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181.
Robert M. Klassen Virginia M. C. Tze Shea M. Betts Kelly A. Gordon 《Educational Psychology Review》2011,23(1):21-43
This review investigates the state of teacher self- and collective efficacy research conducted from 1998 to 2009. Two hundred
and eighteen empirical articles published in 1998–2009 were examined for key characteristics and compared to research published
in the previous 12 years (i.e., 1986–1997). Results from the review show increases in overall teacher efficacy research, methodological
diversity, domain specificity, internationalization, and focus on collective efficacy. Continuing problem areas were a lack
of attention to the sources of teacher efficacy, continued measurement and conceptual problems, a lack of evidence for the
links between teacher efficacy and student outcomes, and uncertain relevance of teacher efficacy research to educational practice.
An outline of directions for future teacher efficacy research is provided. 相似文献
182.
David D. Williams Joseph B. South Stephen C. Yanchar Brent G. Wilson Stephanie Allen 《Educational technology research and development : ETR & D》2011,59(6):885-907
This study employed a qualitative research design to investigate how instructional designers use evaluation in everyday design
practice. While past research has examined how designers spend their time, how they generally make decisions, and expert-novice
differences, little attention has been paid to use of context, input, process, or product evaluation, from the perspective
of practicing designers. Based on interviews of practitioners, our findings included ten themes regarding how designers use
evaluation to improve their products. While these results substantiate to some degree the claim that practitioners believe
clients will not pay for formal evaluations, they also suggest that practitioners use evaluation in important but less formal
ways. Other conclusions regarding the role of evaluation in design are provided and future directions for training and research
are discussed. 相似文献
183.
E. K. H. Saitta M. A. Bowdon C. L. Geiger 《Journal of Science Education and Technology》2011,20(6):790-795
Technology was integrated into service-learning activities to create an interactive teaching method for undergraduate students
at a large research institution. Chemistry students at the University of Central Florida partnered with high school students
at Crooms Academy of Information Technology in interactive service learning projects. The projects allowed UCF students to
teach newly acquired content knowledge and build upon course lecture and lab exercises. Activities utilized the web-conferencing
tool Adobe Connect Pro to enable interaction with high school students, many of whom have limited access to supplemental educational
opportunities due to low socioeconomic status. Seventy chemistry I students created lessons to clarify high school students’
misconceptions through the use of refutational texts. In addition, 21 UCF students enrolled in the chemistry II laboratory
course acted as virtual lab partners with Crooms students in an interactive guided inquiry experiment focused on chemical
kinetics. An overview of project’s design, implementation, and assessments are detailed in the case study and serve as a model
for future community partnerships. Emerging technologies are emphasized as well as a suggested set of best practices for future
projects. 相似文献
184.
185.
The purpose of this study was to investigate the extent to which Lebanese Baccalaureate II students' (Freshmen in american colleges) perceptions of their academic abilities match their actual achievements in both school and government examinations. A population sample of 2999 students were selected from a representative school sample (n = 122) throughout Lebanon. Students' demographic data, occupational choices and perceptions of their achievement were collected by a three-part questionnaire. Their cumulative grade averages in school and in government examinations were standardized and used to assess their career maturity. Findings indicated that most students wanted to become engineers or physicians while their actual achievement scores in school was average and in the government examination below average. Most correlational values between perceptions and actual achievement scores were either negative or insignificant. Students were found to make immature career decisions mainly because of the lack of any formal guidance programs in schools. 相似文献
186.
Nancy Herink Patrick C. Lee 《International Journal of Disability, Development & Education》1985,32(3):191-199
Much of the research on social interaction in mainstreamed settings has focused on “reverse mainstreamed” or special environments in contrast, the present study observed 600 social interactions in 19 regular preschools. Three findings emerged: a) retarded children are substantially integrated into the emotional and social life of the peer group, but not fully integrated into peer group verbal life; b) there is an inverse relationship between teachers’ initiation of social interaction with retarded children and the degree to which the latter are integrated into peer group life; and c) teachers provide retarded children with more verbal enrichment and emotional protection than these children receive from their peer group. On balance, these findings are fairly encouraging, suggesting that to a considerable extent mainstreaming is working in preschool classrooms. 相似文献
187.
Developmental issues in cognitive mapping: the selection and utilization of environmental landmarks 总被引:1,自引:0,他引:1
2 studies were conducted to investigate developmental differences in the ability to select and use environmental landmarks for cognitively organizing distance information from a walk. In experiment 1, second-grade, fifth-grade, and college subjects viewed a simulated walk and selected scenes that were high in potential landmark value. In experiment 2, children from the same grade levels first viewed the walk and then ranked distances among either the test scenes most frequently selected by their peers or those selected most frequently by adults. Results indicated that (a) adults and children may not spontaneously select the same features as real-world landmarks; (b) children are less capable than adults in judging the value of potential landmarks as distance cues; and (c) the ability to use environmental landmarks as cues for distance information developmentally precedes the ability to assess this potential information value. 相似文献
188.
This article focuses on the four primary issues that directly affect service delivery to students with learning disabilities in postsecondary settings, including (a) How are high school and post-secondary settings different? (b) How are eligibility and access determined? (c) How are reasonable accommodations determined? and (d) How can the independence level of college students with learning disabilities be fostered? Each of these issues will be discussed within the context of the student's transition from high school, where Public Law 94-142 is in effect, to college, where Section 504 of the Rehabilitation Act of 1973 applies. 相似文献
189.
190.
In four Pavlovian conditioned lick-suppression experiments, rats had two conditioned stimuli (CSs X and A) independently paired with footshock, followed by pairings of a compound of A and X with the footshock. On subsequent tests with CS X, less conditioned suppression was observed than in control subjects that lacked the compound AX→footshock trials. Thisoverexpectation effect was reversed through posttraining extinction of CS A, a result consistent with both performance- and acquisition-focused models of retrospective revaluation. However, only performance-focused models could account for how posttraining increases or decreases in the A-footshock temporal interval attenuate the overexpectation effect. 相似文献