A computer-based foreign language lesson was developed to study the effects of text, context, and gender on listening comprehension and motivation. A total of 109 fifth grade students responded to spoken commands, with text and a story absent or present. Presenting spoken language with text appeared to assist the development of listening skills. When text was present, students made fewer errors on the subsequent comprehension test and gave higher relevance and confidence motivation ratings than when text was absent. Girls demonstrated higher achievement than did boys and rated the lesson higher, indicating that girls tend to like different kinds of software than do boys. An interaction between context and gender regarding achievement was significant: Girls, but not boys, made fewer errors after a story-embedded lesson. 相似文献
Consultant practitioner is the pinnacle of the clinical career ladder for all health care disciplines in the United Kingdom. Consultant nurse, midwife and health visitor roles build on the clinical credibility and expertise characteristic of advanced level practice, but also possess expertise in: clinical systems leadership and the facilitation of culture change, learning and development; advanced consultancy approaches, and research and evaluation to prioritise person-centred, safe and effective care across patient pathways.
This project aimed to help new and emerging consultants to become more effective in their role through a programme of support to develop their expertise.
Emancipatory action research, supported by claims, concerns and issues tool, derived from Stakeholder Evaluation, and other methods (active learning, action learning, collaborative workshops and individual tools e.g. qualitative 360 degree feedback and reflective reviews) comprised the supportive intervention which enabled participants to research their own practice.
The programme’s methodology and methods helped participants to: research their own practice; theorise from practice; grow the facilitation skills needed to develop and demonstrate their own effectiveness; foster the effectiveness of others and; transform practice culture. Greater effectiveness in their multiple roles was demonstrated, as was the impact of this on others, services and organisations.
The study concludes that the support programme augmented by the methodology, facilitation skills and the 10 principles derived from a concept analysis of work-based learning is central to achieving improved effectiveness and transformation of others, services and organisations. Theoretical insights at collective/community levels also resulted. Key recommendations are identified for commissioners, higher education and research. 相似文献
Under the authoritarian regime, policies on higher education were mostly produced by the Excutive. First of all, an Educational Reform made up for the rapid expansion of a huge private sector where small teaching institutions prevail and which now absorbs over 60% of Brazilian students. The public sector, in turn, was substantially improved: the number of full time faculty increased and teachers in the federal universities were encouraged to apply for a M.A. or a Ph.D. and to get involved with research activities. Meanwhile, a dual funding system (teaching and research) emerged which was responsible both for the creation of graduate programmes all over the country and for the expansion of a research infrastructure. The civilian government (1985 on) brought policy making out of the bureaucracy and into the Congress. The new Constitution granted the university a degree of autonomy it had never enjoyed before which, however, is still to be regulated by further legislation. Policy initiatives driving at institutional differentiation and at performance assessment have systematically failed to become effective due to resistances within the university itself. Meanwhile financial stringency at a time of recession necessarily leads to reductions in funding, notably for research. 相似文献
A Barking Dog Does not BiteOne day Jack with his father went to see his granny who lived inthe countryside(乡下).At the door,a big dog began to bark.Jackwas afraid of the dog and wanted to run home.But his father said,“Don!t be afraid,my dear son.Don!t you know the proverb(谚语),‘A barking dog does not bite(吠犬不咬人)’?”“Oh,yes.‘said Jack,’I know the proverb,so do you,but doesthe dog know the proverb?”Wait Five MinutesTom came home very late because he had been busy with hisbusi… 相似文献
A quasi‐experimental, treatment‐control group investigation was designed to test the effects of a pre‐service training course for secondary education teachers. Previous findings from teacher effects research and cognitive strategy instruction were translated into two direct instructional models: a model of executive acting directed at well‐structured skills and a model of strategic acting directed at higher‐level thinking strategies. Pre‐ and post‐training comparison of classroom observations by trained observers revealed significantly more effective instruction by the student teachers after training. No treatment effect was found for pupil engagement rates. The ratings from the supervising teachers did not show significantly better use of the recommended instructional skills by the trained student teachers than by the untrained student teachers.相似文献
To provide a good understanding of many abstract concepts in the field of electricity above that of their students is often a major challenge for secondary school teachers. Many educational researchers promote conceptual learning as a teaching approach that can help teachers to achieve this goal. In this paper, we present Physlet-based materials for supporting conceptual learning about electricity. To conduct research into the effectiveness of these materials, we designed two different physics courses: one group of students, the experimental group, was taught using Physlet-based materials and the second group of students, the control group, was taught using expository instruction without using Physlets. After completion of the teaching, we assessed students’ thinking skills and analysed the materials with an independent t test, multiple regression analyses and one-way analysis of covariance. The test scores were significantly higher in the experimental group than in the control group (p < 0.05). The results of this study confirmed the effectiveness of conceptual learning about electricity with the help of Physlet-based materials. 相似文献
This paper responds to current discussions in career psychology that emphasise the importance of understanding how socio-economic
backgrounds and social-cognitive environments influence career development. Located in India, this study examines the interaction
between career beliefs and socio-economic status within a sample of Indian high school students. Significant socio-economic
status differences were observed, with the lower SES groups showing higher levels of negative career beliefs. The relevance
of these findings to career psychologists who work in multi cultural contexts is discussed within the framework of the Social
Cognitive Theories of Career Decision Making.
This revised version was published online in July 2006 with corrections to the Cover Date. 相似文献
Enhancing graduate employability is a priority for many stakeholders in higher education and this research explores graduates’ experiences of, and attitudes towards, the inclusion of employability-related support in undergraduate degree programmes. A literature review is supplemented by primary research on a targeted sample of 104 graduates from humanities, sciences, engineering and social sciences, who span several generations and have over 2250 years of employment experience. The findings are triangulated to a workshop with 23 graduate careers advisory professionals. The results signal some important trends in experiences and attitudes, as well as variations by discipline and gender. While one in 10 graduates prefer a disciplinary focus with just indirect attention to employability, nine in 10 want employability to have greater emphasis, albeit those preferences vary between optional and integrated approaches. Experiences of employability-related support signal a significant shift over recent decades in how that support is provided, with professional service groups such as careers taking a much more active role and the overall level of provision rising. A cautionary note however is that the link with the discipline remains critical and the right balance needs to be struck between the provision of such support and embedding it into the curriculum. 相似文献