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131.
Michael J. Tobin Nick Bozic Graeme Douglas John Greaney Stuart Ross 《European Journal of Psychology of Education - EJPE》1997,12(4):431-447
This paper examines some of the models used for conceptualizing the possible developmental implications of blindness and severe visual impairment. It takes up the question of the significance in infancy of certain skills and proficiencies, especially motor, that may be impeded by the lack of vision. The paper then addresses such issues for the school age child as access to literacy, with the emphasis being on ways of mitigating the potentially educationally handicapping consequences of visual disability. Educational technology is cited as one of the principal means available to teachers for meeting these challenges, and examples are given of procedures and devices that are being explored. A central argument is that for psychologists, teachers, and educational technologists the search must be to pinpoint the specific and changing needs of the individual learner. 相似文献
132.
The similarity of process in psychotherapy and in the interpersonal dynamics of tertiary teaching is of interest in attempting to maximise student interest and success. This article reviews the similarities in predictors of positive outcome in both psychotherapy and tertiary education, and suggests that the two processes have a great deal in common. This suggestion is tested by comparing the personality variables (as measured by the Adjective Check List) which predict success in two dissimilar medical courses, Physical Chemistry and Counselling Skills. Results indicate that, in both courses, variables which predict success include aspects of personal adjustment and intellectual style which also would predict success in psychotherapy. It is concluded that the interaction of personal and interpersonal factors in success in tertiary courses may be based on similar processes as success in psychotherapy, and that these processes warrant further research. 相似文献
133.
Margaret E. Ross Samuel B. Green Jill D. Salisbury-Glennon Nona Tollefson 《Innovative Higher Education》2006,30(5):361-375
We conducted the present study to investigate whether college students adjust their study strategies to meet the cognitive demands of testing, a metacognitive self-regulatory skill. Participants were randomly assigned to one of the two testing conditions. In one condition we told participants to study for a test that required deep-level cognitive processing and in the other to study for a test that required surface-level cognitive processing. Results suggested that college students adjust their study strategies so that they are in line with the cognitive processing demands of tests and that performance is mediated by the study strategies that are used.Margaret E. Ross is an Associate Professor of Educational Measurement and Statistics at Auburn University. She earned her Ph.D. in Educational Psychology from the University of Kansas. Her research interests include the role assessment plays in influencing student learning strategies, assessment issues and policy, and educational program evaluation. Samuel B. Green is a Professor in the Educational Psychology Department at Arizona State University. He holds a Ph.D. in Measurement and Individual Differences Psychology from the University of Georgia. His research focuses on statistical procedures. Jill Salisbury-Glennon is an Associate Professor teaching Educational Psychology courses at Auburn University. She earned her Ph.D. in Educational Psychology from Pennsylvania. Research interests include college student self-regulation, metacognition, and motivation. Nona Tollefson recently passed away. She was a Professor of Psychology and Research in Education at the University of Kansas and held a Ph.D. from Purdue University. Her research focused on student assessment 相似文献
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135.
Phagocytosis and exocytosis are two cellular processes involving membrane dynamics. While it is easy to understand the purpose of these processes, it can be extremely difficult for students to comprehend the actual mechanisms. As membrane dynamics play a significant role in many cellular processes ranging from cell signaling to cell division to organelle renewal and maintenance, we felt that we needed to do a better job of teaching these types of processes. Thus, we developed a classroom-based protocol to simultaneously study phagocytosis and exocytosis in Tetrahymena pyriformis. In this paper, we present our results demonstrating that our undergraduate classroom experiment delivers results comparable with those acquired in a professional research laboratory. In addition, students performing the experiment do learn the mechanisms of phagocytosis and exocytosis. Finally, we demonstrate a mathematical exercise to help the students apply their data to the cell. Ultimately, this assay sets the stage for future inquiry-based experiments, in which the students develop their own experimental questions and delve deeper into the mechanisms of phagocytosis and exocytosis. 相似文献
136.
Transforming Biology Assessment with Machine Learning: Automated Scoring of Written Evolutionary Explanations 总被引:4,自引:4,他引:0
Ross H. Nehm Minsu Ha Elijah Mayfield 《Journal of Science Education and Technology》2012,21(1):183-196
This study explored the use of machine learning to automatically evaluate the accuracy of students’ written explanations of
evolutionary change. Performance of the Summarization Integrated Development Environment (SIDE) program was compared to human
expert scoring using a corpus of 2,260 evolutionary explanations written by 565 undergraduate students in response to two
different evolution instruments (the EGALT-F and EGALT-P) that contained prompts that differed in various surface features
(such as species and traits). We tested human-SIDE scoring correspondence under a series of different training and testing
conditions, using Kappa inter-rater agreement values of greater than 0.80 as a performance benchmark. In addition, we examined
the effects of response length on scoring success; that is, whether SIDE scoring models functioned with comparable success
on short and long responses. We found that SIDE performance was most effective when scoring models were built and tested at
the individual item level and that performance degraded when suites of items or entire instruments were used to build and
test scoring models. Overall, SIDE was found to be a powerful and cost-effective tool for assessing student knowledge and
performance in a complex science domain. 相似文献
137.
The first large-scale, nationwide academic achievement testing program using Stanford Achievement Test (Stanford) for deaf and hard-of-hearing children in the United States started in 1969. Over the past three decades, the Stanford has served as a benchmark in the field of deaf education for assessing student academic achievement. However, the validity and reliability of using the Stanford for this special student population still require extensive scrutiny. Recent shifts in educational policy environment, which require that schools enable all children to achieve proficiency through accountability testing, warrants a close examination of the adequacy and relevance of the current large-scale testing of deaf and hard-of-hearing students. This study has three objectives: (a) it will summarize the historical data over the last three decades to indicate trends in academic achievement for this special population, (b) it will analyze the current federal laws and regulations related to educational testing and special education, thereby identifying gaps between policy and practice in the field, especially identifying the limitations of current testing programs in assessing what deaf and hard-of-hearing students know, and (c) it will offer some insights and suggestions for future testing programs for deaf and hard-of-hearing students. 相似文献
138.
Kevin Brownlow Marshall Deutelbaum R.W. Sexton B.F. Betts Ross Thorne Roger Brett 《Communication Booknotes Quarterly》2013,44(1):17-20
Kevin Brownlow The War, the West and the Wilderness (New York; Alfred A. Knopf, 1979 – $27.50, hardcover). Marshall Deutelbaum, "Image" on the Art and Evolution of the Film (New York: Dover Publications, 1979 – $8.95 in paper). American Theatres of Today, Volumes I and II, by R.W. Sexton and B.F. Betts (New Yorks Architectural Book Publishing Inc., 1927 and 1930 – reprinted at $35.00 in one volume, 360 pages, hardcover). Picture Palace Architecture in Australia by Ross Thorne (South Melbourne: Sun Books, 1976 – $9.95 in paper from Vestal). Temples of Illusion by Roger Brett($14.95, paper). Carol Herselle Krinsky Rockefeller Center (New York: Oxford University Press, 1978 – $17.50 hardcover/ $9.95 paper) Richard Taylor Film Propaganda: Soviet Russia and Nazi Germany (London: Croom Helm/ New York: Barnes & Nonle, 1979—$25.00) William Kittredge and Steren M. Krauzer, eds. Stories into Film (New York: Harper & RowP2olophon Books, 1979—price not given, paper) Richard Dyer Stars (London: British Film Institute, 1979—E2.25, or about $5.00, paper) 相似文献
139.
140.
Solutions to Army personnel problems are of critical importance. Personnel issues continue to be problematic in a number of areas including: recruit intelligence level, careerist motivation of recruits, and the maintenance of trained, quality careerists in the all volunteer force (AVF). High attrition of skilled personnel is not related only to pay scale; pride in service, as well as intrinsic rewards may also relate to the retention and attraction of career‐motivated soldiers. This study analyzed the inducements offered and demands made of potential volunteers in brochures advertising the AVF. Most of the appeals in such brochures focused on instrumental rewards available to potential recruits, while few appeals featured traditional intrinsic satisfactions of military service as a motive for joining the AVF. The advertising strategy presently used in AVF brochures may explain in part why poor retention of skilled careerists continues to be one of its most severe problems. Recommendations for structuring future appeals are offered based on the findings. 相似文献