constituted value (in which learners perceived the value of their participation as being inextricably bound to creation of value to the client)
to (b) satisficing value (in which learners engaged with the activity so as to generate value for themselves while providing sufficient or good enough value to the client) to (c) salvage value (in which learners did not participate in the activity in the manner intended, but attempted to salvage some personal value
from their participation). A framework relates these learners’ perceptions of value to three main features of such learning
activities: what you do, how you do it, and who you are accountable to. The relative worth of these different kinds of value is discussed, and proposals for influencing learner perceptions of value
are presented. 相似文献
650.
We provide a response to Michiel van Eijck and Wolff-Michael Roth’s article and Michael Mueller and Deborah Tippins’ rejoinder.
As we adhere to the conversation, we hope to bring new insights on the matter of Traditional Ecological Knowledge and/in science
education. As the title suggests, we divided the present commentary in two distinct but interconnected sections. The first
section (Giuliano) deals with the limitations imposed by language in dealing with a possible amalgamation of TEK into the
traditional school science curriculum and the threat that such a move would represent to the value of keeping them distinct
from one another. The second section (Nicholas) touches on the unseen (or ignored?) perils of neglecting indigenous voices
in the debate—which, in itself, corresponds to yet another limiting factor inherent to this forum. Also, the second section
reports on a professional experience with B.Ed. students that speaks to the practical implications of the current discussion.
Combined, the two sections seek to uncover the potential significance of the TEK-WMS discussion to different education actors
beyond the non-aboriginal scholarly world. 相似文献