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71.
OLEG V. ALEKSEYEV 《European Journal of Engineering Education》1994,19(3):313-319
Russian higher engineering education is undergoing radical reform caused by the new political and economic situation in Russia. The aim of the reform is to develop a flexible system of engineering education under market economy conditions, considering customer interests and international tendencies in engineering education. The major concepts and principles of a complex system for assessing and monitoring the quality of engineering education are outlined. 相似文献
72.
R V Skuja 《Asia Pacific Journal of Education》1985,7(1):56-63
This study analyses a corpus of argumentative compositions in order to isolate the features of organization pertinent to this genre of writing. A further aim is to compare compositions written by “A” level students and English teachers in order to highlight specific shortcomings of the former. Despite using more cohesive devices and an overabundance of lexical repetition, student writing is less coherent. This is largely because of a lack of global links (between paragraphs), and an inability to properly utilize given information in structuring non-narrative writing. Finally, student writing suffers from presentation of content at the expense of discussion of issue and weighing of views. 相似文献
73.
74.
Smith Dorothy V. Mulhall Pamela J. Hart Christina E. Gunstone Richard F. 《Research in Science Education》2020,50(5):2111-2130
Research in Science Education - Students learn more than science knowledge in a science classroom; they also acquire important messages about the purposes and contexts of science. Roberts (2011)... 相似文献
75.
76.
77.
Marilyn P. Arnone Ruth V. Small Sarah A. Chauncey H. Patricia McKenna 《Educational technology research and development : ETR & D》2011,59(2):181-198
This paper identifies the need for developing new ways to study curiosity in the context of today’s pervasive technologies
and unprecedented information access. Curiosity is defined in this paper in a way which incorporates the concomitant constructs
of interest and engagement. A theoretical model for curiosity, interest and engagement in new media technology-pervasive learning
environments is advanced, taking into consideration personal, situational and contextual factors as influencing variables.
While the path associated with curiosity, interest, and engagement during learning and research has remained essentially the
same, how individuals tackle research and information-seeking tasks and factors which sustain such efforts have changed. Learning
modalities for promoting this theoretical model are discussed leading to a series of recommendations for future research.
This article offers a multi-lens perspective on curiosity and suggests a multi-method research agenda for validating such
a perspective. 相似文献
78.
Shahron Williams van Rooij 《Educational technology research and development : ETR & D》2011,59(1):139-158
This paper reports the results of a study to identify the extent to which organizations that develop educational/training
products are committed to project management, as measured by their project management implementation maturity, as a methodology
that is separate and distinct from the processes of instructional design. A Web survey was conducted among 103 public and
private sector organizations worldwide that develop educational/training products. Results show no significant difference
by project management maturity level in the roles of instructional designer and project manager, although there is some relationship
between maturity level and how organizations perceive the skills/competencies of project managers versus those of instructional
designers. Further, organizational decision-makers have very specific expectations about the formal education and training
of educational/training product development project leaders. The findings should be of value to institutions of higher education
in evaluating programs that prepare students for careers in instructional design. 相似文献
79.
Schley S Walter GG Weathers RR Hemmeter J Hennessey JC Burkhauser RV 《Journal of deaf studies and deaf education》2011,16(4):524-536
This article examines the effect that postsecondary education has on earnings and the duration of time spent in the Social Security disability programs for young persons who are deaf or hard of hearing. Our hypothesis is that investments in postsecondary training increase the likelihood of employment for persons who are deaf or hard of hearing and thus reduce dependency on disability-related income support programs. A longitudinal data set based upon records from the National Technical Institute for the Deaf and Social Security administrative records is used for this analysis. We find that those who graduate, even those who graduate with vocational degrees, experience significant earnings benefits and reductions in the duration of time spent on federal disability programs when compared with those who do not graduate with a degree. This finding suggests that reductions in the duration of time spent on Social Security programs are not limited to those with the highest level of scholastic aptitude and that investments in post-secondary education can benefit a broad group of deaf and hard-of-hearing persons. In addition, the data show that individuals who attend college, but withdraw before graduation, fair no better economically than individuals who never attended college. 相似文献
80.
David Devraj Kumar P. V. Thomas John D. Morris Karen M. Tobias Mary Baker Trudy Jermanovich 《Journal of Science Education and Technology》2011,20(2):116-115
This study examined the impact of computer simulation and supported science learning on a teacher’s understanding and conceptual
knowledge of current electricity. Pre/Post tests were used to measure the teachers’ concept attainment. Overall, there was
a significant and large knowledge difference effect from Pre to Post test. Two interesting interactions were observed during
the data analysis. The first was the difference between Elementary and Secondary teachers. Both groups had significant gains,
with large effect sizes, but the Elementary teachers (Pre-Mean = 3.70, Post-Mean = 7.51) started lower and ended higher exhibiting
a significantly larger gain than the Secondary teachers (Pre-Mean = 4.96, Post-Mean = 6.71). The second interaction was the
impact of gender. Both groups showed significant gains, with large effect sizes, but females (Pre-Mean = 3.90, Post-Mean = 7.21)
gained significantly more than males (Pre-Mean = 5.13, Post-Mean = 7.01). These results confirm that computer simulation supported
science learning can have a positive effect on concept attainment in teachers. 相似文献