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991.
Jane L. Fowler 《International Journal for Academic Development》2017,22(4):319-330
AbstractThis qualitative interview study investigates how mentoring is used to develop knowledge and skills for early career academics across the academic roles of research, teaching, and service. Results indicate similar amounts of mentoring in research for men and women, more mentoring in teaching for women, and a lack of mentoring in service across gender. Methodological, theoretical, and practical implications for institutions of higher education are discussed, particularly those aimed at addressing inequality for women. 相似文献
992.
Gillian King Janette McDougall David DeWit Sungjin Hong Linda Miller David Offord 《International Journal of Disability, Development & Education》2005,52(4):313-344
The objective of this article is to examine the pathways by which children’s physical health status, environmental, family, and child factors affect children’s academic performance and prosocial behaviour, using a theoretically‐based and empirically‐based model of competence development. The model proposes that 3 types of relational processes, dealing with opportunity, support, and skill development through participation, lead to competence. Structural equation modelling was performed on cross‐sectional, parent‐report data for approximately 10,000 Canadian children aged 6–11 years from the 1994–95 National Longitudinal Survey of Children and Youth. The analyses controlled for family socioeconomic status and child’s age and sex, and included 3 groups of children (those with activity‐limiting conditions, non‐activity‐limiting conditions, or no health problems). There was little evidence that children with chronic conditions were at direct risk for poorer outcomes. Children with activity‐limiting conditions were at increased indirect risk for academic difficulties through the role played by cognitive functioning. Cognitive functioning and hyperactivity/inattention difficulties were the major predictors of academic performance. Recreational participation and behavioural functioning were the main predictors of prosocial behaviour. The pathways in the model also indicated the importance of family functioning, social support to parents, and neighbourhood cohesion. In conclusion, the findings indicate the utility of the model of competence development in understanding the pathways and processes by which various factors affect children’s academic and social outcomes. 相似文献
993.
Sex differences in cognition have been the focus of intense debate for years. In this study, we examined the hypothesis that the pattern of sex differences in a visuospatial task may be differential due to environmental factors such as the participation of females in technical and scientific courses. A total of 452 undergraduate students (146 males and 306 females) participated in this study. Results showed a significant effect of academic discipline on both Rey–Osterrieth Complex Figure (ROCF) copy and recall scores. Significant effects of gender were found only on the recall condition. This pattern of results indicates that both gender and academic discipline may influence the performance on a visuospatial task such as ROCF. 相似文献
994.
Natalie Gerhart Daniel Peak Victor R. Prybutok 《Decision Sciences Journal of Innovative Education》2017,15(2):191-218
This research builds a new model by drawing upon e‐textbook adoption models developed in two recent publications, which share similarities but have different findings. Although they both achieve positive results, these two prior e‐textbook studies employ different methods and background theories. This research bridges these earlier models and develops a third, parsimonious, blended model for e‐textbook adoption. Using a survey of undergraduate students, the authors first assess each model independently. Broadening the diversity of the sample population yields results that are similar, yet slightly different from those found in the prior two studies. Next, this study develops a single blended, parsimonious model that explains a higher proportion of the variance than the prior studies with just three constructs: perceived usefulness, hedonic motivation, and habit. In addition to developing and testing a new parsimonious model, this research provides theoretical and practical guidance for e‐textbook usage. 相似文献
995.
John J. Furedy 《Interchange》1997,28(4):331-350
The paper begins with an elaboration of the terms in the title, for which I claim accuracy though no comfort. Academic freedom
is defined for all members of the academic community (students and faculty) as the right to be evaluated only in terms of
performance (merit), and not at all in terms of opinions (comfort). The current contrasting culture of comfort on Canadian
campuses is a velvet totalitarian one, where, except for the severity of punishments, all other salient features of totalitarian
regimes are present. Distinctions that are clear in principle (though difficult to make in practice, under some circumstances)
are asserted to hold between: acts and opinions; opinions and performance; academic freedom and power; symmetrical and asymmetrical
power relationships; issue- and person-directed opinions. The paper concludes with brief comments on the papers of Professors
Bond (1996), Kubara (1996), and Wilson (1996), which were included in the Symposium on Climate Issues, Speech Codes, and Academic
Freedom published in Interchange, Volume 27, #2, 1996.
This revised version was published online in July 2006 with corrections to the Cover Date. 相似文献
996.
《红楼梦》、《歧路灯》和《儒林外史》三部小说同时创作于18世纪中叶,它们的语言分别代表了当时的北京话、中原官话和江准官话。通过对这些语料的同一语言现象的观察和描写,能发现和揭示当时的通语和方言成份及其演变轨迹。文章通过对予词的比较,揭示出这种格式中的通语和方言词汇的使用情况及其演变轨迹。 相似文献
997.
巩富 《广播电视大学学报》2002,(4):123-124
《步入高尔基情感深处》重新审视了以往高尔基研究成果,廓清迷浸在高尔基身上的层层迷雾,解开了高尔基晚年的种种疑团,作出符合实际的诠释,使我们不断走进高尔基的情感深处,把一个真实的高尔基活脱脱地呈现在读面前:高尔基曾站到人类的思想峰巅,也同时难以摆脱历史的局限。 相似文献
998.
Nihat Polat Ashley Zarecky-Hodge James B. Schreiber 《The Journal of educational research》2016,109(5):541-553
Utilizing the National Assessment of Educational Progress (NAEP) data, this study examined (1) how fourth and eighth-grade ELLs' mathematics and reading scores on national tests compared to their non-ELL peers' scores over the testing period between 2003 and 2011, and (2) if gender and ethnicity contributed to variation in the growth patterns among the student groups across grade levels and content areas. Since the NAEP data, which provides a national sample of 10,000–20,000 students, is collected using a probability sample design, sampling weights are adjusted so inferences can be appropriately made. Sample sizes within NAEP are large enough to generate adequate power for statistical significance. Thus, to display the data in a multivariate mode, Tableau 8.0.0 software was used. Results suggested that the achievement gap between non-ELLs and ELLs is either steady or slightly widening in both mathematics and reading, with multiple paths across the content areas, grade levels, and gender and ethnic groups. 相似文献
999.
The big-fish-little-pond effect (BFLPE) refers to the theoretical prediction that equally able students will have lower academic
self-concepts in higher-achieving or selective schools or programs than in lower-achieving or less selective schools or programs,
largely due to social comparison based on local norms. While negative consequences of being in a more competitive educational
setting are highlighted by the BFLPE, the exact nature of the BFLPE has not been closely scrutinized. This article provides
a critique of the BFLPE in terms of its conceptualization, methodology, and practical implications. Our main argument is that
the BFLPE, while having added to our understanding of the origins of self-concepts, disproportionately emphasizes one aspect
of social comparison to the exclusion of many other intervening factors. In light of our critique, we suggest a broader conception
of social comparison effects on academic self-concept that emphasizes a more active role of individuals in regulating their
social cognition and motivation, as well as a more distinct effect of social-contextual influences. We also suggest alternative
research designs that would incorporate contextual, developmental, and individual differences as potential moderators or mediators
of the BFLPE.
相似文献
Anne N. RinnEmail: |
1000.
Stanley E. Fawcett Francois Charles Giraud‐Carrier Amydee M. Fawcett 《Decision Sciences Journal of Innovative Education》2020,18(2):172-202
Students select majors like supply chain management largely because they want to obtain a high‐paying job at graduation. They expect that after 4 or 5 years of studies, they will be ready to achieve early‐career success. Data, however, reveal that students often are not prepared. Recruiters are noticing. In various studies, employers say that a large majority of graduates are not workplace ready. We argue that this readiness gap results from a mismatch between academia's focus on knowledge transfer and employers’ expectations that new hires possess real competencies. To remedy this readiness gap, we redesigned our curriculum to adopt a deliberate practice pedagogy. What have we learned? Deliberate practice is hard work. Both faculty and students must learn and practice new behaviors. The good news: deliberate practice helps students acquire real expertise that recruiters value. This article makes the case for deliberate practice and outlines a proven path to transformation. 相似文献