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91.
H. A. Smith J. E. Dyment A. Hill J. Downing 《Journal of Adventure Education & Outdoor Learning》2016,16(4):303-317
This article reports on the experiences of two lecturers working at the University of Tasmania required to teach outdoor and sustainability education (O&SE) courses online. Using an (auto)ethonographic case-study approach, the lecturers were interviewed with a view to exploring their perceptions, challenges, ethical dilemmas, tensions, opportunities and experiences in this space. A number of themes emerged, including commitment to quality teaching and learning, the role of experience, and experiential learning, in the online space, the challenge of fostering a connection to place, difficulties faced when trying to develop a learning community, and the role of professional learning and support in terms of pedagogy and technology in the online space. These themes, and their implications for teaching and learning in higher education both generally, and specifically in O&SE, are discussed in light of what is a mounting body of literature exploring the move to online delivery in higher education. 相似文献
92.
This paper describes a newly adapted instrument for measuring novice-to-expert-like perceptions about biology: the Colorado Learning Attitudes about Science Survey for Biology (CLASS-Bio). Consisting of 31 Likert-scale statements, CLASS-Bio probes a range of perceptions that vary between experts and novices, including enjoyment of the discipline, propensity to make connections to the real world, recognition of conceptual connections underlying knowledge, and problem-solving strategies. CLASS-Bio has been tested for response validity with both undergraduate students and experts (biology PhDs), allowing student responses to be directly compared with a consensus expert response. Use of CLASS-Bio to date suggests that introductory biology courses have the same challenges as introductory physics and chemistry courses: namely, students shift toward more novice-like perceptions following instruction. However, students in upper-division biology courses do not show the same novice-like shifts. CLASS-Bio can also be paired with other assessments to: 1) examine how student perceptions impact learning and conceptual understanding of biology, and 2) assess and evaluate how pedagogical techniques help students develop both expertise in problem solving and an expert-like appreciation of the nature of biology. 相似文献
93.
Memory and Executive Functioning in 12‐Year‐Old Children With a History of Institutional Rearing 下载免费PDF全文
Johanna Bick Charles H. Zeanah Nathan A. Fox Charles A. Nelson 《Child development》2018,89(2):495-508
We examined visual recognition memory and executive functioning (spatial working memory [SWM], spatial planning, rule learning, and attention shifting) in 12‐year‐olds (n = 150) who participated in the Bucharest Early Intervention Project, a randomized controlled trial of foster care for institutionally reared children. Similar to prior reports at 8 years of age, institutionally reared children showed significant deficits in visual recognition memory and SWM. Deficits in attention shifting and rule learning were also apparent at this time point. These data suggest that early experiences continue to shape the development of memory, learning, and executive functioning processes in preadolescence, which may explain broader cognitive and learning difficulties commonly associated with severe early life neglect. 相似文献
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Alan Paisey Head of Administrative Studies Keith Alan‐Smith Pro‐Rector 《School Leadership & Management》2013,33(4):333-340
Today's school leaders are searching for a way to give value to and effectively manage a school's intangible assets to create a more holistic picture of student success. Schools establish partnerships with community organizations towards this end and to ultimately impact student learning. Utilizing the framework of principals as knowledge managers, this paper describes how school principals involved in a university partnership developed a tool to manage and intentionally utilize the intangible assets of the school–university partnership to increase student learning. Included are examples of how the tool was applied and suggestions for adapting the tool to any school partnership. 相似文献
97.
Paul Brna Alan Bundy Tony Dodd Marc Eisenstadt Chee Kit Looi Helen Pain Dave Robertson Barbara Smith Maarten van Someren 《Instructional Science》1991,20(2-3):111-133
In this paper we introduce the concept of a Prolog programming technique. This concept is then distinguished both from that of an algorithm and that of a programming cliché. We give examples and show how a knowledge of them can be useful in both programming environments and in teaching programming skills. The extraction of the various techniques is outlined. Finally, we discuss the problem of representing techniques where we conclude that the most promising approach is the development of a suitable meta-language. 相似文献
98.
D. W. Fulker L. R. Cardon J. C. Defries W. J. Kimberling B. F. Pennington S. D. Smith 《Reading and writing》1991,3(3-4):299-313
A simple extension of the DeFries and Fulker multiple regression model for twin analysis is applied to the problem of detecting linkage in a quantitative trait. The method, employing sib pairs, is based on that of Haseman and Elston. Reading data from 19 extended pedigrees were analyzed employing RLFPs as markers on chromosome 15 and using the widely available statistical applications software package, SAS. A number of possible linkages were detected, indicating that this approach is both powerful and effective, especially in the case of selected samples. Detecting genotype-environment interaction and the issue of power are briefly discussed. The programs used are available upon request. 相似文献
99.
Mechanisms of the relation between perinatal problems, early childhood illness, and psychopathology in late childhood and adolescence 总被引:6,自引:0,他引:6
Data on perinatal and early childhood somatic and psychological risk factors of a random sample of children were gathered in early to middle childhood and employed to examine the long-term risk of emotional and behavioral problems of late childhood and adolescence. 3 issues were addressed: First, can syndromic specificity of such effects be identified on scaled and diagnostic measures of syndromes? Second, are these effects attributable to excess risk of low-income children for both perinatal and later childhood problems? Third, are the intervening mechanisms identifiable as intellectual impairment, vulnerability to poor health, poor maternal caretaking, maternal rejection, or maternal stress associated with marital problems? Findings indicated that elevated risk was present for all syndromes, both at the scale level and at the diagnostic level. None of the examined intervening mechanisms fully accounted for the effects of early risks. 相似文献
100.