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1.
The literature on the consequences of academic inbreeding shows ambiguous results: some papers show that inbreeding positively influences research productivity measured by the quantity and quality of publications, while others demonstrate the opposite effect. There are contradictory results both in the studies of different countries and within countries. This variety of results makes it impossible to transfer the findings from one academic system to another, and in Russia this problem has been under-explored. This paper focuses on the relationship between inbreeding and publication activity among Russian faculty. The research was conducted using data from the ‘Monitoring of Educational Markets and Organizations’ survey. The results show that there is no significant effect of academic inbreeding on publication productivity: no substantial and robust differences in publication activity between inbreds and non-inbreds have been found. The paper finishes with a discussion of possible explanations inherent in the Russian academic system.  相似文献   

2.
The current meta‐analysis compares the self‐concepts and perceived competencies of gifted and non‐gifted students. Using meta‐analytic methods to synthesise the results of 40 studies, we found that gifted students scored significantly higher than non‐gifted students on measures of academic and behavioural perceived competence, as well as global self‐concept. Gifted students scored significantly lower than non‐gifted students on measures of appearance and athletic perceived competence. Significant heterogeneity was found in the extent to which gifted and non‐gifted students' scores differed in the academic and global domains. Moderator variables such as participant grade level, method of gifted designation and publication year accounted for systematic differences in these domains. Gifted students' appearance and athletic perceived competencies may benefit from specific intervention, but their beliefs in other areas remain positive.  相似文献   

3.
Co‐teaching has gained considerable interest as a service delivery model for promoting the inclusion of students with special educational needs (SEN) in mainstream classrooms. This study examines whether co‐teaching has an effect on the teaching experiences of 12 students with autism spectrum disorder (ASD) and 10 students with intellectual disability (ID) as compared with the experiences of the same students in non‐co‐taught classes. We implemented 264 structured observations in 22 classes to identify students with SEN grouping arrangements, level of engagement, interactions with teachers and peers, and the nature of the interactions. We also conducted 44 structured interviews with co‐teachers to compound their perceptions with our observations. Observational results indicate that co‐teaching has a strong effect on students' with SEN level of engagement and on the nature of interactions. The grouping arrangements for these students and their interactions with teachers and peers were slightly different between co‐taught and non‐co‐taught classes. More statistically significant differences were identified between the two conditions for students with ASD than for students with ID. Also, co‐teachers reported that co‐teaching had a positive effect on students with SEN in all researched variables. Our study concludes that co‐teaching has some positive effect on the teaching experiences of students with SEN; nevertheless, there is still scope for improving the employment of co‐teaching in Greek mainstream classrooms. Implications of these findings for current practice are discussed.  相似文献   

4.
This paper shows how concept mapping can be used to measure the quality of e‐learning. Six volunteers (all of them 3rd‐year medical students) took part in a programme of e‐learning designed to teach the principles of magnetic resonance imaging (MRI). Their understanding of MRI was measured before and after the course by the use of concept mapping. The quality of change in individuals' maps was assessed using criteria developed to distinguish between meaningful and rote‐learning outcomes. Student maps were also scored for evidence of conceptual richness and understanding. Finally, each map was compared directly with the content of the electronic teaching material. The results show that many of the student misconceptions were put right in the course of their learning but that many of the key concepts introduced in the teaching were ignored (or sometimes learnt by rote) by the students. This was because the teaching material locked these new ideas in structures and terminology that precluded meaning‐making among non‐experts. Our data suggest that students' prior knowledge is a key determinant of meaningful learning. We suggest that this must be acknowledged if the design and use of electronic teaching material is also to be meaningful. Ultimately, measures of student learning are the only authentic indicators of the quality of teaching through technology.  相似文献   

5.
Basic measurements and applications of six selected general but critical operational performance‐based indicators—effectiveness, efficiency, productivity, profitability, return on investment, and benefit‐cost ratio—are presented. With each measurement, goals and potential impact are explored. Errors, risks, limitations to measurements, and a final check for validity, applicability, accountability, and usability of these measurements are discussed. This article provides a simple, practical guide to performance measurement for organizations and human performance technology practitioners' accountability and continuous improvement.  相似文献   

6.
The current study provides an updated analysis of the scholars who were originally identified as the top young scholars as Assistant Professors identified in earlier literature. Specifically, analysis in this study considers the publication productivity of these scholars over their entire academic career in general and by incorporating five more years of publication productivity data since the original identification and analysis of this cohort. Results from a series of publication productivity metrics including total publications, total citations, h index, and i10 index (and standardized versions of these metrics) reveal that Wesley Jennings is the number one ranked scholar in the original and updated analysis and that Allison Redlich, Abigail Fagan, Christopher Sullivan, and Chris Gibson round out the top five scholars. Study limitations and implications are also discussed.  相似文献   

7.
We investigated the effectiveness of reusable learning objects (RLOs) when delivered in a workshop or released for self‐study with groups of student‐nurses studying chemistry. Analysis of examination results showed that the proportion of students answering chemistry questions correctly increased significantly in both the workshop and self‐study cohorts following the introduction of the RLOs. In terms of the factors that supported learning, students rated functional characteristics, such as universal availability and control over learning, as more important than media characteristics, such as audio‐narration and interactivity. There was no correlation between ratings and the age of the respondent, their computer confidence or whether they studied alone or in the workshop. Similarly, design differences between individual RLOs did not appear to detract from learning. Data suggest that the sense of control and ownership of the learning process that RLOs afforded to the learners were the keys to their effectiveness. By reporting the attainment of study cohorts compared with non‐intervention groups, exploring differential learning‐contexts for RLO use and by providing empirical evidence of reuse, the study provides evidence which is underreported in the literature despite the wide uptake of learning object format.  相似文献   

8.
This article aims to widen the empirical evidence about the determinants of Spanish academics’ publication productivity across fields of study. We use the Spanish Survey on Human Resources in Science and Technology addressed to Spanish resident PhDs employed in Spanish universities as academics. Productivity is measured as the total number of publications in a three‐year period. We show how personal and academic variables explain differences in productivity within universities and fields of studies and across fields of research. Female workers report lower productivity than their male counterparts, but family responsibilities do not explain this gender gap. The type of contract and tenure or rank do not seem to have any influence on productivity. Researchers seeking professional promotion rather than altruism or personal satisfaction are more productive and young scholars publish more than their older counterparts. Additionally, we find a certain research‐teaching trade‐off and some nuances in the predictors of publication productivity across birth cohorts and fields of study. Finally, international cooperation is one of the most relevant determinants of the number of publications, regardless of the birth cohort. The institutional context in the Spanish research system as regards requirements for promotion and the assessment of research outcomes may contribute to the understanding and interpretation of our results.  相似文献   

9.
There is an established, if weak, inverse relationship between levels of English language proficiency and academic performance in higher education. In response, higher education institutions (HEIs) insist upon minimum entry requirements concerning language for international applicants. Many HEIs now also offer pre‐sessional English courses to bring applicants up to the designated language requirement. This paper revisits the research into language proficiency and academic performance using data on all full‐time students (17,925) attending a major UK HEI in the academic year 2011–2012, 4,342 of whom were non‐native English speakers. The findings confirm that while higher International English Language Testing System (IELTS) marks at entry translate into higher grade point averages (GPAs), students who undertake pre‐sessional courses do notably worse in GPA terms than students who arrive with acceptable (for the course) IELTS scores. These findings suggest HEIs (and, by extension, international students) could benefit from a review regarding the appropriateness of current pre‐sessional English language proficiency programmes.  相似文献   

10.
The concept of scaffolding refers to temporary and adaptive support, originally in dyadic adult–child interaction. It has become widely used, also in whole‐class settings, but often in loose ways. The aim of this paper is to theoretically and empirically ground a conceptualisation of whole‐class scaffolding so that it remains close to the origin of the scaffolding concept, but also provides scope for features not salient in one‐to‐one interaction. Drawing an analogy with Vygotsky's concept of Zone of Proximal Development we argue why the extension to whole‐class settings is justified. We further distinguish three key characteristics for whole‐class scaffolding—diagnosis, responsiveness and handover to independence—and illustrate these with examples from a teaching experiment focusing on whole‐class scaffolding language in a multilingual mathematics classroom (age 10–12). The empirical data led to a metaphorical distinction between online and offline enactment of key characteristics, during respectively outside whole‐class interaction. Diagnoses can namely also be made outside lessons, for instance by reading pupils' work; responsiveness can also be realised in adapting instructional activities; and handover to independence can also be fostered in the design of lessons. In addition to this layered nature (online vs. offline), whole‐class scaffolding is often distributed over time. Finally, whole‐class scaffolding is cumulative with pupils' independence emerging as the cumulative effect of many diagnostic and responsive actions over time. We suggest these three features are at the core of whole‐class scaffolding that is deliberately employed to foster long‐term learning processes.  相似文献   

11.
This paper evaluates three word‐level teaching programmes delivered by trained Learning Support Assistants (LSAs) for Year 1 children ‘at risk’ of reading difficulties. Rime‐based, phoneme‐based, and ‘mixed’ (rime and phoneme‐based) interventions were contrasted with controls receiving only the National Literacy Strategy. Phonological onset‐rime and phoneme manipulation, spelling, and word and non‐word reading were measured before and after the nine‐week intervention. High rime neighbourhood (HRn) non‐words (e.g. ‘dat’– with many real word rime neighbours) and low rime neighbourhood (LRn) non‐words (e.g. ‘tav’ with few real word neighbours) were used to evaluate onset‐rime‐ or grapheme‐phoneme‐based decoding strategies. Results showed greater phonological onset‐rime skills, letter‐sound knowledge and non‐word reading skills in all LSA‐taught intervention groups. There was no difference between the HRn and LRn non‐words. The only reliable difference between the intervention groups was an advantage in phoneme blending for the rime‐taught group. It was concluded that LSAs can enhance literacy development for 6‐year‐old poor readers. There appears to be no simple association between rime‐ or phoneme‐based teaching intervention and changes in the size of unit used by children following interventions.  相似文献   

12.
Statistical inference involves drawing scientifically‐based conclusions describing natural processes or observable phenomena from datasets with intrinsic random variation. We designed, implemented, and validated a new portable randomization‐based statistical inference infrastructure ( http://socr.umich.edu/HTML5/Resampling_Webapp ) that blends research‐driven data analytics and interactive learning, and provides a backend computational library for managing large amounts of simulated or user‐provided data. We designed, implemented and validated a new portable randomization‐based statistical inference infrastructure ( http://socr.umich.edu/HTML5/Resampling_Webapp ) that blends research‐driven data analytics and interactive learning, and provides a backend computational library for managing large amounts of simulated or user‐provided data. The core of this framework is a modern randomization webapp, which may be invoked on any device supporting a JavaScript‐enabled web browser. We demonstrate the use of these resources to analyse proportion, mean and other statistics using simulated (virtual experiments) and observed (e.g. Acute Myocardial Infarction, Job Rankings) data. Finally, we draw parallels between parametric inference methods and their distribution‐free alternatives. The Randomization and Resampling webapp can be used for data analytics, as well as for formal, in‐class and informal, out‐of‐the‐classroom learning and teaching of different scientific concepts. Such concepts include sampling, random variation, computational statistical inference and data‐driven analytics. The entire scientific community may utilize, test, expand, modify or embed these resources (data, source‐code, learning activity, webapp) without any restrictions.  相似文献   

13.
This study explores the effect of administrative service as department chair on the scholarly careers of academic chemists through an analysis of their publication and doctoral student productivity records over a two-decade period. A longitudinal experimental design is employed with a control group of academic chemists who have not served in an administrative capacity throughout the equivalent time period. The results of the study indicate no significant difference in the publication and doctoral student productivity levels of the experimental and control groups. These results suggest that universities have been successful in attracting and retaining the services of productive scholars as department heads and that such service does not diminish their long-term scholarly productivity.Presented at the 24th Annual Forum of the Association for Institutional Research, Fort Worth, Tex., May 1984.  相似文献   

14.
Gemma Moss 《Literacy》2001,35(3):106-110
This paper examines change and variation in the design of non‐fiction texts which have a junior‐age readership. Using a multimodal analysis, which draws from Kress and Van Leeuwen’s work, it argues that different forms of presentation of non‐fiction offer different ways of reading non‐fiction texts, which as yet are neither fully described nor recognised. Using the contrasts between linear and non‐linear design, the paper suggests that non‐fiction texts can be more or less firmly orientated towards reading as work or reading as play, contrasts which readers’ own choices in different contexts of use make apparent. From this point of view, the eclecticism of the National Literacy Strategy’s references to non‐fiction texts provides a starting point for renewed exploration of what non‐fiction is and how it really works for its readers.  相似文献   

15.
The authors examined the relationship between research self‐efficacy, motivation, and productivity, as well as advisory relationship as a moderator, among 190 counselor education doctoral students. Research self‐efficacy and motivation predicted productivity. Advisory relationship moderated the relationship between intrinsic and failure avoidance motivation and productivity.  相似文献   

16.
This study explored the responsiveness of children at risk of reading problems in Year 1 to a phonics intervention delivered by teaching assistants (TAs). Based on their non‐word decoding skills in the immediate post‐tests, 74 children were clustered together at the high end as ‘treatment responders’ (n = 49) and at the low end as ‘treatment non‐responders’ (n = 25) and were followed up at the end of Key Stage 1, 16 months after the intervention finished. The treatment‐responder group was superior in all areas of rated attainment and, unlike the non‐responders, achieved national averages in most teacher ratings of attainment. These results suggest that experienced TAs can help two out of three children at risk of reading difficulties.  相似文献   

17.
Despite empirical evidence of a relationship between sensitivity to speech rhythm and reading, there have been few studies that have examined the impact of rhythmic training on reading attainment, and no intervention study has focused on speech rhythm sensitivity specifically to enhance reading skills. Seventy‐three typically developing 4‐ to 5‐year‐old children were randomly allocated to one of three treatment groups and received a speech‐rhythm‐based intervention, a phonological‐awareness‐based intervention, or a control intervention over 10 weeks. All children completed pre‐test, post‐test and delayed post‐test measures of speech rhythm sensitivity, single‐word reading, phonological awareness and vocabulary. The results show that it is possible to train speech rhythm sensitivity in this age group and that children who undertook the speech rhythm intervention showed a significant improvement in their word reading performance compared to children in the control group. Group differences were maintained 3 months later.  相似文献   

18.
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19.
This study describes the design and use of a valid and reliable instrument to measure teacher candidates' attitudes and beliefs about mathematics and science and the teaching of those subjects. The instrument, Attitudes and Beliefs about the Nature of and the Teaching of Mathematics and Science, was developed for the Maryland Collaborative for Teacher Preparation (MCTP), a statewide, standards‐based project in the National Science Foundation's Collaborative in Excellence in Teaching Preparation (CETP) Program. We report on two applications of the instrument: (a) a contrast between MCTP teacher candidates' and non‐MCTP teacher candidates' attitudes and beliefs about mathematics and science as they initially encountered reform‐based instruction in their undergraduate courses, and (b) a landscaping of how the MCTP teacher candidates' attitudes toward and beliefs about mathematics and science evolved over a 2.5‐year period. In support of current reform in science and mathematics teacher education, we determined that over an extended period the MCTP teacher candidates' attitudes and beliefs moved substantively and significantly in the direction intended. However, we also found that the non‐MCTP teacher candidates in the same reform‐based courses did not mirror this improvement in their attitudes and beliefs about mathematics and science or the teaching of those subjects. © 2002 Wiley Periodicals, Inc. J Res Sci Teach 39: 713–737, 2002  相似文献   

20.
Most traditional concepts about creative writers include the idea that creative talent is evident early - that productive and talented writers began their careers at a young age. Yet few empirical studies have actually examined this supposition. A study of 986 creative writers from the twentieth century investigated the relationship between the age at first publication and measures of productivity (numbers of works produced) and success (winning a Nobel or Pulitzer prize). While significant relationships were found between an early debut and increased productivity in poetry and total number of works, it is more noteworthy that a writer's age at first publication was not significantly related to total productivity in fiction or success. Implications for creative writers and teachers of creative writing are discussed, along with how these findings might be incorporated into the current standards-based reform efforts.  相似文献   

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