Agency online: trends in a university learning course     

Maria Beatrice Ligorio  Maria Antonietta Impedovo  Francesco Arcidiacono 《Technology, Pedagogy and Education》2017,26(5):529-543

This article aims to investigate how university students perform agency in an online course and whether the collaborative nature of the course affects such expression. A total of 11 online web forums involving 18 students (N = 745 posts in total) were qualitatively analysed through the use of a codebook composed of five categories (individual, interpersonal, epistemic, transformative and collective) and several sub-categories purposely developed for the sake of this research. The results show that each category follows a specific path, although two events – the re-mixing of the groups and the assumption of the peer-tutor role – particularly affected the evolution of trends. Although this study needs further development, the authors believe that an in-depth understanding of the nature of agency, including how to analyse it as well as empower it when implementing blended educational activities, engages relevant theoretical and pedagogical issues.  相似文献   

Families and Success in School     

Beatrice Morse  James E. McLean 《Review of Education, Pedagogy & Cultural Studies》2013,35(3):226-229

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Gleanings From the Whirl     

Beatrice L. Caraway 《期刊图书馆员》2013,64(1):105-135

No abstract available for this article.  相似文献   

Serials Report     

Beatrice L. Caraway 《期刊图书馆员》2013,64(4):283-305

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Foreign language education in Sweden from a historical perspective: Status,role and organization     

Beatrice Cabau‐Lampa 《Journal of educational administration and history》2005,37(1):95-111

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III. Method     

Joseph Jaffe  Beatrice Beebe  Stanley Feldstein  Cynthia L. Crown  & Michael D. Jasnow 《Monographs of the Society for Research in Child Development》2001,66(2):39-51

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Collaborative Early Childhood Professional Development: Building from a Base of Teacher Investigation   总被引：2，自引：0，他引：2  

Valeri R. Helterbran  Beatrice S. Fennimore 《Early Childhood Education Journal》2004,31(4):267-271

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Pay,rank, and growing old with more of each     

Gerald W. McLaughlin  James R. Montgomery  Beatrice T. Mahan 《Research in higher education》1979,11(1):23-35

Factors which comprise the bases for salary increases and adjustments at major research universities have long been topics of conversation and supposition. Based on responses from over 12,000 faculty members, this paper reviews, by faculty rank, items which are likely to contribute to salary and suggests that faculty members can follow certain strategies which are more likely than others to bring a financial reward. Research procedures employed include linear models and multiple regression.  相似文献   

Equity among assistant professors in instructional work load     

Gerald W. McLaughlin  Beatrice T. Mahan  James R. Montgomery 《Research in higher education》1983,18(2):131-143

In recent years salary equity has been the focus of studies dealing with equity. This paper extends the concept of equity to include faculty instructional activities or work load. In an effort to determine to what extent instructional efforts differed between men and women at a large land-grant university, the following variables were investigated: number of weighted student credit hours, number of sections taught, number of different courses taught, and didactic hours by level of course. Because the faculty members varied in their full-time-equivalent instructional effort, it was necessary to normalize the data. When men and women were compared for equity of instructional activity (MANOVA) taking their college into consideration, there was no significant difference by sex or from the interaction of college with sex. When a balancing technique was used to review men and women by departments, again no significant differences were found in the pattern of instructional activity within the group of departments being compared.  相似文献   

Fraction Instruction for Students with Mathematics Disabilities: Comparing Two Teaching Sequences   总被引：1，自引：0，他引：1  

Frances M. Butler  Susan P. Miller  Kevin Crehan  Beatrice Babbitt  Thomas Pierce 《Learning disabilities research & practice》2003,18(2):99-111

Abstract. This study investigated the effects of teaching middle school students with mathematics disabilities equivalent fraction concepts and procedures using the concrete‐representational‐abstract (CRA) instructional sequence or the representational‐abstract (RA) instructional sequence. Twenty‐six students formed the CRA group, and 24 students formed the RA group. The two treatment groups received carefully sequenced instruction over 10 lessons. The only difference between the two treatment groups was that the CRA group used concrete manipulative devices for the first three lessons while the RA group used representational drawings. Analyses of the data indicated that students in both treatment groups improved overall in their understanding of fraction equivalency from pretest to posttest. On all achievement measures, students in the CRA group had overall higher mean scores than did students in the RA group. Implications for classroom instruction and suggestions for further research are discussed.  相似文献