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11.
Tony Harland Angela McLean Rob Wass Ellen Miller Kwong Nui Sim 《Assessment & Evaluation in Higher Education》2015,40(4):528-541
This research questions the impact of assessment on university teaching and learning in circumstances where all student work is graded. Sixty-two students and lecturers were interviewed to explore their experiences of assessment at an institution that had adopted a modular course structure and largely unregulated numbers of internal assessments. Lecturers rewarded student work with grades and controlled study behaviour with assessment. In some situations it was possible to experience hundreds of graded assessments in an academic year. Students were single-minded when it came to grades and would not work without them. These conditions contributed to competition for student attention and a grading arms race between academics and subjects. In this context, the spaces for achieving certain educational objectives, such as fostering self-motivated learners, were marginalised. Both students and lecturers were unsatisfied with this situation, but neither group could envisage radical change. Students were generally happy to accumulate small marks, while being irritated and stressed by frequent grading. Lecturers were aware of better practices but felt trapped by circumstances. The idea of slow scholarship is introduced to encourage a re-think of such assessment practices, support a positive shift in assessment culture and contribute to the theories of assessment. 相似文献
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The Dickstein Death Concern Scale was used to examine the death anxieties of a sample of elderly people in north and central Florida consisting of whites and blacks, males and females. Analysis of the data revealed that black elderly males display the greatest death anxiety, followed in decreasing order by black females, white females, and white males. Analysis of variance yielded a statistically significant main effect attributable to race. The overall effects attributed to sex were not significant, nor were there any significant interactions. The implications of these findings for practicing counselors were considered. 相似文献
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Gilberte Schuyten Hannelore Dekeyser Katy Goeminne 《Education and Information Technologies》1999,4(4):409-424
This study focuses on the feasibility of implementing independent learning in a traditional university and the feasibility of providing this independent learning by means of an electronic interactive learning environment. The target group contained students enrolled in an applied statistics course at the Department of Psychology and Educational Sciences at the University of Gent (RUG). Three experimental variables were designed: learning environment, delivery and support. This created five different learning conditions to which subjects were assigned at random. The present study gives empirical evidence that an electronic-based independent learning environment with discernible support devices can take its place in a traditional university setting. Our results indicate that the cognitive outcomes of students' learning in a computer-based environment are neither fostered nor hindered by attitudes towards computers. The merely cognitive aspect of attitude towards computers, i.e., interest in learning about computers, affects the perception of structure in the materials; more interested students have a better perception of structure. Students with better prior knowledge and having fewer problems with statistics have a better perception of the learning access to the contents. In order to construct electronic learning environments, further investigation is needed into student characteristics interacting with learning environment characteristics, and this is currently in progress by our group. 相似文献
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Hannelore Boey Jeroen Aeles Kurt Schütte Benedicte Vanwanseele 《Sports biomechanics / International Society of Biomechanics in Sports》2017,16(2):166-176
Research has focused on parameters that are associated with injury risk, e.g. vertical acceleration. These parameters can be influenced by running on different surfaces or at different running speeds, but the relationship between them is not completely clear. Understanding the relationship may result in training guidelines to reduce the injury risk. In this study, thirty-five participants with three different levels of running experience were recruited. Participants ran on three different surfaces (concrete, synthetic running track, and woodchip trail) at two different running speeds: a self-selected comfortable speed and a fixed speed of 3.06 m/s. Vertical acceleration of the lower leg was measured with an accelerometer. The vertical acceleration was significantly lower during running on the woodchip trail in comparison with the synthetic running track and the concrete, and significantly lower during running at lower speed in comparison with during running at higher speed on all surfaces. No significant differences in vertical acceleration were found between the three groups of runners at fixed speed. Higher self-selected speed due to higher performance level also did not result in higher vertical acceleration. These results may show that running on a woodchip trail and slowing down could reduce the injury risk at the tibia. 相似文献
15.
Consolidation of paint on stained glass windows: Comparative study and new approaches 总被引：2，自引：0，他引：2
Stained glass windows belong to the most precious pieces of art in many European countries. Examples of heavily endangered paint on glass are reported in the literature and mainly related to condensation effects and air pollution, as stained glass windows preferably remain in their original architectural surrounding. Several surface coatings and paint treatments have been proposed to consolidate and protect degraded paint. Very often, the selection of the materials is based more on practical aspects than on scientific research. This study concerns the comparison of some traditional, modern and newly developed consolidants for the preservation of historic glass paintings. Experiments have been carried out with model painted glass samples simulating weathering phenomena of originals. Traditional materials like Paraloid B72, modern ones like SZA (proposed by the Fraunhofer-Institut für Silicatforschung, ISC), and three new consolidants prepared by the sol–gel method and based on different hybrid organic–inorganic alkyl-alkoxysilane systems have been considered. The adhesion, penetration, stability, hydrophobicity, mechanical and chemical resistance are properties and requirements tested to prove their effectiveness and range of use. The three new materials developed in this study for the consolidation of paint on glass have the potential to offer alternatives to existing materials. Nevertheless, further research is necessary before their application in restoration workshops can be recommended. A strategic approach is requested to avoid risks for these valuable historical originals and to contribute to the long-term preservation of the paint on stained glass windows in their original sites. 相似文献
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Hannelore Wass Gina M. Almerico Paul V. Campbell Jackie L. Tatum 《Educational gerontology》2013,39(4):335-348
To determine the amount of newsspace devoted to articles about aging and the elderly 254 Sunday issues of 22 daily newspapers in 3 circulation groups published in 1983 were examined. A content analysis of the age‐related articles was also done. A total average of .87% of the news‐space was allocated to aging. This figure varied only slightly with circulation size, the ratio of elderly residents in the areas, or with the independence or affiliation of the newspapers. There were, however, differences among individual papers in space allocation. More articles were event—rather than issue—oriented. Metropolitan papers published significantly more issue articles than did papers in the lower circulation groups. Metropolitan papers significantly more often depicted the elderly in active rather than passive roles, whereas the opposite was true for papers in the lowest circulation group. Males were predominantly the subjects of articles in all papers. Recommendations for further study and implications for educational gerontologists are discussed. 相似文献
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Sharpening a tool for teaching: the zone of proximal development 总被引：1，自引：0，他引：1
Vygotsky's Zone of Proximal Development (ZPD) provides an important understanding of learning, but its implications for teachers are often unclear or limited and could be further explored. We use conceptual analysis to sharpen the ZPD as a teaching tool, illustrated with examples from teaching critical thinking in zoology. Our conclusions are the following: teachers should assign tasks that students cannot do on their own, but which they can do with assistance; they should provide just enough assistance so that students learn to complete the tasks independently and, finally, teachers can increase learning gains by providing learning environments that enable students to do harder tasks than would otherwise be possible and by assigning the hardest tasks students can do with assistance. This analysis provides a sharp and useful tool for supporting learning across all curriculum areas. 相似文献
18.
Rob Wass Adon Christian Michael Moskal 《International Journal for Academic Development》2017,22(4):293-306
AbstractAcademic development is often seen as a compliance activity, divorced from the teaching context and what teachers are trying to achieve in their classroom. In this case study, we researched Interpersonal Process Recall (IPR) as a reflective, non-judgmental approach to help tutors identify coherence between their teaching intentions and practice. Our results provided evidence that IPR helped tutors reflect on ways to improve their teaching. It also led to unexpected ‘discoveries’ not typically afforded by conventional academic development. We conclude that IPR offers a formative, teacher-focussed and contextual approach that has not been clearly defined in the literature. We offer the IPR model followed in this study for academic developers and researchers alike. 相似文献
19.
Training Basic Visual Attention Leads to Changes in Responsiveness to Social‐Communicative Cues in 9‐Month‐Olds 
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下载免费PDF全文 This study investigated transfer effects of gaze‐interactive attention training to more complex social and cognitive skills in infancy. Seventy 9‐month‐olds were assigned to a training group (n = 35) or an active control group (n = 35). Before, after, and at 6‐week follow‐up both groups completed an assessment battery assessing transfer to nontrained aspects of attention control, including table top tasks assessing social attention in seminaturalistic contexts. Transfer effects were found on nontrained screen‐based tasks but importantly also on a structured observation task assessing the infants’ likelihood to respond to an adult's social‐communication cues. The results causally link basic attention skills and more complex social‐communicative skills and provide a principle for studying causal mechanisms of early development. 相似文献
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