The Comprehension Gap: Reflections on Staff‐Student Misunderstandings in Respect of Language     

Rosalind S. Meyer 《高等教育研究与发展》1988,7(1):79-89

This paper points to disparate expectations of language as one cause of staff‐student misunderstandings. It examines the spoken language which students often write together with the written language that staff tend to speak. The two are compared in terms of vocabulary, style of structuring, and orality (use of oral expression). Analysis indicates that the different modes of using language reflect different approaches to learning, so that students may benefit from staff reconsidering the comprehension gap as well as enquiring into other factors which inhibit the tutorial dialogue.  相似文献   

Diversity training for community aged care workers: An interdisciplinary meta-narrative review     

Claudia Meyer  Rajna Ogrin  Hamzah Al-Zubaidi  Arti Appannah  Sally McMillan  Elizabeth Barrett 《Educational gerontology》2017,43(7):365-378

Population ageing signals the need for a responsive community aged care workforce respectful of older people’s diverse healthcare needs. Person-centered care premises individual needs and preferences to enhance participation in health care. Training for diversity does not yet exist for this workforce, but is necessary to ensure appropriate care for diverse community-dwelling older people. This article aims to review the range of research traditions for conceptualizing diversity training, theoretical approaches, and empirical findings to understand the relevance for the community aged care sector. Using a meta-narrative approach, research from health, education, psychology, sociology, and business literature was reviewed for meaningful contribution to supporting training for community aged care workers. Meta-narrative review principles included: planning, searching, mapping, appraisal/synthesis, and recommendations. Six meta-narratives were identified, consolidated into three areas: person-centered and culturally competent health care; human rights approach; and psychological approaches to diversity training. The meta-narratives highlighted diversity within diversity and a move toward intersectionality. Meta-narratives were linked through concepts of inclusion, reduction in bias, and access and equity healthcare policy and practice. Training for community aged care workers is challenging, with this synthesis providing new understandings of diversity training, paramount for provision of responsive and equitable health care for older people.  相似文献   

The Role of Mindfulness,Self‐Compassion,and Emotion Regulation in Eating Disorder Symptoms Among College Students     

Lisa P. Meyer  Monica Leppma 《Journal of College Counseling》2019,22(3):211-224

Eating disorders often emerge, resurface, or worsen in individuals during college (National Eating Disorders Association, 2013), substantiating the need to identify protective factors. The relationship between mindfulness, self‐compassion, and emotion regulation and disordered eating was examined in a sample of 100 university students. Results of a path analysis indicated significant direct and indirect effects. Clinical implications and recommendations for future research are discussed.  相似文献   

A formula for a two‐dice horse race     

Joerg Meyer 《Teaching Statistics》2019,41(1):14-17

A formula is derived for a ‘two‐dice horse race’, in which two ordinary dice are thrown repeatedly and each time the sum of the scores determines which horse (numbered 2 to 12) moves forward one space. This paper answers a question posed in a former Teaching Statistics article, and demonstrates the value of simulation.  相似文献   

Elementary science textbooks: Their contents,text characteristics,and comprehensibility     

Linda A. Meyer  Lorraine Crummey  Eunice A. Greer 《科学教学研究杂志》1988,25(6):435-463

The purpose of this article is to present findings from a systematic analysis of elementary-school science textbooks. Comparisons of content domains and vocabulary are presented for the Merrill (1982) and Silver-Burdett (1985) science programs, grades 1–5 as well as the fourth-grade Holt (1980) and fifth-grade McGraw-Hill (1974) texts. Analyses of how each publisher presents information, types of questions, and various text characteristics reveal striking differences between programs. Systematic comparisons of content domains between programs also reveal few instances of “inconsiderate” texts. The textbooks analyzed were selected because they are used in the three school districts participating in our longitudinal study. Results are discussed in light of the differences found between programs regarding textbook content and opportunity to learn, the greater amounts of text and activities within each program, and teachers' probable uses of textbooks, the long-term results of students' exposure to various textbooks, and the need for careful examination of materials in order to determine their quality.  相似文献   

Study orchestration: the manifestation,interpretation and consequences of contextualised approaches to studying     

J. H. F. Meyer 《Higher Education》1991,22(3):297-316

This paper sets out the conceptual and empirical basis for the concept of study orchestration. The manifestation of study orchestration at a group, and at an individual level, is illustrated by means of an example that captures the range of individual differences, and of individual similarities, that typically occur. The interpretation and the categorisation of study orchestration is discussed and further illustrated by means of examples, as are the linkages between such categorisations and learning outcome. Disintegrated orchestrations, in particular, are discussed and interpreted in more detail by means of interview data. Important properties of individual study orchestration such as their stability and their contextual sensitivity are then addressed in terms of their contribution to intervention programmes for students who may be academically at risk. This paper concludes with a discussion of the concept of metaorchestration which is seen as a logical development of the concept of metalearning and which is viewed as having important consequences in terms of intervention programmes.  相似文献   

The attitude towards nature,and incidence of sexual intimacy among students at a South African University     

Meyer JC  Le Roux JA 《Journal of sex education and therapy》1994,20(4):255-263

The authors, of the University of Stellenbosch, South Africa, surveyed 60 male university students of mean age 21.37 years and 79 female students of mean age 20.13 years with the goal of gaining insight into their sex behavior and their attitudes toward sexuality. The home language of 83% of the women and 85% of the men was Afrikaans, while the remaining subjects had English as a home language. One student was married, three were engaged to be married, and two lived together with a person of the opposite sex. 51 students were in steady relationships and 82 were single. 82% of the men and 90% of the women choose to have sex with someone of the same race. The study found a relatively low occurrence of sexual intercourse and promiscuity, and a very high percentage of subjects regarded themselves as heterosexual and as morally and religiously conservative. 97% of the men and 99% of the women regarded themselves as being heterosexual, and 3% of men and 1% of women regarded themselves as being bisexual. 6.6% of men and 1.34% of women, however, reported having had sexual contact with someone of the same sex. 37% of the men and 32% of the women reported having ever had sexual intercourse with a person of the opposite sex. These percentages are notably lower than those found by other investigators and the authors believe that a higher proportion of students at the university are actually sexually active than that suggested by this survey's findings. Among those sexually active, 17% of men and 18% of women were involved in sexual relationships with more than one partner. 68% of the sexually active men and women report using condoms often, 14% of men and 8% of women use contraceptives on an irregular basis, and 18% of men and 25% of women never use contraceptives. The birth control pill and condom were the most widely used methods. 85% of men and 86% of women felt that both partners should be responsible for taking precautions against unwanted pregnancy. These findings indicate that the overwhelming majority of subjects in this study are not at high risk for contracting AIDS.  相似文献   

Effects of a Pre‐service Teacher Preparation Programme on Effective Instruction     

Simon Veenman  Yvonne Leenders  Paulien Meyer  Mark Sanders 《Educational studies》1993,19(1):3-18

A quasi‐experimental, treatment‐control group investigation was designed to test the effects of a pre‐service training course on effective instruction. Research findings from teacher effects research and cognitive strategy instruction were translated into two direct instructional models: one model for explicit or well‐structured skills and one model for implicit skills or higher‐level thinking strategies. Following a course on effective instruction from their teacher educators, student teachers implemented standardised lessons to apply selected research‐derived teaching behaviours and to increase pupil engagement rates. Based on trained observers’ pre‐and post‐training classroom observations, a significant treatment effect was found for student teachers’ teaching behaviours regarding effective instruction and for pupil engagement rates. Ratings from supervising teachers also showed that the student teachers who participated in the course on effective instruction used the recommended instructional skills after completion of the course significantly better than prior to the course.  相似文献   

Threshold concepts and troublesome knowledge (2): Epistemological considerations and a conceptual framework for teaching and learning   总被引：3，自引：0，他引：3  

Jan?H.?F.?Meyer  Ray?LandEmail author 《Higher Education》2005,49(3):373-388

The present study builds on earlier work by Meyer and Land (2003) which introduced the generative notion of threshold concepts within (and across) disciplines, in the sense of transforming the internal view of subject matter or part thereof. In this earlier work such concepts were further linked to forms of knowledge that are troublesome, after the work of Perkins (1999). It was argued that these twinned sets of ideas may define critical moments of irreversible conceptual transformation in the educational experiences of learners, and their teachers. The present study aims (a) to examine the extent to which such phenomena can be located within personal understandings of discipline-specific epistemological discourses, (b) to develop more extensively notions of liminality within learning that were raised in the first paper, and (c) to propose a conceptual framework within which teachers may advance their own reflective practice.  相似文献   

Technology affordances: the 'real story' in research with K-12 and undergraduate learners     

Kay J. Wijekumar  Bonnie J.F. Meyer  Diane Wagoner  Lon Ferguson 《British journal of educational technology : journal of the Council for Educational Technology》2006,37(2):191-209

Computer technologies for learning environments have been introduced with great expectations for improved learning outcomes. However, the great improvements have not materialised; some of these extant studies are examined. Of all the explanations for these disappointing results, the least examined are the affordances of the computer tools. This paper provides a rationale for studying affordances and presents two studies in K‐12 and undergraduate settings showing how powerful affordances are in affecting outcomes. Finally, the paper presents guidelines on how to gradually move students from a game affordance of a computer to a learning mode.  相似文献