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31.
In 2 experiments, we examined pre-school, grade 1, and grade 3 children's metamemory about long-term retention. Specifically, we examined beliefs about the type of information most likely to be forgotten and beliefs about the impact of suggestions and retroactive interference on memory. Children made and explained paired-comparison judgments concerning the differential forgetting of peripheral versus central information, whether misinformation effects would arise from suggestions by others, and whether retroactive interference would arise from experiencing two similar events. The major findings were that ( a ) most children believed that events central to a story would be retained better than peripheral details; ( b ) in preschool and first grade, children believed that memory was invulnerable to suggestion (from a parent or a sibling), but in third grade, children believed suggestion could adversely affect memory; ( c ) most preschoolers believed that retroactive interference effects would not occur, whereas most first and third graders acknowledged that they would; ( d ) older children believed that both suggestibility and interference were less likely given a retention interval of several months compared to 1 day; and ( e ) in explaining their beliefs, children assigned sensory-behavioral factors a major causal role in determining what would be remembered over the long term. These results are discussed in terms of the development of beliefs about memory and the mind in general. 相似文献
32.
Carol J. Mills 《High Ability Studies》1993,4(1):70-85
Clear personality differences were found for a sample of academically talented students when compared to a general population of same age students. On the Myers‐Briggs dimensions, the academically talented students differed significantly from the comparison group on all four dimensions. Specifically, the academically talented group expressed greater preferences for introversion, intuition, and thinking. Although there were more judging types in this group than in the comparison group, overall more academically talented students expressed a preference for a perceptive style. They also tended to be higher on achievement motivation and lower on interpersonal and social concerns. In particular, a cognitive style that empasizes a thinking over a feeling mode appears to mediate gender differences in mathematics ability and achievement. 相似文献
33.
Tammy Babe Means Ph.D. David H. Jonassen Francis M. Dwyer 《Educational technology research and development : ETR & D》1997,45(1):5-17
The hypothesis of this study assumes that the cognitive effects of motivation result primarily from the relevance of what
is being learned, that is, whether the ideas being studied are meaningful and whether they fulfill the goals of the learner.
This study compared the effects of intrinsic relevance (material fulfilling a purpose or need of the learner) with embedded,
extrinsic relevance-enhancing strategies based on the ARCS (attention, relevance, confidence, and satisfaction) Model of Instruction
on perceived motivation and the learning outcomes of identification, terminology, comprehension, and drawing. Both intrinsic
and extrinsic strategies enhanced the motivation of the college learners and their performance on identification, terminology,
and comprehension questions following instruction. Embedded relevance-enhancing strategies resulted in greater motivation
and performance gains than did intrinsic relevance.
She is currently teaching reading and writing strategies to elementary school children.
His publications include the recently completedHandbook of Research for Educational Communications and Technology, reviewed in this issue.
Francis M. Dwyer is Professor of Instructional Systems at the Pennsylvania State University, where he has been a leading researcher
in the role of visuals in instruction. He is a past-president of AECT. 相似文献
34.
Christopher H. Skinner Tammy H. Cashwell Amy L. Skinner 《Psychology in the schools》2000,37(3):263-270
In most educational ecologies, attention and consequences are focused on inappropriate behavior. Often students observe and report peers' antisocial behavior (i.e., tattle) and teachers investigate and consequent (i.e., punish) those behaviors. In the current study, a withdrawal design was used to investigate a corollary system. Fourth‐grade students were trained to observe and report peers' prosocial behaviors (i.e., tootle), and interdependent group contingencies and public posting were used to reinforce those reports. Although the first intervention phase showed much variability, subsequent phases showed that an intervention composed of public posting and interdependent group contingencies increased prosocial behavior reports. Results are discussed in terms of using this system to increase student and teacher awareness of and reinforcement for incidental prosocial behaviors. © 2000 John Wiley & Sons, Inc. 相似文献
35.
Increasingly administrators are concerned with inspiring and supporting faculty members in the creation of interdisciplinary
programs in response to research and funding shifts and public need. This article presents an initative undertaken at the
University of Colorado Denver, demonstrating a method for identifying and launching a set of signature interdisciplinary programs
for a diverse college environment that overcomes hesitancy and hindrances at the individual, departmental, and institutional
levels. 相似文献
36.
Tammy Stone 《Innovative Higher Education》2009,33(4):229-238
This article explores the concept of academic receivership in U.S. colleges and universities. Academic receivership occurs
when control of an academic department or program is removed from the faculty and an outside chair is put in place by the
college or university administration. A literature review is supplemented by a small survey to assess how common receivership
is and how it is administered. Combined, these elements allow for a discussion of the warning signs that a department is becoming
dysfunctional and a procedure to guide a department through the receivership process.
相似文献
Tammy StoneEmail: |
37.
38.
Rebecca Clothey Michelle Mills Jacqueline Baumgarten 《Cultural Studies of Science Education》2010,5(2):305-313
This paper provides a historical overview of globalisation in order to illustrate how globalisation both shapes and is shaped
by external forces. The authors use this perspective to generate a dialogue about the science education project The Case of Sustainability by the Bay, and raise some questions to further the discussion on the impact of globalisation on science education. The paper also discusses
the importance of recognizing the historic developments around globalisation in order to understand how changes in the global
economy have shaped and continue to shape education through policy regarding funding, curriculum development and implementation,
as well as trends in teacher preparation and education. The paper concludes by offering implications for policy makers, researchers,
and teacher educators as it relates to science education generally, and globalisation particularly. 相似文献
39.
Elena Bray Speth Jennifer L. Momsen Gregory A. Moyerbrailean Diane Ebert-May Tammy M. Long Sara Wyse Debra Linton 《CBE life sciences education》2010,9(3):323-332
Biology of the twenty-first century is an increasingly quantitative science. Undergraduate biology education therefore needs to provide opportunities for students to develop fluency in the tools and language of quantitative disciplines. Quantitative literacy (QL) is important for future scientists as well as for citizens, who need to interpret numeric information and data-based claims regarding nearly every aspect of daily life. To address the need for QL in biology education, we incorporated quantitative concepts throughout a semester-long introductory biology course at a large research university. Early in the course, we assessed the quantitative skills that students bring to the introductory biology classroom and found that students had difficulties in performing simple calculations, representing data graphically, and articulating data-driven arguments. In response to students'' learning needs, we infused the course with quantitative concepts aligned with the existing course content and learning objectives. The effectiveness of this approach is demonstrated by significant improvement in the quality of students'' graphical representations of biological data. Infusing QL in introductory biology presents challenges. Our study, however, supports the conclusion that it is feasible in the context of an existing course, consistent with the goals of college biology education, and promotes students'' development of important quantitative skills. 相似文献
40.
Alice Mills 《Children‘s Literature in Education》2010,41(4):291-301
This article considers limitations on agency for characters in the Harry Potter novels, in particular, how far they are driven
by an addictive yearning for their beloved dead. As well as Harry’s yearning for his dead parents, Dumbledore’s guilt, Snape’s
longing and Slughorn’s craving can be read as evidence of addiction rather than love, while the Sorting ritual throws into
doubt agency among the students in general. 相似文献