Gender Gaps in Collegiate Teaching Style: Variations by Course Characteristics     

Thomas F. Nelson Laird  Amy K. Garver  Amanda Suniti Niskodé-Dossett 《Research in higher education》2011,52(3):261-277

Using data from over 9,000 faculty members that participated in the Faculty Survey of Student Engagement (FSSE), this study examined the moderating role a range of course characteristics played on the effects of gender on the percentage of class time spent on various activities, a measure of teaching style. Results revealed gender differences, but that the gaps between men and women in lecturing and active classroom practices varied by disciplinary area, course level, and the number of times a course had been taught by the same instructor. The results confirm that gender effects depend on context, which implies that efforts to improve teaching and learning must also adapt to the instructional context.  相似文献   

The effects of focus of attention and task objective consistency on learning a balancing task     

Jackson BH  Holmes AM 《Research quarterly for exercise and sport》2011,82(3):574-579

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Perceptions of artificial intelligence: A survey of academic librarians in Canada and the United States     

Sandy Hervieux  Amanda Wheatley 《The Journal of Academic Librarianship》2021,47(1):102270

This study aims to evaluate the perceptions of librarians with regard to artificial intelligence in academic libraries. An online survey of 24 questions was distributed through library distribution lists in Canada and the United States at the end of the summer in 2019. Findings suggest that librarians do not agree on a definition of artificial intelligence which is in keeping with this emerging field. The survey responses highlight the fact that academic librarians require more training with regard to artificial intelligence and its potential applications in libraries. Other important implications include a recognition that library patrons are interested in AI and that little to no programming about it has been offered in academic libraries. Very few studies have focused on academic librarians' perceptions of AI. This article highlights some useful practical implications for AI technologies in libraries and how AI could help improve library services and workflows.  相似文献   

Work–Life Balance Among Community College Faculty Members: Generational and Life Course Theory Lenses     

Amanda O. Latz  James N. Rediger 《Community College Journal of Research & Practice》2014,38(2-3):280-285

Generational and life course theory lenses were placed upon one finding of a large-scale qualitative interview-based study focused on if and how community college faculty members construct work–life balance. Twenty-eight interviews with faculty members at a midwestern community college were conducted. Differences regarding to work-life balance approaches between Baby Boomer (n = 15) and Generation X (n = 13) faculty and as mediated by position within the life course are elucidated. We termed this finding tides of life, which is comprised of three subfindings: roles, tenure, and gender performance. Practical implications of this finding are put forward. Better understanding of the nuanced ways in which community college faculty construct work–life balance can inform policy decisions that impact faculty work. Moreover, better understanding of faculty life in a general sense is critical as community college leaders craft policies and refine practices related to faculty employment contracts, work environments, support mechanisms, professional development, and mentoring.  相似文献   

Examination of a Group Counseling Model of Career Decision Making With College Students          下载免费PDF全文

P. Clay Rowell  A. Keith Mobley  Gulsah Kemer  Amanda Giordano 《Journal of College Counseling》2014,17(2):163-174

The authors examined the effectiveness of a group career counseling model (Pyle, 2007 ) on college students’ career decision‐making abilities. They used a Solomon 4‐group design and found that students who participated in the career counseling groups had significantly greater increases in career decision‐making abilities than those who did not participate in the groups. Implications for counseling and future research are discussed.  相似文献   

Adult Role Models: Feasibility,Acceptability, and Initial Outcomes for Sex Education     

Lisa Colarossi  Ellen Johnson Silver  Randa Dean  Amanda Perez  Angelic Rivera 《American journal of sexuality education》2014,9(2):155-175

The authors present the feasibility and acceptability of a parent sexuality education program led by peer educators in community settings. They also report the results of an outcome evaluation with 71 parents who were randomized to the intervention or a control group and surveyed one month prior to and six months after the four-week intervention. The program was highly feasible and acceptable to participants, and the curriculum was implemented with a high level of fidelity and facilitator quality. Pilot data show promising outcomes for increasing parental knowledge, communication, and monitoring of their adolescent children.  相似文献   

Self-Study of Teacher Education Practices Promotes Self-Understanding     

Tom Russell  Amanda Berry 《Studying Teacher Education》2014,10(1):1-2

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The influence of partner cues on the extinction of causal judgments in people     

Nathan M. Holmes  Oren Griffiths  R. Frederick Westbrook 《Learning & behavior》2014,42(3):289-303

Studies in laboratory animals have shown that the extinction of a conditioned stimulus, A, is regulated by the associative history of a second stimulus, X, when the two are extinguished in simultaneous compound: An inhibitory X protects A from extinction (Rescorla Learning & Behavior, 31, 124–132, 2003), whereas an excitatory X facilitates, and under some circumstances deepens, the extinction of A (Rescorla Journal of Experimental Psychology: Animal Behavior Processes, 26, 251–260, 2000, Journal of Experimental Psychology: Animal Behavior Processes, 32, 135–144, 2006). In the present study, we used the allergist task to examine whether the extinction of causal judgments in people is similarly regulated by the causal status of co-present stimuli. Experiment 1 showed that a cue trained as a conditioned inhibitor protected a target cue from extinction: The target extinguished in compound with the inhibitor was rated as being more causal of the outcome than was a target extinguished in compound with a control cue lacking inhibitory properties. In contrast, the remaining experiments showed that the extinction of a target cue was regulated by the presence, but not the causal status, of a partner cue: Target cues extinguished in compound were protected from extinction, and no evidence showed that an already extinguished partner conferred more protection (Exp. 2), or that an excitatory partner conferred any less protection (Exps. 2 and 3), or that an excitatory partner deepened the extinction of its already extinguished target. These findings are inconsistent with elemental models that rely on a common error term to explain associative changes in extinction. They are largely, but not completely, consistent with the configural model proposed by Pearce (Psychological Review, 94, 61–73, 1987), which predicts an ordering of levels of protection that was not observed.  相似文献   

In search of consolidation of short-term memory in nonhuman animals     

Amanda Calder  K. Geoffrey White 《Learning & behavior》2014,42(1):83-92

Wixted (Annual Review of Psychology, 55, 235 – 269, 2004) has argued that forgetting is due to consolidation failure. Previous research with humans and nonhuman animals has reported evidence for consolidation in intermediate or long-term memory (LTM). The present study examines whether consolidation occurs in short-term memory in pigeons. Delayed matching-to-sample accuracy was reduced when retroactive interference (an extraneous task in Experiment 1 or houselight illumination in Experiment 2) was interpolated in the retention interval. Accuracy was not greater, however, when interference occurred at the end of the retention interval, as compared with when it occurred at the beginning. That is, there was no evidence for consolidation in short-term memory for pigeons. We did find, however, the beginning–end effect originally reported by Roberts and Grant (Journal of Experimental Psychology: Animal Behavior Processes, 4, 219–236, 1978) and the recovery from forgetting reported by White and Brown (Journal of the Experimental Analysis of Behavior, 96, 177–189, 2011). The results are discussed in relation to temporal distinctiveness theory as an alternative to consolidation.  相似文献   

Communicating Library Value — The Missing Piece of the Assessment Puzzle     

Amanda B. Albert 《The Journal of Academic Librarianship》2014,40(6):634-637

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