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91.
92.
A sample of 220 adults responded to a questionnaire on their recollections of name-calling and nicknames while at school. Hurtful names were reported by 141 participants, who described coping with them primarily by means of verbal retaliation or ignoring the names. Participants rarely told teachers and most stated that their school was unhelpful. Although the experience was regarded less negatively over time, this was not the case for those who reported finding the names most hurtful. These participants reported greater effects on all areas of school life and a stronger association of name-calling with physical bullying, and they rated their current feelings about the past experience as more negative. The most common content of names referred to physical appearance, play on the individual's own name, and animals, trends also found in studies of children and in research into teasing. 相似文献
93.
In this paper we consider the problems associated with the evaluation of Teaching Company Programmes. These programmes involve Universities and Colleges, together with manufacturing companies, in efforts to improve manufacturing methods and to develop graduates for careers in manufacturing industry. We introduce a framework for the evaluation of these programmes and apply it to one in which the authors have been involved. The paper reports a number of results from the Teaching Company Programme involving Molins Ltd., Brunel University and Henley, the Management College. 相似文献
94.
The final grade of 1403 students enrolled in the first semester of the introductory, pre-professional physics course has been correlated with performance on a precourse diagnostic test of mathematical skills. The students were from a total of eight different sections taught by six separate instructors over a three year time span. The student population has been separated into two groups, those who completed the course (913 students) and those who dropped (490 students). The drops were assigned a “projected final grade”based on performance up to date of withdrawal. The Pearson product-moment correlation for students who completed the course is 0.418 and correlation for the drops is 0.232. Both correlations are significant at the p < 0.001 level. This study suggests that prior mathematical ability is a primary influence on performance in the course, and has a secondary influence on the tendency to drop out of the course. 相似文献
95.
Ray Anne E. Greene Kathryn Pristavec Teja Hecht Michael L. Miller-Day Michelle Banerjee Smita C. 《Educational technology research and development : ETR & D》2020,68(6):3143-3163
Educational technology research and development - Engagement is central to the effectiveness of online health messages and the related educational programs that aim to deliver these messages to the... 相似文献
96.
Susan M. Land Carla Zembal-Saul 《Educational technology research and development : ETR & D》2003,51(4):65-84
In this study, we examined how learners developed scientific explanations about light with the assistance of various technology-based
scaffolds. The study emphasis was on scaffolding processes of reflection and articulation. We used a content-neutral software
program (Progress Portfolio) to create the instructional scaffolds. A qualitative research design was used to investigate
two pairs of prospective teachers in a science content course in engineering. Our findings suggested that the computer-based
scaffolds used in our study were useful to support articulation, reflection, and revision of explanations, when certain conditions
were met. A major theme of our findings relates to interacting effects among learner characteristics, teacher coaching, software
scaffolding design, and task characteristics.
This material is based on work supported by the National Science Foundation under NSF REC 9980055, which was granted to the
second author. Any opinions, findings, and conclusions or recommendations expressed in this material are those of the authors
and do not necessarily reflect the views of the National Science Foundation. The authors would like to acknowledge Joe Taylor
for his role in the design and implementation of the study. 相似文献
97.
The rates at which men and women published during and after PhD training in psychology were compared for samples experiencing same-sex and cross-sex supervision. When allowance was made for the research productivity and impact of the supervisor, women supervised by women published at similar rates to women supervised by men. Similarly, men supervised by men did not publish on average more often than men supervised by women. Further, there was no difference in mean publication rate between men and women who had completed their PhD degrees in the same university under supervision of the same advisor. Although the analyses provides no evidence that publication is more frequent following same-sex than cross-sex supervision, the possibility that supervision by an advisor of the same sex advantages graduates in other ways needs to be assessed. 相似文献
98.
This article addresses the use of a massively multiplayer online role‐playing game (MMORPG) to foster communication and interaction and to facilitate cooperative learning in an online course. The authors delineate the definition and history of massively multiplayer online games (MMOGs), and describe current uses of MMORPGs in education, including their experiences with constructing and using the MMORPG Second Life. In addition, the authors detail with practical examples the process of using MMORPGs to support cooperative learning activities, and explore future uses and research questions for using MMORPGs in education and training. 相似文献
99.
100.