Successful Community College Transfer Students Speak Out     

Martha M. Ellis 《Community College Journal of Research & Practice》2013,37(2):73-84

The community college as the entranceway into the baccalaureate degree is becoming a prevalent choice for students. This study was a qualitative approach to understanding attitudes, behaviors, and knowledge acquisition by successful community college transfer students. University students who transferred from a community college and were making successful progress toward completing the baccalaureate degree participated in focus groups to answer questions about the transfer process. Successful transfer students are highly motivated, persistent, engaged, believe they were well prepared by the community colleges for university junior level studies, and have recommendations for community colleges and universities in improving the transfer process.  相似文献   

Self-replicating digital data storage with synthetic chromosomes     

Xinyu Lu  Tom Ellis 《国家科学评论(英文版)》2021,8(7)

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Students’ approaches to groupwork in a blended course,associations with perceptions of the online environment and academic achievement – when is learning engaged?     

Robert A. Ellis 《Education and Information Technologies》2016,21(5):1095-1112

University teachers provided first year Arts students with hundreds of cinematic images online to analyse as a key part of their predominantly face-to-face undergraduate course. This qualitative study investigates the extent to which the groups engaged in learning involving their analysis of the images and how this was related to their perception of the ICT-mediated environment. Interviews and questionnaires completed by students revealed that the extent of engaged learning was related to the quality of the approach to groupwork reported by the students, the quality of their approach to the analysis of the images and their perceptions of key aspects of the online environment which provided the images. The findings have implications for the design and approach to teaching best suited for students involved in groupwork and the use of ICT resources provided to promote engaged experiences of learning.  相似文献   

Introduction: Educating for Human Rights and Social Justice     

Ali A. Abdi  Lee Ellis 《Interchange》2008,39(2):147-149

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A Simple Model to Determine the Efficient Duration of Exams     

Jules L. Ellis 《Educational and psychological measurement》2021,81(3):549

This study develops a theoretical model for the costs of an exam as a function of its duration. Two kind of costs are distinguished: (1) the costs of measurement errors and (2) the costs of the measurement. Both costs are expressed in time of the student. Based on a classical test theory model, enriched with assumptions on the context, the costs of the exam can be expressed as a function of various parameters, including the duration of the exam. It is shown that these costs can be minimized in time. Applied in a real example with reliability .80, the outcome is that the optimal exam time would be much shorter and would have reliability .675. The consequences of the model are investigated and discussed. One of the consequences is that optimal exam duration depends on the study load of the course, all other things being equal. It is argued that it is worthwhile to investigate empirically how much time students spend on preparing for resits. Six variants of the model are distinguished, which differ in their weights of the errors and in the way grades affect how much time students study for the resit.  相似文献   

Memory for Expository Text: the effects of verbal and pictorial enhancements     

Meredyth Daneman  Maralyn Ellis 《教育心理学》1995,15(2):115-126

Previous research has shown that pictures can be effective in enhancing text memory. For example, Waddill and McDaniel (1992) found that pictures depicting detail information in an expository text effectively enhanced recall of those details and pictures depicting relational information effectively enhanced recall of those relations. However, the research on picture enhancement effects raises the question of whether the mnemonic value of pictures is simply a by‐product of having drawn attention to parts of the text through selective repetition of text content. The present study addressed the question by comparing the relative effectiveness of pictures versus simple verbal captions in promoting text memory. The results replicated the Waddill and McDaniel (1992) pictorial enhancement effect. However, the results showed that repeating the targeted information in a verbal caption was as effective as providing a pictorial illustration, thus suggesting that repetition of text content rather than nonverbal pictorial illustrations produced the effect. The findings generalized across three texts that differed in the amount of spatial content they conveyed.  相似文献   

Bumble Boosters: Students Doing Real Science     

Golick  Douglas A.  Schlesselman  Diana M.  Ellis  Marion D.  Brooks  David W. 《Journal of Science Education and Technology》2003,12(2):149-152

Bumble Boosters was a lottery grant funded cooperative project between the University of Nebraska – Lincoln Department of Entomology, the Lincoln Public Schools Science Focus Program, and the Lincoln Folsom Children's Zoo. The primary education goal of the project was to create a community of learners to conduct authentic research on bumble bees in Nebraska. Participants were actively engaged in collecting bumble bees and placing nesting domiciles. Internet technology was employed to facilitate networking between project participants. Systematic evaluation was conducted during and after the project.  相似文献   

Teaching about the history and nature of science and technology: An introduction     

Rodger W. Bybee  James D. Ellis  Michael R. Matthews 《科学教学研究杂志》1992,29(4):327-329

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Implementing microcomputers in science teaching     

Dr. James D. Ellis  Paul J. Kuerbis 《Journal of Science Teacher Education》1992,3(3):65-75

Conclusion The most important finding from this study is that if one adheres to the guidelines from the literature on staff development and educational change, teachers can and will change their teaching behaviors. It is very easy, however, to underestimate the time and resources required to implement change in schools. Even a seemingly simple change such as increasing use of educational computing, which teachers can implement in their individual classrooms without an overhaul of schools, is immensely complex and difficult. Helping teachers and schools change requires a systematic effort, with intensive on-going support over a period of three or more years. Science educators, school leaders, and the public must learn that school improvement is not an event but a continual process of renewal and refinement. This study demonstrates the importance of allocating resources to staff development and implementation along with those for curriculum development. Fortunately, the National Science Foundation has recognized the importance of implementation in school improvement by requiring that implementation be an integral part of all curriculum development projects it funds. As Hall (1986) said, “It is not enough to build pretty boxes; what is important is to get the boxes used.” This article is based on work supported by the National Science Foundation under Grant No. MDR-8470061. Any opionions, findings, and conclusions or recommendations expressed in this publication are those of the authors and do not necessarily reflect the views of the National Science Foundation.  相似文献   

Film courses in U.S. colleges and universities     

Jack C. Ellis 《Educational technology research and development : ETR & D》1957,5(1):370-377

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