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981.
982.
A quantitative exploration into environmental determinants of two types of higher education spending
Dr. Charles E. Feasley 《Research in higher education》1979,11(4):343-352
Regression analyses were conducted on environmental determinants of two types of higher education spending. As hypothesized, those states which were able to expend large amounts of money per full-time student were not the same states who spend generously in relation to the college-age population. 相似文献
983.
Learning diaries—as we employ them—are students’ written reflections of their learning experiences and outcomes over the course of university seminars. The writing of such diaries is ‘tutored’ by a computer program: eHELp supports the writing of sophisticated learning diaries through a modelling and scaffolding of the phases of planning, production and revision. In addition, the learning diaries get published—by uploading them in a cooperation platform—so that the learners can read and discuss their peers’ diaries. The main function of such public learning diaries is to enrich traditional university courses (Blended Learning) with additional elaborative, organisational, critical reasoning, and metacognitive activities in order to foster a deeper processing and better retention of the contents to be learnt. We would like to present the educational rationale of our approach and report the findings of corresponding empirical studies. 相似文献
984.
Border crossings: Research training, knowledge dissemination and the transformation of academic work 总被引:3,自引:0,他引:3
Jürgen Enders 《Higher Education》2005,49(1-2):119-133
At the crossroads of current innovation policies towards a European Research Area (ERA) and a European Higher Education Area (EHEA) lies an important province of higher learning and research: doctoral training and the further careers of PhD graduates. A considerable number of higher education systems across Europe shift their paradigms for doctoral training away from the traditional so-called Humboldtian model towards the so-called professional model. On this background, the paper discusses (1) the German pattern of a strong link of the PhD to the labor market outside academe that is based on a traditional academic-disciplinary mode of apprenticeship training, and (2) approaches that argue for a new mode of knowledge production replacing an academic-disciplinary model of research training by a hybrid model that crosses disciplinary and organizational borders. The paper argues that a diversity of organisational and structural forms as well as different validation criteria and procedures will probably determine the future face of research training. 相似文献
985.
This paper reports the results of a study of teacher opinions about the features considered important in an ideal textbook.
A survey of Queensland high school teachers revealed that they favoured texts that focus on student cognition and which provide
useful features such as exercises and practical activities. Differences were found between the preferences of Queensland teachers
and the preferences of teachers reported in two American studies. The significance of these differences for writers and publishers
is discussed.
Specializations: communication and cognition in science.
Specializations: science education. 相似文献
986.
Rats were tested in a specially constructed radial-arm maze that eliminated access to extramaze visual cues and allowed any effects of intramaze cues to be controlled. Despite this, choice accuracy was controlled by the spatial location of previously visited arms. Part of this control was attributed to vestibular or kinesthetic cues. This conclusion was corroborated by the finding that when explicit visual cues were moved from their standard (trained) spatial locations to novel locations, control of spatial choices was completely disrupted. The latter finding indicates that cues intrinsic to the rat (kinesthetic or vestibular information) and cues extrinsic to the rat (visual stimuli) operate in an integrated fashion. 相似文献
987.
During the early 1980s in Australia there was a new wave of expectancy about primary science as new curricula were being considered or introduced and research findings were beginning to identify new directions for both teaching and research. In an expression of this, six authors were invited to present papers to a symposium on primary science held in 1984 to address the question: “What do you believe should be the state of primary science (in Australia) in 1995 and what are the steps which need to be taken to achieve the desired state?” This study set out to identify what had been said at that time, to compare that with actual developments, and to identify possible future directions for research. Relevant publications includingResearch in Science Education were analysed as a means of comparing what had happened since 1984 with the hopes of those authors. It was only in the latter half of the decade that some of the scenarios painted by the authors in 1984 began to emerge. A key implication for the research community drawn from the analysis shows that science education researchers have tended to neglect working in collaboration with education departments and authorities for the improvement of primary science education. 相似文献
988.
989.
The problems of response bias in longitudinal studies of college students are examined. An extensive follow-up questionnaire was sent to 1,253 college seniors who had participated in a similar survey as freshman four years earlier. Careful measure of student responsiveness in relation to various techniques designed to increase the proportion of responders (e.g., postcard, telephone contact) were kept.The less responsive groups were significantly different from their more responsive counterparts on nearly a dozen variables representing a wide variety of content areas, including academic achievement, self-concept, alcohol consumption, social deviance, and major choice preferences. Controlling for sex and socioeconomic status served to reduce, but not eliminate, these biases. Overall, the results indicate that researchers cannot account for follow-up nonresponse bias by making statistical adjustments according to data available at initial testing. The results are discussed in light of identifying the reasons for nonresponse, and attempting to develop categories of nonresponders who may be motivated to cooperate by different types of follow-up techniques. 相似文献
990.
Racialised Education in Singapore 总被引:2,自引:0,他引:2
Michael D. Barr 《Educational Research for Policy and Practice》2006,5(1):15-31
The Singapore education system plays a central role in the mythology of the young country’s nation building project. The education
system is portrayed as the cradle of Singapore’s multiracialism, fostering racial harmony and understanding. Yet this historical
study of primary school English textbooks from the 1970s to the present reveals that since the beginning of the 1980s they
have been systemically designed in such a way that they evoke high levels of racial consciousness, and at their worst have
displayed a pro-Chinese bias that has deprived non-Chinese children of inspiring role models. This study helps to explain
the results of recent sociological research that has cast doubt on the effectiveness of the Singapore education system as
an instrument for promoting racial harmony. 相似文献