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31.
We investigated the effects of college training on students’ metatextual knowledge, hypertext navigation strategies and their
acquisition of problem-relevant information. Ten psychology undergraduates and nine clinical psychology post-graduate students
were asked to study a 3,400-word, 14-section hypertext with the purpose of drafting a short essay on a specific, complex issue
in the area of teenage psychopathology. The specialists outperformed the novices on a metatextual knowledge test. They spent
more time visiting relevant sections of the hypertext, and wrote essays containing more critical information. They also displayed
a better incidental memory for the hypertext structure. We discuss the data in terms of the late acquisition of metatextual
knowledge and study strategies. 相似文献
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Using generalizability analysis to estimate parameters for anatomy assessments: A multi‐institutional study 下载免费PDF全文
Jessica N. Byram Mark F. Seifert William S. Brooks Laura Fraser‐Cotlin Laura E. Thorp James M. Williams Adam B. Wilson 《Anatomical sciences education》2017,10(2):109-119
With integrated curricula and multidisciplinary assessments becoming more prevalent in medical education, there is a continued need for educational research to explore the advantages, consequences, and challenges of integration practices. This retrospective analysis investigated the number of items needed to reliably assess anatomical knowledge in the context of gross anatomy and histology. A generalizability analysis was conducted on gross anatomy and histology written and practical examination items that were administered in a discipline‐based format at Indiana University School of Medicine and in an integrated fashion at the University of Alabama School of Medicine and Rush University Medical College. Examination items were analyzed using a partially nested design in which items were nested within occasions (i:o) and crossed with students (s). A reliability standard of 0.80 was used to determine the minimum number of items needed across examinations (occasions) to make reliable and informed decisions about students' competence in anatomical knowledge. Decision study plots are presented to demonstrate how the number of items per examination influences the reliability of each administered assessment. Using the example of a curriculum that assesses gross anatomy knowledge over five summative written and practical examinations, the results of the decision study estimated that 30 and 25 items would be needed on each written and practical examination to reach a reliability of 0.80, respectively. This study is particularly relevant to educators who may question whether the amount of anatomy content assessed in multidisciplinary evaluations is sufficient for making judgments about the anatomical aptitude of students. Anat Sci Educ 10: 109–119. © 2016 American Association of Anatomists. 相似文献
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Patricia L. Farrell Kim Allan Seifert 《Community College Journal of Research & Practice》2013,37(4-6):443-452
This article is a case study of a community college that received federal funding for two different projects involving welfare-to-work participants and local workforce development. Despite sounding good on paper, the partnerships did not finish on a high note for either the college or the local community. Social capital theory was used to analyze the study, and the goal is to engage in dialogue with the audience on the implications for policy and practice. 相似文献
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Chris Button Dominic Orth Keith Davids Ludovic Seifert 《European Journal of Sport Science》2018,18(8):1090-1099
Climbers often train on indoor climbing walls, which are modifiable to simulate features of outdoor climbing environments at different levels of difficulty. The aim of this study was to evaluate the influence of regularity of climbing holds on emergent perceptual-motor behaviours. Skilled climbers performed six repetitions of two topographically similar routes on an indoor climbing wall. One route was composed of 18 different types of hand holds (irregular route), whereas the other route had only two types of hand holds (regular route). Preview and climbing durations, as well as visual search behaviours, were recorded. Participants rated the regular route as more difficult to climb, requiring greater perceived effort to complete. The time spent previewing, and then climbing the routes, was reduced on average by 12% and 16%, respectively in the irregular route compared to the regular route. There were more fixations made when climbing the regular route (281 vs. 222 fixations per trial). It seems the climbers were more careful and thorough in their gaze behaviours with the regular route because of the additional technical demands it presented, whereas the irregular route afforded a more superficial visual exploration with use of more frequent saccades between holds. The findings suggest how irregularity in the environment is exploited by skilled climbers, apparently making the practice context easier to perceive and act in. 相似文献
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The distribution of dopants significantly influences the properties of semiconductors, yet effective modulation and separation of p-type and n-type dopants in homogeneous materials remain challenging, especially for nanostructures. Employing a bond orbital model with supportive atomistic simulations, we show that axial twisting can substantially modulate the radial distribution of dopants in Si nanowires (NWs) such that dopants of smaller sizes than the host atom prefer atomic sites near the NW core, while dopants of larger sizes are prone to staying adjacent to the NW surface. We attribute such distinct behaviors to the twist-induced inhomogeneous shear strain in NW. With this, our investigation on codoping pairs further reveals that with proper choices of codoping pairs, e.g. B and Sb, n-type and p-type dopants can be well separated along the NW radial dimension. Our findings suggest that twisting may lead to realizations of p–n junction configuration and modulation doping in single-crystalline NWs. 相似文献
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Subjective age (SA) indicates how old a person feels. SA has been found to be a marker of an individual’s physical and psychological functioning and openness for new aging experiences. Thus, it can be generally considered as beneficial in promoting healthy aging. We hypothesized that the younger a person feels, the more likely he or she will use the Internet. We evaluated two secondary analyses based on two cross-sectional and representative telephone surveys of 1790 participants (n = 1299, age ≥ 70 years; n = 491, age ≥ 65 years) in Switzerland. Univariate and multivariate analyses, controlled for a number of relevant confounders, confirmed the relationship between lowered SA and heightened Internet use. Given that we were able to analyze two relatively large and representative data sets, we regard our findings, although based on cross-sectional studies, as rather robust. Longitudinal research is required to examine the causal direction of this relationship. 相似文献
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Christina M. Sias Louis S. Nadelson Stephanie M. Juth Anne L. Seifert 《The Journal of educational research》2017,110(3):227-238
ABSTRACTStudents need to be prepared for the 21st century by developing the literacy skills necessary for participating in the age of synthesis—an age that requires a progressive set of skills and knowledge. The authors identified nine educational innovations that are perceived to be effective for preparing students for the 21st century age of synthesis society. They coded a collection of 39 teacher-generated Grade 3–5 science, technology, engineering, and mathematics (STEM) lesson plans to document the extent to which the teachers included these nine educational innovations their STEM lesson planning. The authors found practices such as project-based and student-centered learning (which are common established approaches to teaching STEM) to be strongly represented in the plans, whereas practices such as family involvement and place-based learning (which have not been traditionally used in STEM instruction) were less evident in the plans. In their discussion they explore the implications for STEM teaching, and potential directions for future research. 相似文献
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Lisa Paleczek Susanne Seifert Martin Schöfl 《British journal of educational technology : journal of the Council for Educational Technology》2021,52(6):2145-2161
Practitioner notes
What is already known about this topic- Proper assessment is the basis of individualised support.
- Digital assessment procedures can ease the assessment process and motivate children, even in kindergarten.
- In German-speaking countries, digitalisation has barely reached kindergarten.
- The print version of GraWo-KiGa reliably and validly assesses receptive vocabulary in kindergarteners in their last year.
- GraWo-KiGa digital meets the necessary quality criteria in terms of reliability and validity and is comparable to its print version.
- GraWo-KiGa is practical in use for both children and kindergarten teachers.
- Most kindergarteners preferred the digital version over the print version. Teachers benefit from easy administration and evaluation, quick results, and a pleasant screening procedure for the kids.
- Digital assessment tools in kindergarten have the potential to support kindergarten teachers in their regular assessment processes.
- In kindergarten, the use of GraWo-KiGa digital allows children at risk of developing reading comprehension difficulties to be identified quickly and economically.
- Digital assessments enable rapid and targeted allocation of children to support programmes.