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A. J. H. Gaite 《教育心理学家》2013,48(3):197-204
Blair, G. M., Jones, R. S., and Simpson, R. H., Educational Psychology (4th Ed.). New York: Macmillan, 1975. 624 pages. $8.95 Craig, R. C., Mehrens, W. H., and Clarizio, H. F., Contemporary Educational Psychology: Concepts, Issues, Applications. New York: Wiley, 1975. 558 pages. $9.95 Gage, N. L., and Berliner, D. C., Educational Psychology. Chicago: Rand McNally, 1975. 869 pages. $9.95 Lefrancois, G., Psychology for Teaching (2nd Ed.). Belmont, Cal.: Wadsworth, 1975. 372 pages. $7.95 Packard, R. G., Psychology of Learning and Instruction. Columbus, Ohio: Merrill, 1975. 480 pages. $9.95 Smith, M. D., Educational Psychology and its Classroom Applications. Boston: Allyn & Bacon, 1975. 574 pages. $9.95 相似文献
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《The Journal of environmental education》2013,44(4)
Abstract Interpretatión y educación ambiental no formal en el manejo de los recursos naturales. E. C. Olson, Mary Lynne Bowman, Robert E. Roth Procesos cognitivos relacionados con la interpretación del ambiente William E. Hammitt Demandas interpretativas del medio ambiente en la República Dominicana Clinton L. Shepard Influencias en el recreo comercial en los ríos David Cockrell, Steve Bange, y Joseph Roggenbuck Evaluación directa: Un medio administrativo para la justifacación, evolución y modificación de programas Paul F. Nowak Beneficios económicos para los visitantes de un puesto de información interpretativa Ted T. Cable, Douglas M. Knudson, y David J. Stewart 相似文献
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Salem A. Al khawaldeh 《Research in Science & Technological Education》2013,31(2):168-183
Background and purpose: The purpose of this study was to investigate the comparative effects of a prediction/discussion-based learning cycle (HPD-LC), conceptual change text (CCT) and traditional instruction on 10th grade students’ understanding of genetics concepts. Sample: Participants were 112 10th basic grade male students in three classes of the same school located in an urban area. The three classes taught by the same biology teacher were randomly assigned as a prediction/discussion-based learning cycle class (n?=?39), conceptual change text class (n?=?37) and traditional class (n?=?36). Design and method: A quasi-experimental research design of pre-test–post-test non-equivalent control group was adopted. Participants completed the Genetics Concept Test as pre-test–post-test, to examine the effects of instructional strategies on their genetics understanding. Pre-test scores and Test of Logical Thinking scores were used as covariates. Results: The analysis of covariance showed a statistically significant difference between the experimental and control groups in the favor of experimental groups after treatment. However, no statistically significant difference between the experimental groups (HPD-LC versus CCT instruction) was found. Conclusions: Overall, the findings of this study support the use of the prediction/discussion-based learning cycle and conceptual change text in both research and teaching. The findings may be useful for improving classroom practices in teaching science concepts and for the development of suitable materials promoting students’ understanding of science. 相似文献
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《The Journal of environmental education》2013,44(4)
Abstract La methode explicative et l'éducation écologique non formalisée en malière de gestion des ressources naturelles E. C. Olson, Mary Lynne Bowman, et Robert E. Roth La familiarisation et la compréhension de l'environment William E. Hammitt La tǎche de l'éducation écologique en République Dominicaine Clinton L. Shepard La persuasion et la formation des attitudes dans les activités fluviales organisées David Cockrell, Steve Bange, Joseph Roggenbuck L'évaluation directe: un instrument de gestion permettant las justification, l'évaluation et la modification de programmes Paul F. Nowak Les bénéfices économiques réalisés par les visiteurs d'un centre d'information Ted T. Cable, Douglas M. Knudson, David J. Stewart 相似文献
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We derive necessary and sufficient conditions for the existence and an expression of the （anti）reflexive solution with respect to the nontrivial generalized reflection matrix P to the system of complex matrix equations AX = B and XC = D. The explicit solutions of the approximation problem min x∈Ф ｜｜X - E｜｜F was given, where E is a given complex matrix and Ф is the set of all reflexive （or antireflexive） solutions of the system mentioned above, and ｜｜·｜｜ is the Frobenius norm. Furthermore, it was pointed that some results in a recent paper are special cases of this paper. 相似文献
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Stefan Kulakow 《The Journal of educational research》2020,113(1):13-25
AbstractThe significant interplay between self-efficacy, autonomy support and approaches to learning in adolescent students is widely recognized. However, less is known about whether substantial differences exist between early and middle adolescent students from schools with different environments. To close this research gap, this study used latent mean comparison and multigroup structural equation modeling with questionnaire data from a sample of German adolescent students (N?=?1153; MAgeT1?=?13.97, SD = 1.37; MAgeT2?=?14.27, SD = 1.25) in two waves. Multigroup structural equation modeling reveals that autonomy functions as a mediator in the association between self-efficacy and approaches to learning only for students from schools with a student-centered learning environment based on competence-matrices in contrast to a teacher-directed learning environment, particularly for early adolescent students. More specifically, adolescents’ approaches to learning can be enhanced through autonomy-supportive learning independently of their self-efficacy. 相似文献
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Chelsea A. Harris 《Roeper Review》2013,35(2):133-134
Making Connections: Teaching and the Human Brain Renate Nummela Caine and Geoffrey Caine Association for Supervision and Curriculum Development (ASCD) 1250 N. Pitt St. Alexandria, VA 22314–1403 1991 $15.95 paper Restructuring Schooling for Individual Differences William M Bechtol and Juanita S. Sorenson Allyn and Bacon 111 10th St. Des Moines, IA 50309 1992 448 pp. $39.95 You Can't Say You Can't Play Vivian Gussin Paley Harvard University Press 79 Garden St. Cambridge, MA 02138 1992 144 pp. $10.00 Challenging the Potential: Programs for Disadvantaged Talented Youth Sherri Oden, Mario Kelley, Zhenkui Ma, David Weikart High/Scope Press 600 N. River St. Ypsilanti, MI 48198–2890 1991 400 pp. $29.00 Creative Thinking Problem‐Solving and the Arts Orientation John F. Wakefield Ablex Publishing Corporation 355 Chestnut St; Norwood, NJ 07648 1992 $22.50 相似文献
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《The Journal of environmental education》2013,44(3)
Abstract Simulación en computadores como una herramienta en la enseñanza de parques y manejo de zonas de vida salvaje Robert E. Manning and Fletcher I. Potter Un juego de interacción para examinar el cambio entre valores económicos ecológicos Paul J. Rago La comunidad se integra en el manejo de desperdicios peligrosos: Comparación entre una visita a la zona y una visita simulada con transparenias Deborah Anne Simmons El desarrollo y la retención de las actitudes ambientales en niños de la escuela primaria. Harold H. Jaus Una comparación entre estudiantes americanos y no americanos respecto a las actitudes del medio físico. A. Doyne Horsley 相似文献
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Nicholas D. Myers Soyeon Ahn Min Lu Seniz Celimli Cengiz Zopluoglu 《Structural equation modeling》2017,24(1):112-128
This article describes the REREFACT R package, which provides a postrotation algorithm that reorders or reflects factors for each replication of a simulation study with exploratory factor analysis (EFA). The purpose of REREFACT is to provide a general algorithm written in freely available software, R, dedicated to addressing the possibility that a nonuniform order or sign pattern of the factors could be observed across replications. The algorithm implemented in REREFACT proceeds in 4 steps. Step 1 determines the total number of equivalent forms, I, of the vector of factors, η. Step 2 indexes, i = 1, 2 … I, each equivalent form of η (i.e., ηi) via a unique permutation matrix, P (i.e., Pi). Step 3 determines which ηi each replication follows. Step 4 uses the appropriate Pi to reorder or re-sign parameter estimates within each replication so that all replications uniformly follow the order and sign pattern defined by the population values. Results from two simulation studies provided evidence for the efficacy of the REREFACT to identify and remediate equivalent forms of η in models with EFA only (i.e., Example 1) and in fuller parameterizations of exploratory structural equation modeling (i.e., Example 2). How to use REREFACT is briefly demonstrated prior to the Discussion section by providing annotations for key commands and condensed output using a subset of simulated data from Example 1. 相似文献
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ABSTRACTBackground and Context: Computer Science attrition rates (in the western world) are very concerning, with a large number of students failing to progress each year. It is well acknowledged that a significant factor of this attrition, is the students’ difficulty to master the introductory programming module, often referred to as CS1.Objective: The objective of this article is to describe the evolution of a prediction model named PreSS (Predict Student Success) over a 13-year period (2005–2018).Method: This article ties together, the PreSS prediction model; pilot studies; a longitudinal, multi-institutional re-validation and replication study; improvements to the model since its inception; and interventions to reduce attrition rates.Findings: The outcome of this body of work is an end-to-end real-time web-based tool (PreSS#), which can predict student success early in an introductory programming module (CS1), with an accuracy of 71%. This tool is enhanced with interventions that were developed in conjunction with PreSS#, which improved student performance in CS1.Implications: This work contributes significantly to the computer science education (CSEd) community and the ITiCSE 2015 working group’s call (in particular the second grand challenge), by re-validating and developing further the original PreSS model, 13 years after it was developed, on a modern, disparate, multi-institutional data set. 相似文献
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Objective: To assess the sexual health knowledge of secondary school pupils in order to ascertain whether the current government public health and education policies are having any impact on pupils' sexual health. Design: Results obtained from a questionnaire as part of a two‐phase intervention study. Setting: Nineteen mixed‐sex, state secondary schools in central England. Participants: Year 8 pupils (350 male, 345 female), year 9 pupils (300 male, 325 female) and year 10 pupils (310 male, 329 female). Intervention: A questionnaire survey to assess the knowledge of pupils' sexual health education. Main outcome measures: Questionnaires distributed to pupils as baseline to assess their knowledge of sexual health, contraception and sexually transmitted infections. Results: Sexual health knowledge improves with age. A significant difference across all age groups was found, although knowledge regarding sexually transmitted infections and emergency contraception is poor for all age groups. Conclusions: Current sexual health education provision is not providing young people with adequate knowledge regarding sexual health and contraception. 相似文献
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Ester Aflalo Revital Montin Ayala Raviv 《Research in Science & Technological Education》2020,38(2):208-226
ABSTRACTBackground: Outdoor learning and computer-based learning are two different alternatives to in-class conventional teacher-centered learning.Purpose: This study compares the outdoor learning setting with computer-based learning in class. It examines the influence of the two different learning settings on academic achievements, the learning experience, and pro-environmental perceptions.Sample: A total of 90 elementary school students (third and fourth-grade classes) participated in the study.Design and methods: The academic knowledge of the study participants was tested through identical exams for both learning settings. In addition, in each group the students’ perceptions were examined by means of a questionnaire about environmental values and the learning experience.Results: The study demonstrates that academic achievements in the two settings were similar, but the students expressed more enthusiasm about the outdoor learning experience than about in-class learning. In addition, the outdoor learning setting contributed more to promoting positive environmental perceptions even though students did not learn directly about environmental issues and sustainability.Conclusions: These findings suggest that learning in the natural environment is valuable: Alongside the fostering of computerized learning, it is also important to promoteoutdoor learning settings and integrate both settings by implementing mobile technologies in the outdoor teaching. 相似文献
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Ordway Tead 《College Teaching》2013,61(2):88-91
Can Consensus Come from Our Present Disarray?: The State of the Nation and the Agenda for Higher Education By Howard Bowen San Francisco: Jossey-Bass, 1982, 212 pages, index, $13.95. Reviewed by W. B. Allen A Valuable Tool for Educational Reform On Teaching and Learning in College By Paul L. Dressel and Dora Marcus San Francisco: Jossey-Bass, 1982, 241 pages, index, $16.95. Reviewed by Frederick Stirton Weaver 相似文献
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Susan K. Jacobson Jeffrey Salmon Nicholas J. Smith-sebasto Marylin Lisowski Theodore S. May Charles E. Roth 《The Journal of environmental education》2013,44(1):49-60
Abstract The RFF Reader in Environmental Science and Resource Management , edited by Wallace E. Oates. Washington, DC: Resources for the Future. 1999. Paperback. $22.95. ISBN 0-915707-96-9. Science through Multiple Intelligences: Patterns that Inspire Inquiry , by Robert Barkman. Tucson, AZ: Zephyr Press, Inc. 1999. Paperback. 165 pages. $39.00. ISBN 1-56976-096-9. Earth Report 2000: Revisiting the True State of the Planet , edited by Ronald Bailey. New York: McGraw-Hill. 2000. Paperback. 362 pages. $19.95. ISBN 0-07-134260-5. Hard Green: Saving the Environment from the Environmentalists (A Conservative Manifesto) , by Peter Huber. New York: Basic Books. 1999. Hardcover. $25.00. ISBN 0-468-03112-9. Song of the Meadowlark , by James Eggert. Berkeley, CA: Ten Speed Press. 1999. Paperback. 145 pages. $12.95. ISBN 1-58008-034-0. The Greening of Planet Earth: The Effects of Carbon Dioxide on the Biosphere , Greening Earth Society, 4301 Wilson Blvd., Suite 805, Arlington, VA 22203-4193; tel. 703-907-6168; fax 703-907-6161; info@greeningearthsociety.org. 1992. Color. 27 min 50 s. $15.00. The Greening of Planet Earth Continues: The Promise for the 21st Century & Beyond , Greening Earth Society. 1998. Color. 27 min 30 s. $15.00 (or both for $25.00). Nature's Nation: An Environmental History of the United States , by John Opie. New York: Harcourt Brace and Company. 1998. Paperback. 515 pages. ISBN 0-15-500219-8. Visions of Paradise: Glimpses of Our Landscape's Legacy , by John Warfield Simpson. Berkeley: University of California Press. 1999. Clothbound. 387 pages. $35.00. ISBN 0-520-21364-5. Beyond the Land Ethic: More Essays in Environmental Philosophy , by J. Baird Callicott. Albany: State University of New York Press. 1999. Paperback. 427 pp. $24.95. ISBN 0-7914-4084-2. The Morning After Earth Day , by Mary Graham. Washington, DC: Brookings Institution Press. 1999. Hardcover, 153 pages. ISBN 0-8157-3236-8. Natural Resource Management and Institutional Change , by Diana Carney and John Farrington. New York: Routledge. 1998. Hardback. 120 pages. $60.00. ISBN 0-415-18604-8. Green Ink: An Introduction to Environmental Journalism , by Michael Frome. Salt Lake City: University of Utah Press. 1998. Paperback. 204 pages. $19.95. ISBN 0-87480-582-1. 相似文献
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Amos Draw v3.51. SmallWaters Inc., 1507 East 53rd Street, Suite 452, Chicago, IL. MS® Windows® 3.x, 95, NT. Chartist v1.7. NovaGraph, Inc., P. O. Box 80115, Richardson, TX. MS® Windows® 3.x, 95, NT. Microsoft PowerPoint v7. Microsoft Corp., One Microsoft Way, Redmond, WA 98052–6399. MS® Windows® 3.x, 95, NT. EQS v5.3. Multivariate Software, Inc., 4924 Balboa Boulevard, #368, Encino, CA. Windows® 3.x, 95, NT; Mac® OS 7.0 (and above). MS Paint. (Packaged with Windows® 3.x, 95). Visio v1.0. Visio Corp., 520 Pike Street, Suite 1800, Seattle, WA 98101. MS® Windows® 3.x, 95, NT. 相似文献
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Abstract Essential Readings in Environmental Education , edited by Harold R. Hungerford, William J. Bluhm, Trudi L. Volk, and John M. Ramsey. Champaign, IL: Stipes. 1998. Paperback. ISBN 0-87563-756-6. The Industrial Green Game: Implications for Environmental Design and Management , edited by Deanna Richards. Washington, DC: National Academy of Engineering, National Academy Press. 1997. Hardback. 224 pp. $39.95. ISBN 0-309-05294-7. Stories in the Land: A Place-Based Environmental Education Anthology , with an introductory essay by John Elder. Great Barrington, MA: Orion Society. 1998. Paperback. 127 pp. $8.00. ISBN 0-913098-51-5. Energies: An Illustrated Guide to the Biosphere and Civilization , by Vaclav Smil. Cambridge, MA: MIT Press. 1998. Hardcover. 210 pp. $25.00. ISBN 0-262-19410-4. Human Settlements and Planning for Ecological Sustainability: The Case of Mexico City , by Keith Pezzoli. Cambridge, MA: MIT Press. 1998. Hardcover. 464 pages. $40.00. ISBN 0-262-16173-7. Tunnel Visions: Into the Sea of Uncertainty. Ben Lomond , CA: The Video Project, TUN-546-0. 1998. $99.95 institutions, $69.95 individuals; $5.95 shipping and handling. Available as one video of 57 minutes or two videos of 27 1/2 minutes each. Biodiversity and Conservation , by Michael J. Jeffries. New York: Routledge. 1997. Paperback. 208 pp. $25.99. ISBN 0-415-14905-3. The Natural Wealth of Nations: Harnessing the Market for the Environment , by David M. Roodman. New York: W.W. Norton. 1998. Paperback. 304 pp. $13.00. ISBN 0-393-31852-4. Evaluation: A Systematic Approach , Sixth Edition, by Peter H. Rossi, Howard E. Freeman, and Mark W. Lipsey. Thousand Oaks, CA: Sage. 1999. Hardback. 500 pp. $59.95. ISBN 0-7619-0893-5. 相似文献
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L. W. Michaelson 《College Teaching》2013,61(4):156-159
Abstract Momentous Discoveries/Overdue Recognition Nobel Prize Women in Science: Their Lives, Struggles, and Momentous Discoveries By Sharon Bertsch McGrayne New York: Birch Lane Press. 1993, 419 pages, $26.95. Reviewed by Frieda A. Stahl. 相似文献
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J. B. Shouse 《The Educational forum》2013,77(2):195-201
Educational Wastelands (second edition) by Arthur Bestor. Urbana, Ill.: University of Illinois Press, 1985, 292 pp. In the Company of Educated Women: A History of Women and Higher Education in America by Barbara Miller Solomon. New Haven, Conn.: Yale University Press, 1985, 298 pp. hardcover Curriculum and Aims by Decker F. Walker and Jonas F. Soltis. New York: Teachers College Press, 1986, 716 pp., softcover. The Duke Longitudinal Studies of Normal Aging 1955-1980 by Ewald W. Busse and George L Maddox. New York: Springer Publishing Co., 1985, 168 pp., 相似文献
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Marian Shaw 《Pastoral Care in Education》2013,31(4):37-41
REVIEW ARTICLE The Health-Related Behaviour Questionnaire Service from the Schools Health Education Unit: Some Comments on the Review by Lambourn, reviewed by Davis Regis REVIEWS The Effective Teacher, by Cedric Cullingford. London: Cassell, 1995. 205pp. pb ISBN 0 304 33177 5, £13.99, hb ISBN 0 304 33180 5, reviewed by Don Baines Cooperation in the Multi-Ethnic Classroom: The Impact of Cooperative Group Work on Social Relationships in Middle Schools, by Helen Cowie, Peter Smith, Michael Boulton and Rema Laver. London: David Fulton Publishers, 1994. 214+viiipp. pb ISBN 1 85346 284 5, £14.99, reviewed by Andrew Wright Areas for Growth, by James Hanratty. Cambridge: Cambridge University Press, 1994. 108pp. pb ISBN 0 521 46910 4, £25.95, reviewed by Joy Widdows Refugee Children in the Classroom, by Jill Rutter. Stoke-on-Trent: Trentham Books, 1994. 288pp. pb ISBN 185856 008 X, £13.95, reviewed by Caroline Lodge 相似文献