共查询到20条相似文献，搜索用时 31 毫秒
1.
Carl McDaniels 《Journal of Career Development》1988,14(3):169-176
Summary The Virginia Career Information Delivery System—Virginia VIEW, which started in 1979–1980 is an evolving effort to provide career information assistance to the citizens of the Commonwealth. Every person in Virginia has access to the CIDS through a toll-free career information hotline. Over 20,000 callers have used the telephone to make career inquiries. The entire CIDS is available in over 1,000 locations ranging from middle schools, high schools, vocational technical centers, community colleges, colleges and universities, employment rehabilitation and social welfare agencies, to libraries and correctional facilities. Plans for the future of Virginia VIEW include a major system-wide evaluation, career tabloid, and conversion of the current microfiche-based system to hard disk microcomputer.Carl McDaniels is Professor, Program Area Leader, Counselor Education and Project Director, Virginia VIEW, Virginia Polytechnic Institute & State University, Blacksburg, Virginia. 相似文献
2.
Susan G. Magliaro Neal Shambaugh 《Educational technology research and development : ETR & D》2006,54(1):83-106
Mental models are one way that humans represent knowledge (Markman, 1999). Instructional design (ID) is a conceptual model
for developing instruction and typically includes analysis, design, development, implementation, and evaluation (i.e., ADDIE
model). ID, however, has been viewed differently by practicing teachers and instructional designers (Kennedy, 1994). In a
graduate ID course students constructed their own ID models. This study analyzed student models for (a) what ADDIE components
were included (by teacher, nonteacher), and (b) model structural characteristics (by teacher, nonteacher). Participants included
178 students in 12 deliveries of a master's level ID course (115 teachers, 63 nonteachers). Our conceptual ID model is presented,
and the ID model task is described. Students most frequently represented design, followed by program evaluation, needs assessment,
development, and implementation. In terms of structural characteristics, 76 models were characterized as metaphoric, 61 dynamic,
and 35 sequential. Three interrelated conclusions and implications for ID learning are offered.
Susan G. Magliaro [sumags@vt.edu] is Director of the School of Education and the Center for Teacher Education at Virginia
Tech. Neal Shambaugh is Assistant Professor of Instructional Design & Technology in the College of Human Resources & Education
at West Virginia University.
An erratum to this article is available at . 相似文献
3.
AbstractThis paper reports on the various training initiatives available in some Spanish universities which aim to promote academic writing. It focuses mainly on three existing writing initiatives developed at the Ramon Llull University, the Faculty of Education of the Complutense University of Madrid and the University of Deusto. These initiatives aim to meet the needs of students who would like to improve the quality of their academic writing and are addressed to students in any degree programme, including undergraduate degrees, Master’s and doctorates. Feedback on students’ written work is essential in all three programmes. In addition, student support throughout the writing process is available, as are sessions where students can enlist the guidance of a tutor. 相似文献
4.
The shortage of minority faculty presence on college and university campuses has been a matter of some concern in recent years. The purpose of this article to describe one college's initiative to address this issue. The West Virginia Graduate College's Minority Faculty Fellowship Program was designed to recruit minority doctoral students who are at the dissertation stage of their program. Appointed as non-tenure track faculty members, fellows are provided with experiences that will help them acclimate to the professoriate. This article describes the program, highlights the institutional benefits, outlines the program's strengths and weaknesses, and makes recommendations for those interested in developing similar programs.John S. Gooden, Ed.D. (University of Massachusetts at Amherst), is an Assistant Professor in the Department of Educational Leadership and Counseling at Eastern Michigan University. He is a former West Virginia Graduate College Faculty Fellow. His areas of professional expertise include administrative certification, school violence, and educational technology. Paul A. Leary, Ed.D. (University of Massachusetts at Amherst), is a Professor in the Educational Leadership Department at West Virginia Graduate College. His areas of professional interest focus on educational governance, educational policy, and program evaluation. Ronald B. Childress, Ed.D. (The University of Tennessee at Knoxville), is a Professor in the Departments of Elementary Education, Secondary Education, and Educational Leadership at West Virginia Graduate College. His areas of professional expertise include curriculum planning, program evaluation, and program management. 相似文献
5.
This study of 118 students who placed into basic skills sections of College English suggests that students’ self-beliefs may be a particularly important predictor of success in weak writers in first-semester courses. Two types of writing self-efficacy scales—a writing tasks/skills scale and an approach-to-writing scale—were developed to follow current composition practice more closely. Locus of control was the single most powerful predictor of success. This finding is congruent with theory about the importance of locus of control in new and ambiguous situations. High school performance, writing proficiency, and negative academic behaviors were also significant factors in regression analyses for both course grade and writing proficiency test. Various ways that writing instructors can help improve students’ self-beliefs are discussed. 相似文献
6.
A modified Stroop Test (single-letter, letter-cluster, and whole-word colorinconsistent stimuli) showed greater interference for the more automatic orthographic coding unit—the word—than for the less automatic coding units—single letters and letter-clusters—in developing readers in second, fourth, and sixth grade (N=72, Study 1). A developmental trend was observed from relative skill in word-level orthographic-phonological correspondence in second graders to relative skill in subword level orthographic-phonological correspondences in sixth graders. A previous finding that whole word coding > letter coding > letter cluster coding in relative rate of development was replicated (N=300, Study 2). Multiple orthographic codes—for whole words, single letters, and letter clusters—were correlated with both reading and writing but patterns of correlations with the component reading and writing skills changed from first to third grade; by third grade whole word coding was not correlated with reading and writing skills but letter cluster coding was correlated with all reading and most writing skills. Cue validity —categorization of letters on the basis of differentiating rather than distinctive features—improved from second to sixth grade and may account for developmental gains in letter cluster coding. Level of cue validity was correlated with speed of sentence comprehension (N=60, Study 3). The theoretical and practical significance of multiple orthographic codes for orthographic-phonological connections in word recognition and for literacy acquisition in general is discussed.This research was supported, in part, by Grant No. 25858-01 awarded to the first author from the National Institute of Child Health and Human Development.Study 1 is based on a presentation at the 1990 meeting of the American Education Research Association. Study 2 is based on a presentation at the 1991 meeting of the American Education Research Association. Study 3 is based on a presentation at the 1989 meeting of the American Education Research Association.The authors thank the participating children from the Shoreline Public Schools (Study 1), Bellevue, Northshore and Seattle Public Schools (Study 2), and the Mukiteo Public Schools (Study 3). They also thank Sylvia Mirsepassi for secretarial assistance. 相似文献
7.
This article examines the process a diverse group of eighth grade students go through when charged with writing about the
ways in which race might matter at their desegregated school. Students' articulations are bounded by a school culture of silence
around race. The regulatory aspect of this school culture was enacted when students first make racism visible through exaggerated
writing in a fictional play about school life, only to later censor themselves in an effort to more accurately portray the
implicit nature of racialized relations at the school. As the students talked and wrote about their understandings of race
and racism at their school, we listened carefully to what they said and also to their silences, paying attention to the erasures.
The article concludes that such findings invite us to think about the value of alternative spaces for students to talk and
write as well as a consideration of how the school sphere itself might be made more accepting of diverse perspectives on race
outside of the dominant colorblind discourse. In addition, we suggest the power of fiction for eliciting conversation among
youth.
Katherine Schultz is an Associate Professor of Education, Foundations and Practices of Education Division, Graduate School
of Education, University of Pennsylvania. Patricia Buck is an Assistant Professor of Education, Department of Education, Bates
College and Tricia Niesz is an Assistant Professor of Qualitative Research in Education, Department of Educational Foundations
and Special Services, Kent State University. All these authors have received their Ph.D from University of Pennsylvannia. 相似文献
8.
Robert L. Dilworth 《Performance Improvement Quarterly》1998,11(2):17-33
The action-learning-related approaches incorporated in the Adult Education and Human Resource Development Master's Degree Program at Virginia Commonwealth University (VCU) are considered unique in their overall design. They replaced a long-established and much more traditional curriculum design in 1995. The final capstone course in the program was shifted to an action learning format, with students directly involved with real, highly complex problems in the community and elsewhere which they were expected to help clarify and resolve. The basic fabric of the Master's Degree Program was re-engineered to promote the linkage between action and reflection, the questioning of underlying assumptions, and incorporation of portfolio assessment techniques. In each course, students are now encouraged to keep learning logs, determine their own best work for the semester, and prepare a “reflective essay” indexed to their own self-assessment of critical incidents (e.g., the point at which they were most engaged or distanced from what was occurring and why). Overall evolution of the VCU program and its benefits are outlined as well as how to go about implementing such an approach. 相似文献
9.
A survey was administered to University of Kentucky freshmen enrolled in introductory composition courses. Former Kentucky high school students were asked to describe their high school writing experiences since the 1990 passage of the Kentucky Education Reform Act (KERA) and the implementation of its controversial testing and accountability component. The survey revealed much that is positive. Almost three-quarters of the students reported writing daily in high school in a variety of disciplines. Approximately one-half rated their writing abilities as “above average” or “excellent” and felt prepared or somewhat prepared to write in college. Most reported regularly employing writing process strategies. Few, however, mentioned consideration of purpose and audience as part of their approach to writing, even though these are the two most important criteria for scoring the portfolio. Some two-thirds of the students responded that compiling the portfolio was not a useful activity. These findings suggest that KERA's accountability system may be undermining the instructional improvements it was intended to foster. In its haste to implement mandated reform, the state failed to take into account students' willingness to assume new roles as “creators, authors, and owners” of writing portfolios. Students' negative attitudes toward writing under KERA may reflect a more widespread misunderstanding among teachers and administrators of the theoretical bases for the writing portfolio. Professional development might help to dispel some of this negativity, but classroom teachers alone cannot bear responsibility for ensuring that students see “real world” value in the writing portfolio. Public schools, post-secondary institutions, and employers must work together to find authentic uses for the portfolio. 相似文献
10.
First Year engineering students at the University of Edinburgh are taught Writing Skills as part of aProfessional Engineering Module. Particular difficulties are presented by the large class sizes and the generally low standard of writing skills among native English speakers at entry to the course. The course aims not only to give students the skills to communicate effectively with any readership but also to teach the conventions of engineering writing. Writer-centred, genre-centred and reader-centred approaches to the teaching of composition skills are all seen as necessary means of helping students to get the most out of their writing, for themselves and for their readers, and of motivating students to improve their writing during the four years of their degree course and beyond. The merits of lectures, handouts, surgery hours and feedback were assessed by means of a questionnaire, student interviews and analysis of feedback proformae. The indications are that structured feedback provides the key to helping individual students evolve and maintain a personal development programme for improving their writing skills to a level which meets the needs of their profession. 相似文献
11.
12.
“新基础教育”的学生立场为作文教学提供了新的视角。通过班刊创意推动,巧妙评价,适时引导等方式唤醒学生自主写作意识;通过各种形式张扬个性倡导学生自由写作;在此基础上还要强调对基本的作文章法的练习。 相似文献
13.
In this paper we challenge traditional classroom reading and writing practices by presenting a critique of a critical literacy project that used hypermedia as the vehicle for textual engagement and resistance. We begin with remarks that locate critical literacy within a postmodern world, explain why we invited our students in the Faculty of Education at Memorial University of Newfoundland to read The Shipping News (1993), and continue with an analysis of their constructed World Wide Web texts. In addition to the Web pages, our data consist of students' commentaries on the course assignments, emails to the instructors, and the Internet audience's responses to the site. Literacy emerges and expands well beyond its earlier restrictive text-based practices. It assumes a plurality of constructions and meanings that are situated within social engagements with the world in which the students live. 相似文献
14.
Liane Reif-Lehrer 《Journal of Science Education and Technology》1992,1(3):211-219
Good communication skills require: (1) an understanding of one's audience and the subtle interactions between writer and reader, (2) organizational skills to methodically progress through the necessary stages of a project (e.g., writing a proposal), and (3) certain basic communication (writing/speaking) skills, i.e., a facility with the basic elements of transmitting information clearly. The task of writing a grant proposal in response to a specific set of instructions is used to illustrate the analysis and responses necessary to complete a major written communication project. The concept of focusing on—and writing for—the reader (in this case, the proposal reviewer) is emphasized. Although good communication skills affect life-styles, productivity, and economics in our society, the communication skills of the American pubic are sorely lacking—even among people with high levels of education—because students receive little training in these skills in the United States educational system. However, such skills can be taught to younger students as well as to adults. 相似文献
15.
Dieter Lohr 《Higher Education in Europe》2001,26(4):547-552
The instructor in a course in German writing offered electronically at the University of Konstanz in Germany to students at the Alexandru Ioan Cuza University of Ias¸i describes the course. He has used it to teach different styles of writing interactively and to initiate his students in the use of the computer and the Web for the undertaking of research in German literature. He has attempted to structure and to operate his course in such a way as to bring the special characteristics of on-line teaching and learning to the fore and not simply to replicate a traditional course on-line, a frequent situation with on-line teaching and learning. 相似文献
16.
Alex Kelvin 《Higher Education》1993,26(4):449-470
This paper is about increasing student participation in the teaching and learning process. It describes a methodology designed and implemented by the author for an Industrial Analysis unit in 1990–91 and emphasises the underlying educational philosophy. Industrial Analysis is a second year subject within the course Industrial and Business Systems, Department of Mechanical and Production Engineering in De Montfort University (former Leicester Polytechnic).The test of educational quality is assumed to be — What students are able to do on their own after exams. The programme aimed to train second year engineering undergraduates for industrial placement in the third year and, more generally, to bridge the gap between Institutes of Technology and industries.The subject — Industrial Analysis — is compared to the rest of the course — Industrial and Business Systems. The purpose is to assess how second year students perceive learning. With such knowledge a teaching approach could be devised to improve learning outcomes.The student-centred teaching approach is based on three pillars: explanation of theory, instruction on research methods, industrial applications. A total of 111 students form 25 teams and research 18 industries. The focus is on Research capability and Group interaction.Helpful guidelines emerge from student performance — how to avoid common pitfalls in research, such as unclear objectives, wide scope, vague approach, excessive data, superfluous technicalities and digressions. Advantages of early focusing are illustrated. Factor analysis is applied in order to find out how concepts are integrated by students.Sharing of experiences and team-working routines in class is used to bring down psychological barriers to learning. Individual and team levels of learning are examined through successive exposures and cycles. 相似文献
17.
基于成果导向理念,将单一的授课过程整合为“教师知识传授”和“学生论文创作”两线并行的过程,从课程设计思路、课程内容体系、课程授课方法和课程成绩考评四个方面探讨并总结如何对研究生区域经济学课程教学进行改革,最终目的是通过过程控制来保证学生完成一篇较高质量的论文,并能够发表在一定水准的专业期刊上。同时在这一过程中通过“干中学”的方式培养研究生的学术研究能力。 相似文献
18.
研究方法和写作方法是教育硕士必须具备的基本素养,同时也是教育硕士毕业论文中最为薄弱的环节。方法意识淡薄、研究方法单一或成为摆设、研究方法应用不科学不恰当、写作方法不符合学术研究范式等是其毕业论文方法方面的主要问题。根据专业学位研究生的特点,可以通过明确研究方法类课程教学定位、采用案例式教学和改革论文指导模式等多种途径培养教育硕士的方法意识。 相似文献
19.
Journal entries submitted by thirteen Doctor of Education students as a course requirement were analysed in order to explore the nature and content of their reflection and the effectiveness of journal writing in facilitating student learning. The findings confirm that journal writing encourages students to engage cognitively and reflectively with course concepts and content and to make connections between their academic learning and their personal/professional experience. Marked individual differences in response styles were apparent and these impacted on the learning outcomes reported by students. An ‘analytic’ approach to journal writing helps students to clarify, organise, evaluate and personalise ideas, an ‘extracting’ approach provides a useful record of ideas and issues, and an ‘affective’ approach encourages freedom of expression and self‐evaluation. Students who adopt a ‘course‐feedback’ style, however, receive little benefit from the activity. Suggestions are made for improving the effectiveness of student journals as a learning technique. 相似文献
20.
Ian M. Harris 《The Urban Review》1982,14(1):25-33
This paper describes how an undergraduate department in the School of Education at the University of Wisconsin-Milwaukee grants college credits for previous learning experiences to attract and retain nontraditional students from an urban environment. At first students earned these credits by writing a loose biography, but the process by which these credits are earned has become more structured. These Prior Professional Educational Experience credits (as they are named) are now granted on a course-specific basis, where students respond in writing to questions designed to test their knowledge of competency areas offered by the department. Earning these credits has helped older students get through the university and has given them a sense of accomplishment about learnings acquired in nonuniversity settings. 相似文献