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1.
Faculty research involvement and instructional outcomes 总被引：1，自引：2，他引：1
Faculty members in the natural-mathematical sciences (N=93) and in the social-behavioral sciences (N=90) were rated on research involvement by department heads and on teaching outcomes by students. Differences in teaching outcomes for members of the two disciplines confirmed several common stereotypes. Those heavily involved in research appeared to establish higher academic standards for students than did the relatively uninvolved, but the two faculty groups generally did not differ on student progress ratings. However, for four of ten criterion measures, a significant interaction occurred. Student ratings were positively related to the degree of research involvement for faculty members in natural-mathematical sciences but negatively related to research involvement on the part of social-behavioral scientists. 相似文献
2.
An approach was developed to investigate the link between attributes of a children's radio program and children's judgments of appeal. Program tapes were divided into 28 segments and were rated for the presence of 30 attributes. Through multidimensional scaling analysis, attributes were organized into six clusters of Superattributes on the basis of their co-occurrence across the 28 segments. Superattributes were labeled and assigned scores that reflected the degree to which each was present in the 28 segments. A sample of 42 children 8–12 years old listened to the test tapes and provided a written judgment of their interest in the program at each segment. Results revealed that the Superattributes Instruction, Intro Talk, and Jokes were negatively associated with children's interest, while Popular Music was positively correlated with interest. In planning programs and understanding the effects of radio on children, designers and researchers should pay special attention to those formats in radio programming that are familiar to children, especially popular music and instructional material. 相似文献
3.
Employing a nationally representative sample of science faculty in U.S. colleges, we investigate 3 explanations for persisting differences in women's faculty representation across science fields even after adjusting for women's variable representation among doctoral recipients. First, we examine labor market factors: (a) differential growth rates and critical mass in the supply of women doctoral recipients, (b) growth or contraction in academic and nonacademic job opportunities, and (c) presence of foreign-born scholars. Second, we control for institutional explanations such as differential rates of faculty unionization and less receptivity to women at prestigious or research-oriented universities and fields that are applied, soft, or nonlife sciences. Third, gender role explanations are addressed by controlling for gender differences in work experience, work interruptions, and the prestige of doctoral credentials. After finding that none of these explanations account fully for distinctive patterns among science fields in the faculty gender composition, we discuss how they may reflect differences in academic cultures. 相似文献
4.
The term gender-inclusive has become well known in Australian education since the late 1980s. In policy terms, it is associated with an education structured to value girls and women, their knowledge and experience, equally with that of boys and men. This paper reports an analysis of the gender-inclusivity of teaching and learning activities in a combined Year 2/3 class studying an integrated, science and technology topic themed about pirates. The data include field notes from class visits, interviews with the teacher, informal conversations with children, a videotape recording of one class and inspection of children's work. The content of an inherently gendered topic, like pirates, provides teachers with opportunities to challenge the structure of gender in ways that enable children to begin to understand how males and females are positioned in the prevailing discourse and how some groups are privileged over others. In this Year 2/3 class, the teacher was able to help children to develop different views of, in this case, who pirates are, what they might do, and what a more socially just pirate existence might be like. Opportunities to challenge the gendered way we think about things, even pirates, are taken too infrequently in our classrooms. 相似文献
5.
6.
Sumit Bhaduri 《Journal of Science Education and Technology》2003,12(3):303-308
The article reviews the strikingly divergent viewpoints of intellectuals—scientists and non-scientists—about Science and Technology. It shows that while scientists implicitly accept the difference between Science and Technology, to non-scientists that difference is irrelevant. The most important differences between Science and Technology that lie in their relative scales, outputs and accuracy of predictions are highlighted. The complexity of and difficulty in trying to quantify the contribution of science and technology to economic growth are discussed. Views of science and technology that include their societal perceptions are recommended. 相似文献
7.
Katherine Canada MD Frank Brusca 《Educational technology research and development : ETR & D》1991,39(2):43-51
The term technological gender gap refers to the idea that males and females have different technology-related attitudes, behaviors, and skills. This article reviews the mounting evidence documenting the existence of a gender gap, which, if ignored, could render large numbers of female students unprepared to meet the technological challenges of the future. Recommendations for ameliorating the technological gender gap are presented for educators and computer-based instruction (CBI) designers who are interested in providing equitable educational opportunities for male and female students. 相似文献
8.
Gilbert Elbaz 《The Urban Review》1997,29(3):145-174
The present research argues that YELL (Youth Education Life Line), a committee of the group AIDS Coalition to Unleash Power (ACT UP), faces limitiations in its effort to pressure for frank HIV/AIDS education, not only because of its postmodern approach to education, but also its lack of political and economic resources. Using Touraine's perspective on social movement and the postmodern approach to education, the present research argues that resource mobilization and identity paradigms combined, rather than separately, offer a better theoretical understanding of the new social movement that adolescent activism for frank HIV/AIDS education represents. 相似文献
9.
Efraim Fischbein Maria Sainati Nello Maria Sciolis Marino 《Educational Studies in Mathematics》1991,22(6):523-549
Six hundred and eighteen pupils, enrolled in elementary and junior-high-school classes (Pisa, Italy) were asked to solve a number of probability problems. The main aim of the investigation has been to obtain a better understanding of the origins and nature of some probabilistic intuitive obstacles. A linguistic factor has been identified: It appears that for many children, the concept of certain events is more difficult to comprehend than that of possible events. It has been found that even adolescents have difficulties in detaching the mathematical structure from the practical embodiment of the stochastic situation. In problems where numbers intervene, the magnitude of the numbers considered has an effect on their probability: bigger numbers are more likely to be obtained than smaller ones. Many children seem to be unable to solve probability questions, because of their inability to consider the rational structure of a hazard situation: chance is, by itself, an equalizing factor of probabilities. Positive intuitive capacities have also been identified: some problems referring to compound events are better solved when addressed in a general form than when addressed in a particular way. 相似文献
10.
Valerie Yule 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》1996,42(1-3):187-203
In the past, it has not been possible to teach oneself to read at home, because learners could not read the books to teach them. Videos and interactive compact discs have changed that situation and challenge current assumptions of the pedagogy of literacy. This article describes an experimental adult literacy project using video technology. The language used is English, but the basic concepts apply to any alphabetic or syllabic writing system. A half-hour cartoon video can help adults and adolescents with learning difficulties. Computer-animated cartoon graphics are attractive to look at, and simplify complex material in a clear, lively way. This video technique is also proving useful for distance learners, children, and learners of English as a second language. Methods and principles are to be extended using interactive compact discs.
Zusammenfassung In der Vergangenheit war es nicht möglich, sich selbst in Heimarbeit lesen beizubringen, da die Lernenden die Lehrbücher nicht lesen konnten. Videos und interaktive Compact discs haben diese Situation geändert und gegenwärtige Meinungen zur Pädagogik der Alphabetisierung herausgefordert. Dieser Artikel beschreibt ein experimentelles Erwachsenenalphabetisierungsprogramm, das Videotechnologie anwendet. Arbeitssprache ist Englisch, aber das Grundkonzept gilt für jedes alphabetische oder syllabische Schreibsystem. Ein halbstündiges Zeichentrickvideo soll Erwachsenen und Jugendlichen mit Lernschwierigkeiten helfen. Computeranimierte Zeichentrickgraphiken sind attraktive Lernmittel, die komplexes Material klar und lebendig vereinfachen. Diese Videotechnik dient auch Fernlerndenden, Kindern und Lernenden mit Englisch als Zweitsprache. Methoden und Prinzipien müssen durch den Gebrauch von interaktiven Compakt Discs erweitert werden.
Resumen Durante el pasado, no ha sido posible el autoaprendizaje de la lectura en el hogar, ya que los lectores no estaban en condiciones de leer los libros de enseñanza. Ahora, los videos y los discos compactos interactivos cambiaron esta situación, creando un desafío para los conceptos corrientes de la pedagogía de alfabetización. Este artículo describe un proyecto experimental de alfabetización de adultos mediante el uso de tecnología de video. El lenguaje utilizado es el inglés, pero los conceptos básicos son aplicables para cualquier sistema de escritura alfabética o silábica. Un video de dibujos animados de media hora de duración puede ayudar a los adultos y adolescentes con dificultades de aprendizaje. Las gráficas animadas por computadora son atractivas para el espectador y simplifican materias complejas de un modo claro y ameno. Esta técnica de video también está mostrando su utilidad para el estudio a distancia, para la instrucción de niños y para el aprendizaje del inglés como segunda lengua. Los métodos y los principios también se pueden ampliar mediante la utilización de discos compactos interactivos.
Résumé Jusqu'à présent, il n'était pas possible d'apprendre à lire seul chez soi, puisque les apprenants ne pouvaient pas lire les manuels d'enseignement. La vidéographie et le disque compact interactif ont modifié cette situation et remettent en cause les principes courants de la pédagogie de l'alphabétisation. L'article décrit un projet expérimental d'alphabétisation des adultes qui exploite la technologie vidéo. La langue utilisée est l'anglais, mais les concepts de base peuvent être appliqués à tout système d'écriture alphabétique ou syllabique. Un dessin animé sur vidéo d'une demi-heure se propose d'aider les adultes et adolescents éprouvant des difficultés. Les graphiques animés par électronique sont agréables à regarder et illustrent de façon claire et vivante les matières complexes. Cette technique vidéo se révèle également utile pour les apprenants à distance, les enfants et pour l'enseignement de l'anglais en seconde langue. Les méthodes et principes d'utilisation de disques compact interactifs restent à développer.
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11.
Larry E. Greeson 《Interchange》1994,25(3):241-259
This paper documents and discusses the lack of reference by U.S. educational researchers to the work of noted Swedish social scientist and educational researcher, Torsten Husén. The paucity of U.S. textbook or journal citations of Husén's writings and research is interpreted as an example of cultural ethnocentrism and academic imperialism in U.S. educational and psychological research. Crosscultural perspectives, interdisciplinary analyses, and global learning are proposed as methods of overcoming the methodological parochialism, overspecialization, and international fragmentation Husén describes as characteristic of much educational and social scientific research. 相似文献
12.
D. Benito Echeverria D. Pilar Figuera D. Sofia Gallego 《International journal for the advancement of counseling》1996,19(1):3-13
In the present period of change, the Spanish systems of secondary and higher education, too, are confronted with new challenges. People have realized that factors within and outside universities demand the development of effective helping services for students, particularly on the level of orientation. Two different models are described, one that relies on tutors, mainly; the other one employs orientation professionals. The article also describes the skills and the training experiences that are necessary for professionals in orientation services.Facultat de Psicologia i Pedagogia, Universitat Roman Llull 相似文献
13.
Peer teaching: Academic achievement of teacher-led versus student-led discussion groups 总被引：1，自引：0，他引：1
Problem-based small-group discussions are the cornerstone of health sciences education at the University of Limburg (The Netherlands). In each of three courses, fifteen discussion groups of about eight students were randomly assigned a staff-tutor (control condition) or student-tutor (experimental condition).In two of the courses no significant differences in cognitive test achievement between the two conditions were found. In one course students tutored by staff-tutors performed significantly better than students tutored by student-tutors. However, no significant differences in test performance were found between students tutored by high-achieving versus average-achieving student-tutors. These findings contradict the congruence hypothesis from information processing theory. Several other explanations are explored. 相似文献
14.
Mark Oromaner 《Research in higher education》1984,21(2):226-235
It is proposed that a more comprehensive view of the community college would emerge if a sociology of knowledge perspective toward analyses of that institution were adopted. Robert K. Merton's discussion of insiders and outsiders is applied to the often conflicting images of the role of the community college found in analyses of those affiliated with that institution (insiders) and those who view it from the vantage of the university (outsiders). It is suggested that a synthesis of insider and outsider perspectives is possible. 相似文献
15.
Becoming a mature student: How adult appplicants weigh the advantages and disadvantages of higher education 总被引：1，自引：0，他引：1
The data presented in this paper is taken fromthe results of two much larger studies ofmature student decision-making and HigherEducation (HE), which considerprocesses of agency from initial considerationof the possibility of becoming a studentto eventually becoming one. In thispaper, six categories of applicant to HE arediscussed: `Delayed traditional students', `Late starters' who have undergone alife-transforming event e.g. redundancy ordivorce and require `a new start'. `Single parents' `Careerists', who are currently in employment who seek a qualification to make progress in their existing careers, `Escapees' who are currently in employment who want a qualification as a way out of `dead-end' jobs, Finally, the `personal growers', a small number pursuing education for its own sake.These categories of applicants are discussed inlight of the factors that both catalyse andinhibit individuals' decision-making duringapplication to HE. 相似文献
16.
In a recent opinion, the Sixth Circuit Court of Appeals ruled that a community college instructor has a constitutional right to utilize the words nigger and bitch in the context of a classroom discussion in a course on interpersonal relations. This article discusses this case in the context of other court decisions concerning a college's right to regulate an instructor's classroom speech. Implications for personnel evaluation in the higher education setting are discussed. 相似文献
17.
Dr. Edward Shapiro 《Research in higher education》1978,9(1):43-67
To the degree that faculty members take into account the relative financial rewards for teaching and research in deciding on the allocation of available time between these two areas, a modification of the reward structure may be expected to produce changes in the amount of time devoted to each. The purpose of this article is to examine with the help of some basic graphic tools of economics the possible results on the quantity of teaching and the quantity of research that may follow from a modification of the reward structure. The possible results are analyzed in terms of displacement, salary, and work effects of the modification. 相似文献
18.
Joan S. McMath 《Early Childhood Education Journal》1989,17(1):25-27
Cathleen looked forward to visiting her older sister's nursery school. During the Thursday morning visit, Cathleen enthusiastically investigated blocks, sand, paints and a basket of toy trucks. As the visit drew to a close Cathleen's mother said: We've had a nice visit and now let's put away these toys, Cathleen. I'll put a truck in the basket and then you put one in. A few minutes later when the cleaning up was completed, Cathleen's mother hugged her and said, You're the best two-and-a-half-year-old helper in the world.Joan S. McMath teaches in the School of Curriculum and Instruction at Ohio University in Athens, OH. 相似文献
19.
A Generative-Predicational Model is proposed and applied to the generation of meanings of simple mathematical word-problems. The model suggests that a fundamental property of cognition is a generative process that takes arguments and that produces results, such as events, answers and inferences. This fundamental property, called predication, generates a task-environment i.e., a problem and its corresponding problem-space i.e., its solution. More precisely, a task-environment is a predication consisting of a written mathematical problem and a writer's life experience. A problem-space is a predication consisting of a leamer's problem solving schema and of the meaning that the learmer generates for the text.The case with which relations can be established between a task-environment and a problem-space depends on the problem's coherence and complexity and the leamer's experiences and thought processes. Faceted definitions of task-environment and problem-space are used to analyze talk-aloud protocols of fifty Israeli sixth-graders tested with thirty word-problems. The empirical results support the proposed model. 相似文献
20.
W. A. Suchting 《Science & Education》1995,4(2):161-171
Insofar as the basic concepts (in particular, meaning, interpretation, text) and theses of Martin Eger's hermeneutics of the sciences are intelligible they are not distinctive, and insofar as they are distinctive they are unintelligible and/or lack backup arguments. Ambiguity characterises much of the argument. James Cushing's elaboration of hermeneutics, using the history of quantum mechanics as an illustration of its supposed strengths, does nothing to rescue the position against the criticisms here levelled at Martin Eger's formulations of it. 相似文献