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81.
Ernest Roe 《高等教育研究与发展》1988,7(2):163-175
The author looks back on his career as an academic in Australia, tracing both his own and higher education's descent into pragmatism. In particular, he re‐examines 25 years later the AVCC working party report on Teaching Methods in Australian Universities of which he was a co‐author. 相似文献
82.
83.
Ernest Baxter 《Higher Education》1985,14(6):723-740
The effects of variations in preparation and leadership on verbal inactivity in tutorial groups were investigated in a field-experimental setting. A factorial, randomized, longitudinal design was employed, with controls imposed over many of the identifiable extraneous effects. Four groups (n = 15) discussed problematic case study material under conditions of varying preparation (prepared vs. unprepared) and leadership (emergent vs. assigned leadership), for eight consecutive weekly sessions of one hour's duration. The principal hypotheses were tested by Chisquare analysis, and a cautious approach was adopted to the interpretation of statistically significant results, in that preparation or leadership effects were only taken as being of any theoretical or practical significance if they reached significance in at least three of the eight discussion sessions. Both preparation and leadership influenced verbal inactivity in groups. The obtained leadership effects were explained in terms of interaction-expectation theory, and behaviour modelling. 相似文献
84.
85.
86.
Ernest R. House 《Studies in Educational Evaluation》1979,5(2):149-150
87.
Patrick T. Terenzini Wendell G. Lorang Ernest T. Pascarella 《Research in higher education》1981,15(2):109-127
This paper describes the results of a replication of a study testing the predictive validity of a 34-item instrument designed to assess the fundamental constructs of Tinto's model of college student attrition. A design, variables, and analytical procedures virtually identical to those of the original study (done at a large independent university) were used, and this research was conducted at a large public university. The five-factor structure, found in the original study to underlie the 34 items, was replicated almost exactly. As in the earlier work, the Institutional and Goal Commitment Scale was a significant predictor of attendance behavior even after controlling for a variety of students' precollege characteristics. Potential institutional differences in faculty members' influence on retention were identified. A cross-validation classification procedure suggests the five factors are reasonably stable predictors of attrition.An earlier version of this paper was presented to the annual conference of the American Educational Research Association, Boston, April 1980. 相似文献
88.
Ernest T. Pascarella 《Research in higher education》1976,4(2):149-163
This study investigated differences in student perceptions of the institutional climate associated with sex, year of enrollment, and the interaction between these two variables. Consistent with previous research, freshmen at both institutions sampled had significantly higher ratings of the climate on an intellectualism/scholarship factor than seniors. On two factors, identified as responsiveness and openness, a significant interaction effect was indicated between sex and class. No significant differences were noted between freshmen men and women; however, senior women were found to have significantly lower mean ratings on these two dimensions than senior men. Thus as length of exposure to the institution increased (comparing freshmen with seniors) assessments of the environmental press by male and female students tended to diverge. 相似文献
89.
Paul Ernest 《Science & Education》1993,2(1):87-93
Constructivism is one of the central philosophies of research in the psychology of mathematics education. However, there is a danger in the ambiguous and at times uncritical references to it. This paper critically reviews the constructivism of Piaget and Glasersfeld, and attempts to distinguish some of the the psychological, educational and epistemological consequences of their theories, including their implications for the philosophy of mathematics. Finally, the notion of cognizing subject and its relation to the social context is examined critically. 相似文献
90.
Arthur H. Green Ernest Power Barbara Steinbook Richard Gaines 《Child abuse & neglect》1981,5(1):45-52
The authors conducted a treatment outcome study on 79 patients engaged in a program for maltreating parents. Treatment modalities included individual psychotherapy and counseling, group therapy, home visiting, and telephone advocacy with the duration of treatment ranging from 6 sessions to 36 months. On the basis of ratings by the primary therapist consensually validated by other staff, of the sample demonstrated at least symptomatic improvement, whereas 28% improved significantly. Overall improvement was highly correlated with more subtle indices of childrearing, perception of the child, object relations, insight, and capacity for self-observation. The profiles of those maltreating parents who improved and those who did not emerged with respect to the impact of critical demographic, psychological, and therapeutic variables. Favorable outcomes were unlikely among parents who themselves had a history of maltreatment, who inflicted the more severe injuries, who entered the program involuntarily or who terminated against advice; while positive results were more prevalent in those parents with a less abusive childhood experience and who perceived a need for involvement in the program. Home visiting and advocacy appeared to enhance the potential for improvement. 相似文献