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61.
Amador C. Muriel 《Research in higher education》1982,16(3):209-223
This paper introduces a mathematical model for the time-dependent behavior of an organization such as a community college. Such an institution is enrollment-driven, thus lending itself to a feedback approach characteristic of the system dynamics studies of the M.I.T. group. Instead of using the Dynamo compiler of the Forrester group, new computer programs written in BASIC were developed. With this model, Burlington County College was used as a case study, yielding conclusions which were used in planning. The paper also discusses further work on generalizing the method for application to entire community college systems, as well as to similar institutions. 相似文献
62.
Ton de Jong Armin Weinberger Isabelle Girault Anders Kluge Ard W. Lazonder Margus Pedaste Sten Ludvigsen Muriel Ney Barbara Wasson Astrid Wichmann Caspar Geraedts Adam Giemza Tasos Hovardas Rachel Julien Wouter R. van Joolingen Anne Lejeune Constantinos C. Manoli Yuri Matteman Tago Sarapuu Alex Verkade Vibeke Vold Zacharias C. Zacharia 《Educational technology research and development : ETR & D》2012,60(5):883-901
Science Created by You (SCY) learning environments are computer-based environments in which students learn about science topics in the context of addressing a socio-scientific problem. Along their way to a solution for this problem students produce many types of intermediate products or learning objects. SCY learning environments center the entire learning process around creating, sharing, discussing, and re-using these learning objects. This instructional approach requires dedicated instructional designs, which are supplied in the form of what are called pedagogical scenarios. A SCY pedagogical scenario presents the learning process as an organized assembly of elementary learning processes, each associated with a specific learning object and a tool for creating this learning object. Designing a SCY learning environment is basically a two-step procedure: the first step is to select one of the available scenarios, and the second step is to define the domain content. The SCY technical infrastructure then handles the instantiation of the scenario as a SCY computer-based learning environment. In this article we describe the SCY pedagogical design scenarios and report on our experiences in designing four different SCY learning environments. 相似文献
63.
The Effects of Physical Abuse on Children's Social Relationships 总被引:2,自引:0,他引:2
Suzanne Salzinger Richard S. Feldman Muriel Hammer Margaret Rosario 《Child development》1993,64(1):169-187
Social behavior and peer status of 87 physically abused 8–12-year-old urban children were compared with those of 87 case-matched nonmaltreated classmates. Peer nominations and peer ratings were collected in classrooms, social networks were assessed by child interview, family variables were assessed by interviewing mothers, and behavior problems were rated by parents and teachers. Significant findings were that abused children had lower peer status and less positive reciprocity with peers chosen as friends; they were rated by peers as more aggressive and less cooperative and by parents and teachers as more disturbed; and their social networks showed more insularity, atypicality, and negativity. Social behavior as perceived by peers accounted for a significant portion of the variance in social status; global disturbance measures did not add to this association. Results are discussed in terms of a context of family violence in the development of social maladjustment. 相似文献
64.
Lester Tarnopol Sc.D. J. Scott Breed M.A. Muriel Tarnopol M.A. Michael Ozaki B.A. 《Annals of dyslexia》1977,27(1):132-148
Summary Seventy “predelinquent” disadvantaged seventh-grade students and 30 controls were compared on fifteen variables. It was found
that the experimental group was significantly behind the controls in reading, grade-point-average, IQ test scores (verbal
and nonverbal), as well as on measures of visual-motor and auditory perceptual functioning. It appears that the experimental
youngsters display a syndrome usually considered to evidence specific learning disabilities. However, in this type of population
it is difficult to separate the effects of environmentally determined deficits from inherent deficits. Therefore, it was not
possible to estimate the incidence of true specific learning disabilities. On the other hand, it was suggested that regardless
of the etiology of the deficits, these children could profit from the same types of educational opportunities as have been
found well-suited to aid children with learning disabilities. 相似文献