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941.
Cynthia B. Powell Kim L. Pamplin Robert E. Blake Diana S. Mason 《Journal of Science Education and Technology》2010,19(2):126-132
Secondary teachers participating in summer professional development chemistry workshops in Texas used an online chemistry
tutoring program, OWL Quick Prep (Day et al. in OWL: Online Web-based Learning, Brooks-Cole Cengage Learning, Florence, KY,
1997) as a part of the inservice training. Self-reported demographic data were used to identify factors in preparation and practice
that affected pretest and posttest scores. Data from the pretests and posttests indicate that nomenclature and problems requiring
calculations were the most challenging topics for the cohort. The participants who correctly completed 90% of the questions
in the tutoring modules showed significant improvement in content mastery. 相似文献
942.
Mentoring is considered among the most effective pedagogical measures, yet it is rarely used in gifted education. One of the main reasons for this neglect seems to be the lack of a thorough analysis of its conceptual foundations from the point of view of giftedness research. This contribution starts with a discussion of conceptual and definitional issues pertinent to mentoring gifted individuals. An ideal definition is proposed, followed by a review of the effectiveness of mentoring programs. Existing mentoring programs rarely take full advantage of the educational potential inherent in mentoring. Next, the conditions and characteristics of effective mentoring are analyzed. From a general pedagogical point of view, mentoring should allow full use of the “Learning Triad” of modeling, instruction, and provision of learning opportunities and satisfy the “Big Four” effective learning processes (improvement‐oriented learning, individualization, feedback, practice). Mentoring can promote excellent development of the whole actiotope of a gifted individual. 相似文献
943.
Are Canadian adolescents happy? A gender-based analysis of a nationally representative survey 总被引:1,自引:0,他引:1
Robert D. Weaver Nazim N. Habibov 《美中教育评论》2010,7(4):37-52
In this study, the authors analyzed data from a nationally representative survey of youth to study happiness amongst Canadian adolescents aged 12-17. Testing for differences in the level of happiness between female and male adolescents was conducted. Following this, multivariate analysis was employed to determine which factors were associated with adolescent happiness. The authors determined that the level of happiness appeared to vary between the genders, as the males reported a higher level of happiness than the females. However, the difference between the genders in terms of reported happiness was modest. The authors detected some gender differences in regards to determinants of happiness. The study's theoretical and practical implications are also considered. 相似文献
944.
945.
This article shows that when applying resampling methods to the problem of comparing two proportions, students can discover that whether you resample with or without replacement can make a big difference. 相似文献
946.
This introductory article establishes the foundation for a special issue of the American Annals of the Deaf on teacher action research. The authors first introduce the definition of the teacher-as-researcher model, formally known as teacher action research. Four elements of teacher action research are discussed in detail: cyclical, systematic, reflective, and collaborative. Next, the history of teacher action research is discussed. Subsequently, the multi-paradigmatic and multimethodological nature of teacher action research is proposed. Finally, as a means of guiding readers, the scope of the special issue is described. The introduction concludes with the suggestion that in-service and preservice teachers integrate theory into practice and engage in systematic inquiry into their own practice to develop the mindset necessary to cope with the pedagogical challenges they face on a daily basis. 相似文献
947.
948.
Robert J. Reese H. Thompson Prout Emily H. Zirkelback Charlotte R. Anderson 《Psychology in the schools》2010,47(10):1035-1045
A meta‐analysis was conducted with 65 school‐based psychotherapy and counseling dissertations over the last 10 years (1998–2008) to assess if a file‐drawer problem (i.e., studies conducted but not published that, as a whole, have different results than studies in the same area published) exists in the school‐based outcome literature. An overall mean effect size of 0.44 was found for 73 treatment interventions. This effect size is comparable to Prout and DeMartino's 1986 meta‐analysis conducted with published school‐based studies and approximately half a standard deviation smaller than Prout and Prout's 1998 meta‐analysis of school‐based intervention studies. A bias does appear to exist but seems to be smaller than the bias found in the general child and adolescent psychotherapy outcome literature. Most of the dissertation studies evaluated group interventions and used a cognitive–behavioral or skills training intervention. Skills training and interventions with elementary‐school students yielded the largest effect sizes. Comparisons of the current study with previous school‐based intervention meta‐analyses are discussed as are suggestions for future research. © 2010 Wiley Periodicals, Inc. 相似文献
949.
This article examines the role of the World Bank in advancing higher education sectors in the developing world, considering
in particular the increasing power and strength of a global knowledge-based economy. Given the powerful role that intergovernmental
organizations such as the World Bank play in shaping global economic policies, the authors are concerned about how the Bank’s
policies and actions may limit knowledge generation and capacity building of universities in the developing world. Relatedly,
the authors use case studies of the Bank’s involvement in Thailand and Uganda to better understand the role it plays in producing
and reproducing forms of global hegemony. The authors discuss hegemony in terms of neocolonialism and neoliberalism. Neocolonialism
is described as forms of domination advanced by powerful nations and their institutions, while neoliberalism is understood
as an economic ideology by which weaker nations may be brought into greater alignment with global trade initiatives. 相似文献
950.
This study investigated veterinary students’ experiences of clinic‐based learning (CBL) during a comprehensive final year internship programme. Open‐ended surveys (n = 93) were used to gather qualitative data about students’ conceptions of what is learned during CBL and their approaches to learning in clinics. Phenomenography was used for detailed analysis of the variation evident in students’ responses. Relationships between qualitative differences in students’ conceptions and approaches were then evaluated using quantitative statistical analysis. Links to achievement during final year were examined. Close associations were found between the quality of students’ experiences of CBL and achievement during the internship programme. 相似文献