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211.
This study examined differences in students' college experiences and learning outcomes using Biglan's typology of pure and applied disciplines. It was expected that students in applied disciplines would have more positive perceptions of the college environment, be more involved, and report greater gains in learning and intellectual development than students in pure disciplines. An analysis of data from one university identified significant differences in the college experiences and learning outcomes of students in pure and applied disciplines; however, differences in reported learning seemed to be related to disciplinary content, rather than Biglan's pure and applied topology. 相似文献
212.
Separate groups of food- and water-deprived rats pressed a lever for food or water, respectively, on continuous reinforcement and various fixed-ratio and fixed-interval reinforcement schedules. Food-reinforced rats on continuous, FR 2-, or FI 10-sec schedules showed consistently longer mean lever contact durations per leverpress than did water-reinforced rats on the same schedules. Mean lever-contact-duration differences between food- and water-reinforced rats were greatly attenuated or disappeared under FR 4-, FR 8-, FI 20-sec, and FI 30-sec schedules of reinforcement. These results are interpreted as supporting earlier hypotheses that there are respondent components of operantly conditioned and autoshaped leverpresses, but that these respondent components weaken with partial reinforcement and the leverpress topography comes under the control of operant contingencies. 相似文献
213.
Timothy Shanahan 《Educational Psychology Review》1994,6(3):255-262
This response analyzes Harris and Pressley's position on improving the quality of educational intervention research. It contrasts two different approaches to the interpretation of such research—technology transfer and heuristic interpretations—and their underlying assumptions. Harris and Pressley's positions are generally supported, but within the heuristic rather than the technology transfer perspective. 相似文献
214.
This study examined pre-service teachers’ intentions to use computers in traditional and innovative teaching practices in primary mathematics classrooms. It extended the technology acceptance model (TAM) by adding as external variables pre-service teachers’ experience with computers and their technological pedagogical content knowledge (TPCK). Data collected from 226 participants revealed that the proposed model had a good fit for both traditional and innovative uses of computers. Structural equation modelling suggested that the established TAM variables, together with TPCK and experience, were significant determinants of pre-service teachers’ intentions to use computers in teaching mathematics at both levels. The most dominant determinant of behavioural intention was TPCK, followed by attitude. The proposed model explained 22.7% of the variance in the use of computers in traditional teaching practices and 27.6% of the variance in the use of computers in innovative teaching practices. The implications for mathematics teaching are discussed in the final section. 相似文献
215.
Marek Edmund A. Laubach Timothy A. Pedersen Jon 《Journal of Science Teacher Education》2003,14(3):147-159
Journal of Science Teacher Education - 相似文献
216.
Yan Sun Johannes Strobel Timothy J. Newby 《Educational technology research and development : ETR & D》2017,65(3):597-629
Adopting a two-phase explanatory sequential mixed methods research design, the current study examined the impact of student teaching experiences on pre-service teachers’ readiness for technology integration. In phase-1 of quantitative investigation, 2-level growth curve models were fitted using online repeated measures survey data collected from 68 pre-service teachers doing their student teaching. The results revealed significant progress in readiness for technology integration during student teaching and significant variability in individual change trajectories of readiness for technology integration. Two dummy variables, prior-teaching (0 = “having no prior teaching experience”; 1 = “having prior teaching experience”) and grade-level (0 = “elementary level”; 1 = “secondary level”), were identified as significant in predicting the shape of individual change trajectories of readiness for technology integration. In phase-2 of qualitative investigation, follow-up interview data were collected from 11 pre-service teachers among those who participated in the online surveys. The interview data was analyzed both deductively and inductively yielding clues and insights for interpreting and understanding the quantitative results from phase-1. Based on its quantitative and qualitative results, this study made recommendations for future technology integration research and for improving pre-service teachers’ technology use experience during student teaching. 相似文献
217.
Morphine failed to condition a salt taste aversion at a dose (15 mg/kg) sufficient to produce a robust aversion to a saccharin taste. Indeed, three different concentrations of salt (1%, 1.5%, and 2%) paired with the same morphine dose yielded no direct evidence for conditioned aversion. Yet, when a novel saccharin taste was paired in compound with the previously conditioned salt conditioned stimulus, we found evidence for a conditioning to the saccharin cue alone in three separate experiments. Control groups eliminated alternative accounts such as neophobia and differential exposure to morphine. Combined, these findings indicate that morphine conditioned a salt aversion. Although this aversion was not directly expressed, a second-order conditioning procedure was able to provide a more sensitive index of conditioning. 相似文献
218.
Timothy C. Bates 《Mind, Brain, and Education》2008,2(2):74-79
ABSTRACT— This article notes that many key positive developments in education originated in research on the structure and genetics of abilities, providing primary evidence for ability in disadvantaged groups and playing a critical role in demonstrating the existence of developmental learning disorders and effective interventions. It is argued that new work in genetics offers similar hope, but that widely held beliefs about genetic equipotentiality and brain plasticity act as roadblocks to research improving educational outcomes. It is suggested that rebuilding the collaborative links between educationalists and psychometric and genetic research that functioned so effectively in the early development of universal education can again underpin improved educational outcomes. 相似文献
219.
James C. Jupp Timothy J. Lensmire 《International journal of qualitative studies in education》2016,29(8):985-988
AbstractIn this article, we introduce our special issue, ‘Second-Wave White Teacher Identity Studies: Toward Complexity and Reflexivity in the Racial Conscientization of White Teachers.’ We characterize white teacher identity studies as a developing field with important implications for education research and teacher education. Early work in this field focused on documenting, how white teachers denied and evaded the significance of race and white privilege in their work and lives. The articles in this special issue exemplify a second wave of white teacher identity studies which builds on and responds critically to this earlier work. Crucial concerns of this second-wave work include attending to the nuances and complexities of white racial identities, as well as examining the pedagogical, curricular, and institutional contexts within which these identities are taken up. 相似文献
220.
Timothy Barney 《Quarterly Journal of Speech》2019,105(1):1-24
In recent years, satellite mapping of North Korea, especially of its labor camps, has become an important form of evidence of human rights violations, used by transnational advocacy groups to lobby Western governments for change. A phenomenon of “citizen cartography” has emerged where non-expert humanitarian actors use commercially available software like Google Earth to “infiltrate” the borders of North Korea. This essay interrogates the politics of seeing that takes place in creating the site and sight of North Korea by citizen cartographers, and historicizes these processes of seeing in Cold War and post-Cold War visual culture. Specifically, citizen cartography of North Korea engages in rhetorics of resolution, where the cartographer continually searches for a better, clearer view of the ground below, while still constrained by corporate software and logics of state sovereignty that make it difficult to “resolve” the problem of forced labor. 相似文献