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941.
Bowdish Bruce E. Chauvin Sheila W. Kreisman Norman Britt Mike 《Instructional Science》2003,31(4-5):231-253
This paper reports the results and insights ofan exploratory investigation of theeffectiveness of a prototypic virtualproblem-based learning (VPBL) exercisedelivered via the WWW, that uses HypermediaAssisted Instructional Technologies (HAIT). The study targeted all first year medicalstudents at a south-central University Schoolof Medicine who were enrolled in the humanphysiology course during the Spring 2000 (n =150). A quasi-experimental, post-test onlyresearch design compared the VPBL and atext-based version of the same PBL exercise onstudents' achievement, as measured by a set ofselected physiology examination items, andtheir perceptions of the learning environment,as measured by the Teaching and LearningEnvironment Questionnaire (TLEQ) (Chauvin &Bowdish, 1998). Findings suggest that the VPBLis equally as effective as the text-basedversion for enhancing students' learning andtheir learning environment in small group, PBLsessions. In this paper, we examine theevidence supporting the VPBL innovation andexplore what constitutes necessary andsufficient evidence that an educationalinnovation should be incorporated appropriatelyinto the medical educational practice of aschool. We examine instructional design issuessuch as learner control, instructional control,and teacher and learner roles as related toinstructional development for the WWW, bycomparing and contrasting our observations ofthe VPBL design experiment with theprofessional literature. 相似文献
942.
David Nicholas Anthony Watkinson Cherifa Boukacem‐Zeghmouri Blanca Rodríguez‐Bravo Jie Xu Abdullah Abrizah Marzena
wigo David Clark Eti Herman 《Learned Publishing》2019,32(3):237-247
This article provides the final results of a 3‐year study that sought to discover whether early career researchers (ECRs) were the harbingers of change with respect to scholarly communications. Over a hundred science and social science ECRs from seven countries, spanning three continents, were depth‐interviewed annually for 3 years (2016–2018) about their attitudes and behaviours with respect to 23 scholarly issues and activities (aspects). In order to provide an accessible overarching assessment of an extremely large and complex dataset, the interview data were categorized according to the strength and direction of change exhibited and the trends and points of interest raised. Results show that all ECRs have changed in one way or another, and a small minority has changed greatly in both attitude and practice and that collaboration and research impact are the scholarly aspects where most changes have occurred, and the greatest cause of change is not so much new technology as a change of jobs. 相似文献
943.
In the present study, we investigated the degree to which responding would resurge in children diagnosed with Autism Spectrum
Disorders (ASD) following an intervening training period comprising different schedules of reinforcement. Twenty-four children
of the ages 7–15, with a diagnosis of an ASD, were taught a play a sequence on a variable ratio- (VR) 3 schedule of reinforcement,
during a 30-min session. The play sequence was then extinguished before the participants were taught a second play sequence,
using a VR-4 schedule for 30 min, a VR-4 schedule for 60 min, or a VR-2 schedule for 30 min. A 5-min extinction session was
then conducted to determine the impact that the intervening schedules had on the resurgence of the original behavior. The
original sequence resurged to a greater extent for Group VR-4 30 min than it did for the other two groups. The results provide
evidence that the length of time between initial training and testing is not a prime determinant of the level of resurgence,
but that the amount of conditioning may play a stronger role: The greater the number of reinforcers received, the smaller
the resurgence effect. 相似文献
944.
945.
This article describes the results of a comprehensive statewide study of early child- hood service providers in a heavily populated midwestern state. Interagency collaboration among early childhood programs and agencies providing services for special needs preschoolers is now required through the passage of Public Law 99-457. Special needs children aged 3 to 5 years are being placed in early childhood education sites, such as public schools, nursery schools, Head Start programs, child care settings, and other preschool/child development environments. This statewide survey investigates existing interagency collaboration efforts, studies factors related to successful collaboration, identifies inhibitors to early childhood collaboration, and determines possible interagency collaboration training needs of early child- hood service providers. Results indicate that training needs for early childhood service providers do exist in the area of interagency collaboration. Implications are identified that relate to teacher preparation and in-service needs regarding integration of special needs children into regular early childhood settings. The study is a part of the state- funded research related to the implementation of EL. 99-457 in school districts and existing early childhood community-based programs. 相似文献
946.
Jane Andrews Robin Clark Graeme Knowles 《European Journal of Engineering Education》2019,44(6):807-820
ABSTRACTTransition into university can prove to be a challenging time for young people entering engineering education, irrespective of previous educational experience or demographic background. It is such challenges that this article considers. Commencing by looking at the pragmatic issues associated with transition, the question of whether starting university is a time of transformation or trauma for new engineering students is discussed. Following this, a conceptual framework grounded in the authors previous work depicts a tripartite approach to transition, identifying three interlinked phases that new students typically encounter. The conclusion suggests that through the introduction of realistic and socially relevant engineering activities, transition into engineering education is the ideal time to turn opportunity into reality for new students. 相似文献
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948.
949.
ABSTRACT: Social justice is a key concept in current education policy and practice. It is, however, a problematic one in its application to schooling. This paper begins with a critique of the account of social justice offered by Gewirtz followed by an alternative philosophical notion based on the perfect world argument and the just society where equality is to the fore. This leads on to an exploration of what it is to be an educated citizen, consideration of the just school and discussion of the place of the school as an instrument for attaining social justice. The conclusion draws attention to the importance of the policy web as a way of developing coherent and unified policy designed to achieve social justice for all. 相似文献
950.
Two studies including an ethnically diverse sample of 202 children ages 6 to 10 examined the development and consequences of children's awareness of others' stereotypes ("stereotype consciousness"). Study 1 revealed that between ages 6 and 10, children's ability to infer an individual's stereotype increases dramatically. Children's awareness of broadly held stereotypes also increases with age, and children from academically stigmatized ethnic groups (African Americans and Latinos) are at all ages more likely be aware of broadly held stereotypes than children from academically nonstigmatized ethnic groups (Whites and Asians). Study 2 revealed that among children from stigmatized ethnic groups aware of broadly held stereotypes, on 1 of 2 challenging cognitive tasks and self-reported effort, diagnostic testing conditions led to stereotype threat effects. 相似文献