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951.
Robert L. Williams 《Innovative Higher Education》2017,42(3):207-224
This article integrates a series of studies conducted over a 15-year period in a multi-section educational course taught by the same supervising professor and his GTAs . The purpose of each study was to determine whether particular interventions or student characteristics affected performance levels in the course. Over the extended period of research, approximately 6000 undergraduate students, with 25 to 55 students in each of more than 200 sections, participated in a variety of research projects related to student performance in the course. The principal research themes addressed were (1) critical thinking, (2) additional cognitive measures (e.g., initial course knowledge, generic vocabulary), (3) class participation, (4) in-class writing activities, and (5) cooperative learning. 相似文献
952.
953.
Robert L. Linn Margret Buchmann Bruce Gould Thomas Kellaghan Dal Lawrence Phil C. Robinson Perry Zirkel 《Journal of Personnel Evaluation in Education》1989,2(3):199-214
Michigan State UniversityAir Force Human Resources Laboratory 相似文献
954.
955.
Hounshell Paul B. Hill Stan Swofford Robert 《Journal of Science Education and Technology》2002,11(1):101-103
A school system and a university joined forces to improve the science and mathematics environment for local minority students with a program that utilized computer technology. The initiative involved individual students from all of the high schools in the Winston–Salem/Forsyth County (North Carolina) School System. In this initiative, Wake Forest University operated a two-week Summer Science and Math Experience for minority students. During the two weeks, students worked intensively with computers and, at the end of the summer program, a laptop computer was loaned to each student for personal use during the of school year. Through interviews and questionnaires, students overwhelmingly endorsed their involvement in the computer-oriented project, both the summer and academic year phases. They especially liked having access to the Internet (provided by the project), being able to use e-mail and chat rooms, and utilizing the information retrieval potential. Parents and teachers surveyed also praised the project, feeling that their students learned more as a result of being involved in project activity. 相似文献
956.
The pigeon’s keypecking response includes both a head-transport (peck) and a jaw-movement (gape) component. Because the two components are mediated by different effector systems, they may potentially be viewed as orthogonal responses. A response differentiation procedure was used to bring gape amplitude under operant control. The procedure employed a conjunctive response requirement in which reinforcement was contingent upon both gaping and key contact. The key-contact requirement was held constant, while the gape contingency was systematically varied to reinforce either decreases or increases in gape amplitude with respect to baseline. The procedure was effective in shifting the gape distributions in both the upward and downward directions and in inducing new gape values that deviated from the baseline in the reinforced direction. These observations indicate that gape may be brought under operant control. However, subjects showed a bias in the differentiation of the gape response, such that larger gapes were more readily differentiated than smaller gapes. The results are discussed in relation to the methodological utility of the paradigm, the problem of biological constraints on learning, and the heuristic utility of a response components analysis. 相似文献
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958.
Object permanence was assessed for cats and dogs, using tasks analogous to those typically employed for human infants. Neither species solved all of the problems correctly when rewarded only by the discovery of a hidden toy. However, both species showed that they had fully developed concepts of object permanence when the problems were changed so that the animals had to search for hidden food in an odor-control procedure. These results indicate that sensorimotor intelligence is completely developed in these nonprimates. 相似文献
959.
A Prospective Study of Life Stress, Social Support, and Adaptation in Early Adolescence 总被引:9,自引:0,他引:9
David L. DuBois Robert D. Felner Stephen Brand Angela M. Adan Elizabeth G. Evans 《Child development》1992,63(3):542-557
This study employed a 2-year longitudinal design to examine the relation of stressful life events and social supports to psychological distress and school performance among 166 early adolescents (mean age = 13.5 years). A prospective approach was utilized to control for initial levels of adjustment when examining the relation of Time 1 stress and support variables to Time 2 psychological distress and school performance. Both stress and support variables made significant contributions to the prediction of subsequent psychological distress. Stresses, but not supports, made a significant contribution to the prediction of subsequent school performance. Evidence for reciprocal and interactive linkages was also found, including effects of psychological distress and school performance on subsequent stresses and supports, and greater adaptive impact of school-based supportive resources under conditions of heightened risk outside of school. Implications for ecological and transactional models of development relating to the targeting and efficacy of preventive efforts are discussed. 相似文献
960.
Robert Gray 《Technology, Pedagogy and Education》2019,28(4):473-484
ABSTRACTTaking full advantage of the educative benefits of interaction in digital learning environments will require the development of new theoretical frameworks that can contribute to a richer understanding of interaction. Literary theory provides an excellent place to develop such a framework and advanced understanding. Literary theory enables us to reconceptualise online courses as ‘texts’, thereby equipping us with more sophisticated modes of analysis for the teaching and learning process. By rethinking online courses as texts, and better yet as what Roland Barthes has described as ‘writerly’ texts, we can improve interaction in the online classroom. More importantly, we can move toward a more meaningful form of interaction, where learners interact with course content at the level of meaning and meaning making, where interaction becomes a full participation in the production of a lesson’s meaning. Indeed, this aim of co-producing meaning should be the primary objective of all learning. 相似文献