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141.
AnnaMarie Conner Kelly W. Edenfield Brian W. Gleason Filyet Asli Ersoz 《Journal of Mathematics Teacher Education》2011,14(6):483-504
In this article, we report on a study of beliefs about mathematics, teaching, and proof conducted with six prospective secondary
mathematics teachers as they completed a two-semester sequence of a content course and a methods course. The initial beliefs
of the participants were identified using interview and survey data, and potential shifts in beliefs were examined through
further interview and survey data combined with classroom observations and written work. While their beliefs about mathematics
and proof appeared to be relatively stable, their beliefs about teaching shifted from a more teacher-centered view to beliefs
that foreground the activities and understandings of the students. These shifts are analyzed using the construct of belief
structures, and activities and events from the courses that may have facilitated the shifts are identified. The results are
consistent with the literature in some respects, such as the stability of the participants’ beliefs about mathematics. On
the other hand, our results present new information about how prospective secondary mathematics teachers’ beliefs about teaching
may be impacted. 相似文献
142.
James W. Westerman Luis A. Perez‐Batres Betty S. Coffey Richard W. Pouder 《Decision Sciences Journal of Innovative Education》2011,9(1):49-67
We revisit the relationship between attendance and performance in the undergraduate university setting and apply agency theory in the instructor–student context. Building on agency theory propositions in the educational setting advanced by Smith, Zsidisin, and Adams (2005) , we propose that the student and instructor must align goals to promote the student's achievement of performance learning outcomes, and attendance functions as a behavior‐based alignment mechanism to encourage the convergence of faculty and student interests. Further, we propose that attendance does not equally affect lower‐ and higher‐performing students and that absences are also negatively related to students' cumulative grade point average. We test these hypotheses with data from undergraduates enrolled in management courses at a state university in the southeast. Our results show that attendance is positively related to exam performance, there are more pronounced negative effects of an absence for lower‐performing students than for higher performers, and absences are negatively related to a student's cumulative grade point average. We discuss the implications of our findings for students, instructors, and universities as well as practice in teaching and learning. 相似文献
143.
Stephen C. Yanchar Bruce W. Gabbitas 《Educational technology research and development : ETR & D》2011,59(3):383-398
This paper presents the concept of critical flexibility as an alternative to eclecticism in instructional design. Eclecticism is often viewed as a persuasive alternative to theoretical
orthodoxy (i.e., rigid use of a single perspective or process) due to the openness and flexibility it purports to offer. In
contrast, the authors argue that eclecticism ignores or discourages critical reflection regarding background understanding
(e.g., implicit assumptions and values) and perpetuates the lack of openness and flexibility commonly associated with orthodoxy.
Critical flexibility, as an alternative to eclecticism, emphasizes an awareness of background understanding, but construes
it as capable of being explicated, critically examined, adjusted in specific contexts, and refined or developed over time
to facilitate increasingly flexible and effective design practices. The authors clarify the nature of critical flexibility
as a general way of being involved in the design process, suggest how it helps overcome the traditional theory–practice split,
and discuss several of its implications for scholarship and training. 相似文献
144.
145.
John W. Keller Ph.D. Nina Mattie Stephen J. Vodanovich Chris Piotrowski 《Innovative Higher Education》1991,15(2):177-184
This article compares traditional college students' perceptions of effective teaching behaviors with nontraditional students' perceptions. A 15-item questionnaire was completed by undergraduates at a small Southeastern university. Nontraditional students viewed personality and interaction behaviors as more indicative of effective teaching, whereas traditional students focused on behaviors that potentially would enhance grades. The implications of the findings are discussed in light of techniques and approaches that facilitate the needs of both types of students.His major areas of interest include testing and counseling. Nina Mattie, M.A. is a recent graduate of the University of West Florida in the area of school psychology. Stephen J. Vodanovich, Ph.D. is an assistant professor in the psychology department at the University of West Florida. His major areas of interest are social psychology and industrial/organizational psychology. Chris Piotrowski, M.A. is a consultant in forensic psychology. His major areas of interest are personality assessment and online database searching. 相似文献
146.
147.
Meta-analysis was used to review the results of 25 studies that compared the classroom behavior of children and adolescents with learning disabilities (LD) to children without learning disabilities. The data were analyzed from several different methodological perspectives. Results showed that both methodologically strong and weak studies demonstrated significant behavioral deficits of children with learning disabilities compared to their nondisabled peers in each of five overall areas: on-task behavior, off-task behavior, conduct disorders, distractibility, and shy/withdrawn behavior. Both observational and teacher rating data demonstrated these differences. Effect sizes for both groups of studies seemed to cluster around 1 standard deviation, suggesting noticeable and educationally significant impairment in the behavior of children with disabilities. Analysis of grade-level effect sizes suggests some explanation for the large number of referrals often witnessed during the elementary school years. Educational implications of these behavioral differences in terms of implications for mainstreaming are discussed. 相似文献
148.
ARTHUR W. AVERY ANTHONY R. D'AUGELLI STEVEN J. DANISH 《Counselor Education & Supervision》1976,15(3):177-183
This study examined the effect of different amounts of client-therapist interaction data on empathy ratings. Audiotaped therapist-client interactions including client statement, therapist response, and subsequent client response were rated for therapist empathy by high-functioning, experienced raters. Raters made significantly different judgments about levels of therapist empathy depending on the amount of therapist-client interaction data available. The raters tended to give therapist responses higher empathy ratings when they did not hear the client's preceding statement. 相似文献
149.
150.
David W. Holmes Madoc Sheehan Melanie Birks John Smithson 《European Journal of Engineering Education》2018,43(1):126-143
Mapping the curriculum of a professional degree to the associated competency standard ensures graduates have the competence to perform as professionals. Existing approaches to competence mapping vary greatly in depth, complexity, and effectiveness, and a standardised approach remains elusive. This paper describes a new mapping software tool that streamlines and standardises the competency mapping process. The available analytics facilitate ongoing programme review, management, and accreditation. The complete mapping and analysis of an Australian mechanical engineering degree programme is described as a case study. Each subject is mapped by evaluating the amount and depth of competence development present. Combining subject results then enables highly detailed programme level analysis. The mapping process is designed to be administratively light, with aspects of professional development embedded in the software. The effective competence mapping described in this paper enables quantification of learning within a professional degree programme, and provides a mechanism for holistic programme improvement. 相似文献