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371.
Jason J. Teven Virginia P. Richmond James C. McCroskey Lynda L. McCroskey 《Communication Research Reports》2013,30(3):263-270
This study examined the degree to which six self-perceived communication traits are related to self-perceived communication competence (SPCC), both individually and collectively. The results indicate communication apprehension and shyness were strongly and inversely related to SPCC, whereas willingness to communicate was strongly and positively associated with SPCC. When examined collectively, several communication traits were found to predict SPCC. 相似文献
372.
373.
Cynthia R. Hynd J. Yevette McWhorter Virginia L. Phares C. William Suttles 《科学教学研究杂志》1994,31(9):933-946
This study was conducted to determine the effect of three variables on conceptual change in physics. Ninth and 10th-grade students who, despite instruction, still held nonscientific intuitive ideas about the motion of objects participated in viewing a demonstration, engaged in student-to-student discussion, and/or read a refutational text about Newton's laws of motion. Students (N = 310) were randomly assigned within classes to eight groups representing combinations of the three activities and participated in pretesting, instruction, and posttesting. Posttest results revealed that reading the refutational text helped students change their intuitive ideas to scientific ones, while seeing a demonstration affected how students interacted with group and text on some measures. Discussing ideas in a group did not lead to significant learning of scientific notions but, rather, caused students to be less influenced by either the demonstration or the text. 相似文献
374.
Virginia Lowe 《Children‘s Literature in Education》1991,22(2):79-88
Virginia Lowe has lectured in both children's and English literature at several Australian teachers' colleges and is currently a school librarian. She has published a monograph,Adult Book Child, and several articles on books and young children. 相似文献
375.
Adon C.M. Moskal Sarah J. Stein Clinton Golding 《Assessment & Evaluation in Higher Education》2016,41(2):286-300
We know various factors can influence how teaching staff engage with student evaluation, such as institutional policies or staff beliefs. However, little research has investigated the influence of the technical processes of an evaluation system. In this article, we present a case study of the effects of changing the technical system for administering student evaluations at one New Zealand university. We develop a socio-technical model of the institutional evaluation system, and use this model to examine whether introducing an online system for ordering student feedback questionnaires and reducing processing time influenced academic staff engagement with evaluation. Survey responses, interview comments and data about ordering trends suggest the change did increase staff engagement by: (1) improving staff perceptions of evaluation and (2) increasing engaged behaviour, such as voluntarily ordering more evaluations. The outcomes of this study imply that the ‘practical implementation’ of an evaluation system is an important factor in influencing engagement with evaluation. We conclude that we can increase teacher engagement with evaluation simply by improving the ‘practical implementation’ of the evaluation system. 相似文献
376.
Two common interest-enhancement approaches in mathematics curriculum design are illustrations and personalization of problems to students’ interests. The objective of these experiments is to test a variety of illustrations and personalization approaches. In the illustrations experiment, students (n?=?265) were randomly assigned to lessons with story problems containing decorative illustrations, contextual illustrations, diagrammatic illustrations, misleading illustrations, or no illustrations (only text [control condition]). Students’ problem-solving performance and attitudes were not affected by illustration condition, but learning was better in the control compared with contextual illustrations. In the personalization experiment, students (n?=?223) were randomly assigned to story problems that were either personalized based on: a survey of their interests, their choice of interest topics, a randomly assigned interest topic, or the original nonpersonalized story problem (control). The findings indicated there were benefits for choice personalization both for performance in the problem set as well as on a later learning assessment. 相似文献
377.
Learning Environments Research - The well-known benefits of collaborative learning have prompted the development of active learning classrooms that are designed to facilitate peer interaction.... 相似文献
378.
Virginia Hurt Bailey 《班主任》2003,(3):41
Virginia Hurt Bailey(美国) 阅读课第二部分是专题阅读。在这段时间里,学生阅读学术文章,读后用自己的话进行复述。阅读课的第三部分是文学精粹选读。10点40分-10点50分是课间休息。星期二和星期三,在这段时间里,我要在操场上值班,以防学生在活动时出问题。 相似文献
379.
Carmen Batanero Virginia Navarro-Pelayo Juan D. Godino 《Educational Studies in Mathematics》1997,32(2):181-199
Elementary combinatorial problems may be classified into three different combinatorial models (selection, partition and distribution). The main goal of this research was to determine the effect of the implicit combinatorial model on pupils' combinatorial reasoning before and after instruction. When building the questionnaire, we also considered the combinatorial operation and the nature of elements as task variables. The analysis of variance of the answers from 720 14–15 year-old pupils showed the influence of the implicit combinatorial model on problem difficulty and the interaction of all the factors with instruction. Qualitative analysis also revealed the dependence of error types on task variables. Consequently, the implicit combinatorial model should be considered as a didactic variable in organising elementary combinatorics teaching. 相似文献
380.
Development of a Reality‐Based Multimedia Case Study Teaching Method and its Effect on Students’ Planned Food Safety Behaviors 下载免费PDF全文
There is opportunity to decrease the frequency of foodborne illnesses by improving food safety competencies and planned behaviors of college students before they begin careers in the food industry. The objectives of this study were to (1) develop a multimedia case study teaching method that provides real world context for food science education; and (2) evaluate the extent to which it improves the intentions of students to implement food safety management systems upon entering the workforce, as well its impact on knowledge gains and students’ abilities to understand complex concepts. The target audience consisted of all participants in an upper‐level undergraduate food safety management systems course (n = 17). A pretest and posttest survey research instrument was developed to measure knowledge gains and also students’ food safety intentions using the framework of the Theory of Planned Behavior. Students experienced significant gains in knowledge, attitude, and intention after completion of the course (P < 0.05). One hundred percent of students agreed that the interactive videos aided in their understanding of food safety concepts. A paired t test suggested that both behavioral control beliefs and attitudes of students toward food safety management significantly increased (P < 0.5) after completion of the case study. These results suggest that integrating multimedia case studies into food science education may enhance food safety behaviors. 相似文献