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991.
Emilly K. Martinez Lauren Berkshire Hearit Devika Banerji Patricia E. Gettings Patrice M. Buzzanell 《Communication Teacher》2018,32(1):19-24
ABSTRACTCourses: Organizational Communication, Intercultural CommunicationObjectives: This activity encourages students to learn collaboratively about diversity through the sharing of student experiences; deepen and complicate their understanding of organizational diversity; and enhance their ability to apply course material to increasingly complex organizational environments. 相似文献
992.
993.
Interpretation and construction of graphs are central to the study of physics and to performance in physics. In this paper, I explore the interpretation and construction processes called upon in questions with a graphical component, in Western Australian Physics Tertiary Entrance Examinations. In addition, I list errors made by students as reported by examiners and offer explanations for the errors. Outcomes of the inquiry are the identification of sources of challenge in the graphing questions, including requirements to calculate gradient and analyse experimental data. I also identify question structures that could be barriers to students' understanding the examination questions. The micro-analysis of graphing in one jurisdiction can inform assessment of high-school physics in general. 相似文献
994.
Jennifer Rowley Linda Banwell Sue Childs Patricia Gannon‐Leary Ray Lonsdale Christine Urquhart 《Learning, Media and Technology》2002,27(3):107-122
The User Behaviour Monitoring and Evaluation Framework has been established to investigate and profile the use of electronic information services (EIS) within higher education in the UK. Electronic information services are defined as: collections of information tools/products delivered to requesting users electronically, and usually computer mediated. This encompasses media of all types. This article discusses aspects of the methodology of the Framework, and preliminary findings from the first annual cycle of the Framework. Findings are based on interactions with 1500 users, including academic staff, library and information services staff, and students. Executed through three strands, the framework methodology uses an array of quantitative and qualitative approaches to lend a variety of insights into user behaviour with electronic information services, factors that encourage the use of electronic information services, and those that act as barriers to the effective integration of electronic information services into the learning experience. 相似文献
995.
PAR is a way of life: Participatory action research as core re-training for fugitive research praxis
AbstractIn this article, we present participatory action research (PAR) as a radical act of humanity: a direct response to real dehumanization of vulnerable communities. We argue, as an enactment of critical social theories, that PAR privileges relationships and shared knowledge creations as strategies for transforming everyday worlds. We draw on interviews conducted with nine participants of a 2013 PAR Institute, which aimed to explore and document the ways in which PAR is taken up in the lives, bodies, and thinking of PAR activists and students. Interviews reveal PAR is not an act of imagination, but rather an act of reclaiming and disrupting realities. As a result, PAR fractures an ongoing dystopia/utopia dialectic, and positions horror and hope side-by-side in the material world. It is through and with participant interview narratives that we frame PAR as a site for re-training one’s epistemic core away from Western, Eurocentric standardized and normalized human conduct rooted in historical and ongoing violence towards a fugitive praxis. We conclude that PAR is a radical commitment to guiding social science researchers towards epistemological fugitivity: a moving with and through current, though historically rooted, devastating social realities, as a possibility for a way to be with each other – indeed with the other – in this world. We find that PAR is a way of resisting and rejecting the nastiness of the world, while not waiting for utopia: It is a way of being in this world, a way of life. 相似文献
996.
Getting to know nature: evaluating the effects of the Get to Know Program on children’s connectedness with nature 总被引:1,自引:0,他引:1
Coral M. Bruni Patricia L. Winter P. Wesley Schultz Allen M. Omoto Jennifer J. Tabanico 《Environmental Education Research》2017,23(1):43-62
People in industrialized countries may be losing their connection with nature. The Get to Know Program (Get to Know) is a multi-faceted program aimed at encouraging direct connection with nature through a variety of activities (observations of wildlife, hiking, creative arts, and special events), specifically among youth. Three studies assessed the effects of three Get to Know program activities on youth’s implicit connectedness with nature (measured using a computer based game). Participants were youth recruited from southern California schools or youth organizations. Participation in the Get to Know Program’s Creative Arts Contest was associated with increased implicit connectedness with nature. However, participation in the Get to Know Natural Treasure Adventure and Virtual Hike did not have an effect on connectedness with nature. Implications of these findings are important for agencies seeking to find effective tools for outreach focused on connecting participants with nature. 相似文献
997.
Mark W. Ellis Carol E. Malloy Judith L. Meece Patricia R. Sylvester 《Learning Environments Research》2007,10(1):1-15
As part of a research project examining relationships between instructional practices and student cognitive and social outcomes
in middle-school mathematics classes, external observers and students reported perceptions of teachers’ instructional practices.
The extent to which students in classrooms identified by external raters as reform-oriented actually perceive instruction
in ways aligned with reform principles has not been established. A 25-item observation protocol aligned with the reform practices
called for in the Standards of the National Council of Teachers of Mathematics (NCTM) was used to develop a quantitative profile
of instructional practices across two lessons in each of 28 classes of 15 participating teachers. Students in each of the
observed classes completed a 49-item survey of their perceptions of instructional practices. As items for both the observation
protocol and Student Survey were designed to measure alignment with the same dimensions of reform practice, the convergence
of these two data sets was examined as a means to confirm the observation ratings. The findings show moderately strong correlations
between ratings of external observers and perceptions of sixth-grade students across three dimensions (pedagogy, tasks and
mathematical interactions) of reform-oriented teacher practice in mathematics classrooms. Implications of these findings for
future research are discussed.
The research in this article was supported by the National Science Foundation (NSF) under grant REC 0125868. The opinions
expressed here are those of the authors and do not necessarily reflect the view of NSF. The research was also supported by
the Roysters’ Fellowship to Mark Ellis from the Graduate School at the University of North Carolina at Chapel Hill. 相似文献
998.
Patricia Simone Hammes Marc Bigras Maria Aparecida Crepaldi 《International Journal of Research & Method in Education》2016,39(1):3-18
We tested the criterion-related validity and potential bias of two measures of pupils' academic achievement: the Teacher Rating Scale (TRS) and the Mathematics and Literacy Achievement Tests (MLTs). These measures are representative of assessment methods largely used in the elementary school. The aims were: (1) to verify the extent to which TRS and MLTs can be predicted by external criteria collected at kindergarten and (2) to estimate the degree to which each measure might be biased by family, teacher and children's characteristics. A total of 239 children were assessed during kindergarten. At the end of the first grade, they were tested for social-emotional adjustment and academic achievement (TRS and MLTs). Results suggest that family socioeconomic status and children's school readiness at kindergarten were associated with both measures; however, the predictors accounted for significantly more variance in TRS than in MLTs. Regarding the presence of bias, results indicate that TRS seems more sensitive to children's social competence, whereas the MLTs appears to be more sensitive to pupils' anxiety. 相似文献
999.
Adult learners and higher education: Factors influencing participation or nonparticipation decisions
Dr. Patricia Harper Apt 《Innovative Higher Education》1978,3(1):3-11
Information regarding why adults choose to participate in higher education is necessary if educators are to provide meaningful programs for these learners. This study was designed and conducted to explore the higher education needs and interests of adults. Factor analysis of interested adults' responses identified four major factors which could influence an adult's decision to participate or not to participate in higher education. Based on the nature of the items comprising each, the factors were designated self-development goal, affective barrier, career goal, and situation barrier. 相似文献
1000.
The purpose of this paper was to develop and test a model of college gains using Pace's conceptual theory of student responsibility and perceived college environment as a guide. An analysis of student responses at 11 selected institutions was accomplished using EQS, a covariance structure modeling technique. Findings suggest that the principal determinant of student gains is the effort that students put into their academic and social experiences. This finding held for gains in general education, personal growth, and vocational preparedness. Results suggest that what students do while at college is more important in defining what is accomplished than their backgrounds. Student involvement is enhanced by the perception that the college provides a generally supportive and facilitative environment. Observed effects of major and gender are complex and suggest the importance of the microenvironment in college outcomes research. While these variables are important in understanding the process by which gains are made, they are unimportant in accounting for gains. 相似文献