The authors mainly aimed to investigate the following question: Are there any significant effects of the first combined method of a conceptual change approach with refutation text, worksheets, and activities with respect to the second combined method of a conceptual change approach with conceptual texts, presentations, and activities on students' misconceptions and achievement on a 3-tier posttest score measuring Grade 7 basic astronomy concepts when independent variables are controlled? There was a statistically significant effect of the first combined method with respect to the second method at the medium effect size on both misconception scores and achievement scores. This finding clearly demonstrates that use of the first combined method, which included refutation texts with worksheets, eliminated the students' misconceptions and increased their achievement. The second combined method also increased the students' achievement, but almost 40% of their misconceptions remained. 相似文献
The evolution of ICT, and the ways in which it is currently used in the delivery of career information and guidance services,
are examined. Such systems have the potential both to expand and to restrict access to career information and guidance. Ways
in which ICT can complement and/or be integrated with other ways of providing career services are explored. Finally, a number
of key policy issues relating to the role of ICT in national and regional career information and guidance systems are identified,
including issues relating to funding and quality assurance.
This revised version was published online in August 2006 with corrections to the Cover Date. 相似文献
Conclusions In essence, this study has completed a triad of efforts to identify and weigh factors critical to the proper selection of
individuals for training as self-instructional programers. It would now appear that we have reliable measures that can be
used as guidelines. The most powerful of these selection criteria is the combined Otis IQ and Watson-Glaser Critical Thinking
scores. It was found in the 1963 study that these two scores, working in concert, were more powerful and sensitive than either
working alone. This result was confirmed in the present study with the finding of significance beyond the 001 level, indicating
that the difference could be attributed to chance in only one case out of one thousand. In Figure 1, we find a representation
of the utility of this predictor in assessing the success of programers in the upper and lower quartiles. Using figures to
be explained below, we sought to determine whether a combined score of 187 or less would indicate failure while a combined
score of 207 or more would indicate success.
The research reported herein was supported by the Cooperative Research Program of the Office of Education, U. S. Department
of Health, Education, and Welfare. Cooperative Research Project No. OEC-1-7-068407-0286. 相似文献
OBJECTIVE: Data from two independent studies is presented, representing the investigators' ongoing work with faculty from a state criminal justice academy to analyze existing knowledge and skill levels among veteran law enforcement officers and recruits, as well as to enhance future training. METHOD: Through an anonymous questionnaire, the first of these studies examined officers' perceptions of maltreatment, including those factors that do and do not influence a determination of whether a particular act constitutes child maltreatment and assessments of whether particular acts constitute abuse or neglect. The second study also utilized an anonymous questionnaire to examine officers' knowledge of the developmental strengths and limitations of children relative to their ability to provide accurate information in suspected cases of child maltreatment. RESULTS: As hypothesized, several gaps both in law enforcement officers' knowledge of certain characteristics that can serve to denote a case of maltreatment and their knowledge of fundamental developmental issues and interview techniques that could assist them in the performance of their professional duties are identified. CONCLUSIONS: Suggestions for enhanced law enforcement training programs are presented and discussed. 相似文献
Lifelong learning is not only an established psychological fact, it is a compelling political and educational slogan that appeals equally to those concerned with the fulfilment and realisation of human potential, and those who are interested in the pragmatic need to keep up with rapid social and technological change.
A number of recent discussion papers and government reports (see, e.g., Aulich, 1990; Australia Council, 1990; Butler, 1989; Dawkins, 1988; DEET, 1990; Johnson, 1990) have mentioned the concept of lifelong learning as either a cause or an effect of recommended changes in the structure, administration or policy of higher education in Australia.
The purpose of this paper is to examine lifelong learning and to distinguish it from a number of other concepts and practices with which it is frequently associated. The paper then moves on to a consideration of lifelong learning in the Australian context, and in particular in higher education. It is argued that in many instances the rhetoric has outstripped the reality. Yet there are positive signs that notwithstanding the dominant ideology of instrumentalism so prominent at present, there are many initiatives and programs which, taken together, are contributing towards the fulfilment of lifelong learning. It is concluded that Australian higher education institutions are able to realise the ideal of contributing to a learning society, while at the same time being more pragmatic and accountable in aspects of their work. 相似文献
Stress research increasingly emphasizes the role of appraisal in determining which events are perceived as stressful. The Classroom Appraisal of Resources and Demands (CARD) was developed to measure teachers’ appraisals of their classroom demands and resources in order to assess their risk for experiencing occupational stress. The present purposes are to review the literature identifying appraisals as a key determinant of stress, to describe the development of the CARD, and to provide meta-analytic results from 18 studies comparing CARD scores to the following variables: teacher’s job satisfaction and occupational commitment, burnout symptoms, stress prevention resources, and challenging student demands. Results suggest moderate effects for associations between the CARD and these constructs, and implications for educational policy aimed at reducing turnover and increasing teacher and student welfare are discussed. 相似文献