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991.
992.
Daniela Sellmann Valerie Beckmann Sarah Panzlaff Susanne Menzel 《Environmental Education Research》2019,25(1):92-114
Zoo educators are important communicators of the targets in education for sustainable development and therefore carry great responsibility for global environmental change. However, German zoo educators form a heterogeneous group, many of them working in non-permanent job positions and facing multiple challenges at work. Applying the job demands-resources model, our study aims at revealing factors influencing zoo educators’ job strain. Our data from eight in-depth interviews with German zoo educators confirm that they perceive common factors known from other studies, such as demands (e.g. workload) and resources (e.g. supervisory support). Besides this, job-specific factors were identified (e.g. working with humans and animals). The demands zoo educators mentioned could be classified either as job hindrances (e.g. lack of equipment) or job challenges (e.g. learning). Future studies should quantify these results to facilitate the development of appropriate measures to reduce educators’ job strain, thus enhancing their performance. 相似文献
993.
994.
Therese Gunn Lee Jones Pete Bridge Pam Rowntree Lisa Nissen 《Interactive Learning Environments》2018,26(5):613-620
In recent years, simulation has increasingly underpinned the acquisition of pre-clinical skills by undergraduate medical imaging (diagnostic radiography) students. This project aimed to evaluate the impact of an innovative virtual reality (VR) learning environment on the development of technical proficiency by students. The study assessed the technical skills of first year medical imaging students. The learning experience by each student was either via traditional laboratory-based simulation or VR simulation, for two specified anatomical protocols. Following the learning experience, the students performed role-plays and were assessed on their technical proficiency. The type of learning environment, laboratory-based or VR simulation, was recorded for each radiographic procedure, as well as demographic data. Data demonstrated an improved total role-play skill score for those students trained using VR software simulation compared with the total role-play skills score traditional laboratory simulation. Demographic multivariable analysis demonstrated no statistically significant association of age, gender, gaming skills/activity with the outcome. The novel medical imaging VR simulation learning tool facilitated technical skill acquisition, equal to, or slightly better than traditional laboratory training. Ongoing data collection will evaluate the impact this VR software has on the undergraduate medical imaging student.
Abbreviations: QUT: queensland university of technology; VR: virtual reality; SLE: simulated learning environment; PA: posterio-anterior; DP: dorsi-plantar; CP: central point; CR: central ray; SID: source image distance; HWA: health workforce Australia 相似文献
995.
Christopher Blundell Kar-Tin Lee Shaun Nykvist 《Journal of Research on Technology in Education》2020,52(2):178-196
AbstractDigital technologies are a part of schooling, however, given the significant focus on using of digital technologies in teaching and learning, there is little evidence of wide scale transformation. It is within this context that this paper reports on a qualitative, explanatory case study of six teachers, with experience in enhancing pedagogies in a well-established ubiquitous technologies environment, consciously seeking to transform their practice to enact personalized digital learning. The findings indicate three interacting factors contributed to the degrees of transformation: teachers’ frames of reference (beliefs and attitudes), habits of mind (prior experience), and modes of transformative learning. This paper highlights how diversification of classroom roles, relationships and actions created challenges for teachers with experience integrating digital technologies in teaching and learning. 相似文献
996.
The performance of a group of third‐year higher diploma students from the Department of Hotel & Tourism in a simulation training exercise was assessed separately by the tutor and peer group, using an identical checklist. Ninety‐six pairs of tutor and peer group assessment marks were obtained and compared. Results showed that there was some degree of agreement between tutor and peer group markings, although the level of congruence was somewhat less than reported in earlier studies. However, when the tutor and peer group average marks were converted to grades, agreement was found in only 46.9% of the cases and the level of agreement between the two gradings was not statistically significant. Significant differences were also found in the variability of tutor and peer group markings. Furthermore, there were indications that peer group markings tended to be more stringent than tutor markings in the higher mark range, but relatively more lenient in the lower mark range. This trend was particularly obvious when the tutor and peer group marks were converted into grades. Implications of the findings are also discussed. 相似文献
997.
MS. Christine Chin DRS. Ngoh-Khang Goh Lian-Sai Chia Kam-Wah Lucille Lee DR. Kay-Cheng Soh 《Research in Science Education》1994,24(1):41-50
The use of problem-solving in science instruction implies a change in the teacher's role from dispensing content information
to encouraging critical reflective thinking in the student. For problem-solving to become an integral part of the science
curriculum, teachers must make it the focus of their instruction. This study investigated the extent to which pre-service
primary teachers used the problem-solving approach in their science instruction. It also identified the factors affecting
their efforts to teach science using this approach. The issues considered are important in whether problem-solving becomes
part of the science curriculum, as teaching behaviour influences student learning outcomes.
Specializations: science eeducation
Specializations: educational measurement, research methodology. 相似文献
998.
This study attempted to identify risk factors that are implicated in the body dissatisfaction of college women and the factors that may facilitate effective prevention and treatment efforts. Data collected from 215 female college students indicated that participants with (a) greater physical self‐concept, (b) less drive for thinness, and (c) greater social self‐esteem manifested less body dissatisfaction. 相似文献
999.
Thandeka K. Chapman 《The Urban Review》2008,40(1):42-63
The purpose of this paper is to examine the remnants of desegregation curricular reforms in a small urban district. This study
documents the affects of various policies that were implemented to create equity and equality in urban, multi-racial and socio-economically
diverse classrooms. These reforms were created due to a court desegregation order that demanded the district take multiple
steps to raise the academic achievement levels of students of color in the district. Using the lens of Critical Race Theory
to examine issues of interest-convergence and the effects of court-ordered desegregation initiatives, the researcher documents
how teachers have come to terms with two major curricular changes that work in conjunction with other curricular reforms.
Research that considers the affects of large-scale policy initiatives on classroom practices is necessary to further current
conversations on successful reform implementation.
相似文献
Thandeka K. ChapmanEmail: |
1000.
To be successful, an instructional video presentation needs to be effective, valued, liked and efficient, and educationalists and designers should strive (explicitly and implicitly) to satisfy these criteria. In the interests of optimum teaching effect, a didactical distinction is recommended between video presentations that have to ‘instruct’, ‘explain’, ‘tell’ and ‘let encounter’. A schema or frame of reference is proposed, the use of which (it is claimed) can help to optimise communication between video producer, teacher and instructional designer 相似文献