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931.
张谦 《深圳信息职业技术学院学报》2004,2(2):71-75
本文通过对现代高职教育先进教学特点和社会人才需求的共性描述,阐述了学院图书馆应该配合高职教育的发展,在管理层面、技术层面、业务流程等方面作出相应的调整,并提出学院图书馆在素质教育中应具有一定的地位。 相似文献
932.
Unifying different theories of learning: theoretical framework and empirical evidence 总被引:1,自引:1,他引:0
Huy Phuong Phan 《教育心理学》2008,28(3):325-340
The main aim of this research study was to test out a conceptual model encompassing the theoretical frameworks of achievement goals, study processing strategies, effort, and reflective thinking practice. In particular, it was postulated that the causal influences of achievement goals on academic performance are direct and indirect through study strategies, effort, and reflective thinking. Furthermore, the effects of study strategies on academic performance are hypothesised to be direct and indirect through reflective thinking practice. Participants were 298 (182 females, 116 males) university students. Likert‐response questionnaires were used and data were analysed by means of latent variables approaches. The results provided moderate support for the hypothesised conceptual model. Achievement goals had no direct effects on academic performance, whereas study strategies and reflective thinking directly influenced performance. Mastery goals directly influenced deep processing and effort, whereas performance avoidance and work avoidance influenced surface processing and effort. A one‐way MANOVA indicated, with the exception of understanding, no statistical significance between males and females in the variables. This evidence is theoretically significant as it highlights the mediating mechanism of study strategies and reflective thinking and, more importantly, amalgamates different theoretical frameworks within one study. 相似文献
933.
Preferences for teaching styles matter in academic achievement: scientific and practical implications 总被引:1,自引:1,他引:0
Li‐fang Zhang 《教育心理学》2008,28(6):615-625
The two primary objectives of this study were: to identify the preferred teaching styles of secondary‐school students and to compare these preferences with those of university students from past research; and to examine the contributions of students’ preferred teaching styles to their academic achievement. A sample of 298 students from a Catholic boys’ school completed the Preferred Thinking Styles in Teaching Inventory and the Self‐rated Ability Scale. Participants’ achievements in 12 school subjects were obtained. Results indicated great similarities between the preferred teaching styles of the present sample and those of university students in previous studies. Achievement scores in all 12 subjects were predicted by students’ preferred teaching styles beyond their self‐rated abilities. Some of these predictive relationships were domain‐specific, while others were not. The findings’ scientific and practical implications are discussed. 相似文献
934.
Terry Bowles 《教育心理学》2008,28(5):551-565
The purpose of this study was to operationalise a model of time orientation and investigate the variability of its factors based on preparation for assessment and perceived academic performance. Responses from 113 male adolescents (mean age = 16.46 years) and 115 female adolescents (mean age = 16.42 years) to items operationalising an expanded model of the contextual approach to adolescent orientation to the future were analysed using principal component analysis. The results rendered five factors including a past orientation, three present orientation factors (task focus, positive social support, and negative social support), and a future orientation. A series of two‐way ANOVAs showed an association of present and future time orientation with academic achievement. Results also showed that students’ approaches to learning varied mainly as a function of present positive social support and task focus. Students who prepared well for assessment had the highest future time orientation. This research highlights the importance of an elevated present and future time orientation to academic achievement and appropriate preparation for assessment tasks. 相似文献
935.
Transforming the College through Technology: A Change of Culture 总被引:1,自引:0,他引:1
James A. McLoughlin Lih-Ching Chen Wang William A. Beasley 《Innovative Higher Education》2008,33(2):99-109
In this article we address the implementation of sustainable technological change among the faculty, staff, and students in
the College of Education and Human Services at a mid-western urban institution. We examine cultural factors common to institutions
of higher education and then describe particular planning and implementation processes employed at one institution to move
faculty and staff from a state of minimal technology use to one of substantial technological competence over a period of years.
The process turns out to be robust and stable despite growth over time. We conclude with recommendations for other educational
institutions facing similar needs for cultural change in the use of technology.
James A. McLoughlin has been Dean of the College of Education and Human Services at Cleveland State University since 1995 and Interim Provost
from 2000 to 2001; he received his Ph.D. in Special Education from the University of Arizona.
Lih-Ching Chen Wang is a Fulbright Scholar. She is currently an Associate Professor of Education in the Department of Curriculum and Foundations
at Cleveland State University. Her work focuses on the integration of technology into teacher education. She holds a Ph.D.
in Instructional Technology from Kent State University.
William A. Beasley is a Professor of Education who specializes in Educational Technology and runs the Center for Teaching Excellence at Cleveland
State University. He holds an Ed. D. in Gifted Education from the University of Georgia. 相似文献
936.
近年来我国高校学术权力与行政权力关系研究述评 总被引:2,自引:0,他引:2
学术权力与行政权力的关系的研究观点概括为四种:冲突论、协调统一论、对立统一论和不对称论。学者们主要从理念、制度、机制三个方面设计了协调行政权力与学术权力关系的基本思路。多数学者认为,通过强化学术权力,建立起学术权力与行政权力相互协调的运行机制是协调两者关系的最直接有效的办法。从多元权力结构视角研究两者之间的关系是研究的趋势,也符合我国高校内部现存的权力结构。 相似文献
937.
"核心期刊"学术评价的局限性研究 总被引:1,自引:0,他引:1
林丽芳 《湖南大众传媒职业技术学院学报》2007,7(3):85-88
近年来,学术评价的量化管理被引入到许多学校和研究机构,作为确定专业人员职称评审、津贴评定、课题申报、评奖等所依据的一项重要指标。“核心期刊”对期刊与论文的学术质量具有一定的评价功能,但从核心期刊的内涵与研究目的、遴选的前提、公布的时间、质量指标等看,这种评价具有明显的局限性。有关部门应尽快走出对“核心期刊”认识的误区,制定出合理、科学、可操作的论文与期刊评价标准和评审方法乃当务之急。 相似文献
938.
高校学风建设的目的是让学生进行自主、有效的学习,而在校学生的学力是营造高校优良学风的
关键元素。学力的培育可经由规训式教育和赋能式教育两种方式实现:前者借助于时空分割,硬性约束受
教育者身体,迫使其掌握相应的知识与技能;后者则是通过技术和能力的赋权,将决策权与行动权赋予教育
对象,促进其逐渐具备社会生存能力。比较而言,后者更符合现代社会对高校在校生学力建设的要求。美
国中部高校实践经验启示我们,提升地方高校在校生学力水平,创建优良学风,需要构建以赋能为主规训为
辅的动态演化机制,探索以项目为载体的分类赋能路径,开发以赋能为核心的课程教学体系。 相似文献
939.
AbstractTo be successful, junior faculty must properly manage their time in the face of expanding responsibilities. One such responsibility is supervising undergraduate research projects. Student research projects (either single or multi-student) can be undertaken as a full-time summer experience, or as a part-time academic year commitment. With many potential undergraduate research formats, and with different types of students, junior faculty may find challenges in forming their research group, establishing a structure that promotes student productivity, picking an appropriate project, or in effectively mentoring their students. This article draws from the authors’ experiences to help junior faculty navigate these complexities so that all parties reap the benefits of undergraduate research in interdisciplinary mathematical disciplines. 相似文献
940.