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This study of community college student-parents used interpretive phenomenological analysis of interview data contributed by 15 participants from three Mountain West Community Colleges. The participants qualified by the following criteria: had delayed college entrance by 2 years or more, had a child not yet in kindergarten, were full-time students in an associate degree program, worked part-time, and had 15 credits or more toward their degree. This study revealed what it meant for student-parents to have success while they addressed the challenges of balancing work, home, child care, and academic responsibilities. The student-parents described experiences that required prioritizing responsibilities, managing time effectively, securing needed support services, addressing stress, developing strategies for study and parenting, and maintaining a positive mindset. The findings include quotations that describe the challenges of each student-parent; whether individually unique, conflicting, or shared by the subset of this nontraditional student group. The student-parents shared a common sense of resolve to use prioritizing strategies as they made decisions affecting their degree completion. Student-parents had the common goal to obtain a better life for themselves and their children.  相似文献   
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This paper reviews empirical literature on how people use documents to perform tasks. We examine studies that have been published under the topics of: following written directions, reading maps, following instructions, using job performance aids, and processing procedural texts. Documents that contain a procedure, such as a set of directions, require transformation of information. Such transformation frequently requires converting a procedure represented verbally in a text into a procedure represented behaviorally in a performance. To accomplish this transformation, we propose that students must: (a) form a conceptual model of the performance; (b) encode procedures from the document; (c) engage in self-testing; and (d) conduct self-corrections to repair mistakes. We further propose that these operations are performed most efficiently with distinctive information resources. An overview of the task is likely to be most effective in facilitating conceptual model formation. Procedural information that emphasizes temporal characteristics of the performance will facilitate the encoding of procedures. A representation of the outcome (usually graphic) improves self-testing, and the comparison of the outcome with progress in the workspace leads to most effective self-correction. This process-resource interaction minimizes the number and complexity of transformations required to process procedural documents.  相似文献   
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Prior work has shown that when the separate correct responses of a conditional discrimination are followed by different reinforcing outcomes, performance is enhanced relative to that obtained under the conventional, single-reinforcer procedure. Four experiments with pigeons yielded the analogous finding when the different outcomes were reinforcement and explicit nonreinforcement. Controls indicated that the results could not be attributed to the effects of intermittent reinforcement, to possible differences in cue duration, or to a variety of potential sources of conditioned reinforcement. An interpretation in terms of expectancy learning is proposed.  相似文献   
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This paper discusses a preliminary investigation into primary pre-service teachers' pedagogical reasoning skills. Results from this investigation led to the development of a problem-based learning model which focused on improving primary pre-service teachers' pedagogical reasoning skills. The problem-based learning model uses pedagogical reasoning as the basis for creating problem situations for the pre-service teachers to investigate. The paper reports on pre-service teachers' views on the use of the approach to improve their pedagogical reasoning skills. Specializations: science teacher education, learning in science, chemistry education. Specializations: student learning, conceptual change, technology education, curriculum evaluation.  相似文献   
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Tertiary Education and Management - This study explored the construct of longevity for education deans and the perceived impact that endurance in the role exerts on the welfare of schools and...  相似文献   
58.
In this study 149 kindergarten children were assessed for knowledge of letter names and letter sounds, phonological awareness, and cognitive abilities. Through this it examined child and letter characteristics influencing the acquisition of alphabetic knowledge in a naturalistic context, the relationship between letter-sound knowledge and letter-name knowledge, and the prediction of Grade 1 phonological awareness and word identification from these variables. Knowledge of letter sounds was better for vowels and for letters with consonant–vowel names than for those with vowel–consonant names or names bearing little relationship to their sounds. However, there were anomalies within each category reflecting characteristics of the individual letters. Structural equation modelling showed that cognitive ability, comprising receptive vocabulary, non-verbal reasoning, rapid automatized naming of colours, and phonological memory significantly contributed to alphabetic knowledge and phonological awareness. In turn, letter-name knowledge but not phonological awareness predicted letter-sound knowledge and subsequent reading skill.This research was supported by a grant from the Social Sciences and Humanities Research Council of Canada to the first author. Thank you is extended to the participating schools and children and to Ian Newby-Clark for his orientation to AMOS. Michelle Bell, Shelly Moretti and Jodi Page have since graduated from the University of Guelph  相似文献   
59.
2006年8月,GEN(I网络创新的全球化环境)项目组公布其项目的设计原则。来自普林斯顿大学、麻省理工大学、华盛顿大学等学校的十二位专家编写了这份报告。该报告阐述了GENI的研究范围、用户的需求、需求的内在压力,以及工程设计的原则。报告指出了GENI的价值主张,广泛的部署、多样化可扩展的网络技术集合、对真实用户流量的支持仍是GENI关注的原则和方向。上期已经介绍第一部分——“分布式需求定义GENI的重心”,本期刊出第二部分——“解决分布式需求的内在冲突”。  相似文献   
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The development of extensive and authentic teacher evaluation raises questions about how best to organize and present the increased amount and variety of assessment materials. Portfolios have been suggested for teacher evaluation because they are well suited to capture the complexities of teaching. However, portfolios 1) are difficult to judge, 2) are difficult to archive, 3) lack key information, 4) miss excellent teachers with simple materials, 5) rarely plan for audiences, 6) distort when required, and 7) bring conflicts of interest. Teacher dossiers are compressed collections of objective data which are easier to judge, demonstrably reliable, and cost-effective.  相似文献   
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