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Thomas E. Sappington 《Innovative Higher Education》1984,9(1):19-29
This paper addresses the adult educator's responsibility to establish an emotionally safe learning environment. Such a climate enables students to address constructively the fears they bring to the learning event. This empowers the learner to risk change-the goal of adult education. The research of Maslow, Rogers, Knowles, and Freire supports an atmosphere of mutual respect as the key to adult learning. Trainers/Teachers of adults were interviewed to identify the kinds of fears that adults bring to the learning event. This paper explores the attitudes and techniques used by the facilitator to create an atmosphere of respect. 相似文献
175.
Laura Goodwin Elizabeth Kozleski Rodney Muth Lynn K. Rhodes Kim Kennedy White 《Innovative Higher Education》2005,30(4):251-268
This article describes the establishment in fall 2002 of a School of Education Research Center designed to support faculty
in increasing productivity and quality in research. Details are provided about center goals, services, staffing, space, resources,
and logistics during the first year of operation. In addition, data are shared about faculty usage of the Center, the level
of faculty satisfaction with center services in the first year, and initial increases in faculty productivity. The article
concludes with plans for continued data collection to monitor the impact of the Center, a discussion of lessons learned at
this point in the Center's development, and possibilities for the evolution of the Center.
All authors are at the University of Colorado, Denver. Laura Goodwin, Ph.D., University of Colorado at Boulder, is Interim
Associate Vice Chancellor for Faculty Affairs and continues to serve as a Faculty Research Associate. Elizabeth Kozleski,
Ed.D., University of Northern Colorado, is the Associate Dean for Research in the School of Education. Lynn Rhodes, Ed.D.,
Indiana University, is the Dean of the School of Education. Rodney Muth, Ph.D., Claremont Graduate School, is a professor
of Administrative Leadership and Policy Studies in the school and chaired the Research Center Advisory Board. Kim Kennedy
White, M.A., University of Oregon, was the original School of Education Research Center Coordinator and was responsible for
collecting most of the data included in this study. 相似文献
176.
1IntroductionBackground subtraction methods are extensively ex-ploited for moving object detection in videos in manyapplications ,such as traffic monitoring[1],human mo-tion capture[2]and video surveillance[3]. The centralidea behind such methods is to segment foreground ini mage sequences taken from a fixed camera by com-paring each newframe to a model of the scene back-ground . Therefore , correctly and efficiently modelingand updating the background model is one of the mostchallenging aspec… 相似文献
177.
1 Introduction Organiclight emittingdiodes(OLEDs)haveattract edconsiderableattentionduetoitsgreatpotentialinefficiency ,low voltage ,large area ,lightweight ,andfull colorflat paneldisplays[1,2 ] .Forfull colordis plays ,itisnecessarytohaveefficientred ,green ,andblueemitterswithappropriatechromaticity .Bycom parisonwiththehighperformanceofblueandgreenOLEDs ,theperformanceandpurechromaticityofredOLEDsarestillrelativelypoor .UsuallyredOLEDsareimprovedbydopingreddyesintohostmaterialswit… 相似文献
178.
Thomas A. Flint 《Research in higher education》1992,33(6):689-708
This study examines a model of college choice by parents on behalf of their eighth-grade children. A sample of 931 Illinois parents nominated 154 identifiable institutions in a 1986 survey. Multivariate multiple regression is used to predict preferred institutional characteristics, including selectivity, highest degree offering, proximity, enrollment, and tuition. Results indicate that socioeconomic, familial, and college planning characteristics explain 35 percent of the variance in selectivity of colleges in the choice sets, with lesser (but significant) percentages of explained variance for the other institutional characteristics. These parental college nominations parallel previously reported matriculation behaviors. 相似文献
179.
Drew Polly Christie S. Martin Jennifer R. McGee Chuang Wang Richard G. Lambert David K. Pugalee 《Early Childhood Education Journal》2017,45(5):659-669
This study examines the influence of a year-long mathematics professional development program on Kindergarten teachers’ beliefs, content knowledge, instructional practices, and their students’ achievement. The professional development program is grounded in the theoretical construct of learner-centered professional development and focuses on supporting teachers’ integration of standards-based pedagogies aligned with the Common Core State Standards in Mathematics. Data analysis included examining 15 Kindergarten teachers’ mathematics content knowledge, their beliefs about mathematics, their enactment of student-centered pedagogies, and student achievement on curriculum-based assessments. Findings indicated that teachers adopted more student-centered pedagogies and embraced more student-centered beliefs about mathematics teaching during their time in the project. Further, Kindergarten teachers also demonstrated gains in their mathematical content knowledge, and those content knowledge gains were linked to gains in student achievement. 相似文献
180.
Kausalai Wijekumar Bonnie J. F. Meyer Puiwa Lei Anita C. Hernandez Diane L. August 《Reading and writing》2018,31(9):1969-1996
Reading and comprehending content area texts is important for academic and professional success as well as life skills necessary to maintain good health and quality lifestyle. Spanish speaking English language learners have shown poor performance on high-stakes assessments in reading comprehension. The number of Spanish speaking English learners (ELs) in our schools continues to increase at a fast pace, and therefore it is imperative that we address their reading comprehension needs swiftly and effectively. The text structure strategy has shown positive results on comprehension outcomes in many research studies with students at Grades 2, 4, 5, and 7. This study is the first implementation of instruction about the text structure strategy expressly designed to accommodate the linguistic and comprehension needs of Spanish speaking ELs in Grades 4 and 5. Strategy instruction on the web for English learners (SWELL) was designed to deliver instruction about the text structure strategy to Spanish speaker English learners. A randomized controlled study with pre and post-tests was conducted with 14 classrooms at fourth-grade and 17 classrooms at fifth-grade in high poverty schools where over 85% of students were Spanish speaking bilinguals or ELs. Analysis of data using multi-level models show moderate to large-effects favoring the students in the SWELL classrooms over the business as usual control classrooms on important measures such as a standardized reading comprehension test and main idea and cloze tasks. This research has practical implications for the use of web-based tools to provide high-quality and supportive instruction to improve Spanish speaking ELs reading comprehension skills. 相似文献