H. Drábková 《High Ability Studies》1991,1(2):191-196

A cohort of 71 pairs of twins was studied in a project which started within the decade 1965 to 1975. The total level of intelligence (global IQ) and the level of particular intellectual components have been examined annually since the twins were two years of age. The data were analysed by comparing monozygotic and dizygotic twins. The results revealed that high intelligence is influenced much more by hereditary than exogenous factors. Furthermore, there is an irregularity in the development of intellectual level from childhood to adulthood. Consequently, decision making about children cannot be carried out on the basis of a single IQ evaluation. A cluster analysis demonstrated the importance of hereditary factors not only on intellectual level, but also on the pattern of intellectual development.  相似文献   

  总被引：1，自引：0，他引：1  

Dr  Ian Chaston 《Higher Education Quarterly》1994,48(2):118-134

Accompanying the removal of the binary divide between polytechnics and universities, the Department of Education and Science (DES) also specified the requirement that the British higher education sector should give more emphasis to the effective management of quality. Some writers have suggested that this can be achieved by institutions introducing the concept of Total Quality Management (TQM). A vital aspect of TQM is the integration of multiple functions across the organization with the objective of establishing a quality conscious workforce. A recommended practice is to use the concept of internal marketing as a mechanism to persuade departments to work together in the creation of internal customer chains. To determine the current status of internal customer management practices in British Universities, a survey of academics was undertaken using a modified version of the Parasuraman SERVQUAL model. The majority of respondents indicated the existence of Type 1, 2, 3, 4 and 5 Gaps in the internal customer management process within their institution. Major influencers of these service gaps include minimal effort to gain further understanding of internal customer requirements and a lack of formal quality standards for managing internal customer relations. Respondents consider their faculties are unable to enhance internal quality if the issue was given higher priority by senior management. Identified obstacles to greater emphasis on an internal customer philosophy include insufficient trust between departments and low confidence levels of ability to manage the process. Under these circumstances, it does not appear that for the foreseeable future, British universities are in a position to adopt TQM philosophy. Hence it seems more advisable that these institutions should restrict their quality management activities to the simpler assessment-based approach recommended by the Committee of Vice-Chancellors and Principals (CVCP) Academic Audit Unit.  相似文献   

    

Dr Tony Fetherston 《Research in Science Education》1994,24(1):370-370

This paper proposes that Kelly's Personal Construct Psychology deserves examination as a constructivist basis for science teaching and learning. It argues that because of the explicit nature of the psychology, the clear definition of learning and meaning and the integration of affective, psychomotor and cognitive dimensions of learning, the psychology has much to offer science education.  相似文献   

    

Ms Judith Mulholland  Dr John Wallace 《Research in Science Education》1994,24(1):236-245

This study employs narrative methods to give a holistic view of the experiences of five mature age preservice teachers in a semester unit of science education. The unit was designed to help teachers examine and make explicit their ideas about science and science teaching and consider ways in which they might put those ideas into practice. The pivotal theme, around which the teachers' experiences could be organised, was found to be learning science. The preservice teachers expressed a need for a supportive learning environment in which concepts were built gradually and introduced using concrete examples. Previous science experience was found to be a major influence on the attitudes the participants brought to the present course. A lack of previous experience or negative past experiences were a major cause of anxiety. Gender was also important as it had limited the science experiences available to some participants in the past and continued to influence the way they participated in classes during the semester. Specializations: primary science, science teacher education, primary school field experience. Specializations: formation of teachers' knowledge, leadership, teacher change, school reform.  相似文献   

    

Dr Richard Gunstone 《Research in Science Education》1994,24(1):129-136

Technology education and science education are seen to be related in a particular fashion by many science educators, a relationship exemplified by the common pairing of the two areas in labels such as “Science-Technology-Society” and “Science and Technology Curriculum”. At the heart of this common science education perspective is a view of technology education as dependent on and subservient to science education. In this paper engineering, often seen by scientists as a form of applied science dependent on and subservient to science, is considered. An analysis of the arguments that engineering, far from being an applied science, is a unique way of knowing (that engineering has a unique epistemology) is used to consider the technology education view of the relationships between science education and technology education. It is suggested that science educators need to rethink their perceptions of this relationship if they are to understand the arguments of technology educators. Specializations: science education, teacher education.  相似文献   

    

Dr. Richard W. Lemp Lt. Col. 《Educational technology research and development : ETR & D》1989,37(1):96-97

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Dr. Barbara Mates 《Early Childhood Education Journal》1975,2(5):23-25

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Dr. Abbey Manburg 《Innovative Higher Education》1984,8(2):108-114

This paper presents a detailed discussion of the Nova University Master's Program for Child Care Administrators, a uniquely structured, guided study program now serving 150 administrators in locations across the United States and Canada. An important feature of the program is the planned use of the microcomputer for electronic mail. This will form an innovative communications network among students and between students and faculty, a development with the potential for impact beyond this program.An earlier version of this paper was presented at the Second Annual Conference of the University Without Walls International Council, Toronto, Ontario, June 11, 1983.  相似文献   

    

H. Dean Nielsen  Dr. Rudolf H. Moos  Elisabeth A. Lee 《Research in higher education》1978,9(2):97-113

The problems of response bias in longitudinal studies of college students are examined. An extensive follow-up questionnaire was sent to 1,253 college seniors who had participated in a similar survey as freshman four years earlier. Careful measure of student responsiveness in relation to various techniques designed to increase the proportion of responders (e.g., postcard, telephone contact) were kept.The less responsive groups were significantly different from their more responsive counterparts on nearly a dozen variables representing a wide variety of content areas, including academic achievement, self-concept, alcohol consumption, social deviance, and major choice preferences. Controlling for sex and socioeconomic status served to reduce, but not eliminate, these biases. Overall, the results indicate that researchers cannot account for follow-up nonresponse bias by making statistical adjustments according to data available at initial testing. The results are discussed in light of identifying the reasons for nonresponse, and attempting to develop categories of nonresponders who may be motivated to cooperate by different types of follow-up techniques.  相似文献   

    

Dr. Shel Weissman  Dr. Richard L. Morrison  Dr. David O. Krebs  Dr. Michael J. Dillon  Dr. Francine Toder  Dr. Nina Krebs 《Innovative Higher Education》1978,2(4):300-308

The purpose of this article is to describe how one university counseling center went about the process of changing its management style and subsequent service delivery. In a relatively short period of time the center went from the traditional director-staff relationship to a collective governance process. This shared governance process is based on the assumptions that the product of collective planning, shared responsibilities, and group decision making enhance morale, creativity, and productivity. As a result of the arduous tasks involved in the shift of administrative styles, the center has established group accountability, collective decision making, open communication, and total group program development. For this center's staff the transition to nonauthoritarian governance has been both stimulating and exciting. However, the process of change involves high risks, continual cooperation, and a climate of support. Without these ingredients the potential for creative management will be sharply reduced.  相似文献