The Administrator's Contribution to Student Cheating     

R. W. Hoffmann 《College Teaching》2013,61(4):150-154

Motivation is a challenge for educators at every level, given the competition from smart phones, social networking, and other outside distractions. The motivation field is rich with resources, Web sites, multimedia, materials, and books on how to identify motivation challenges and address them. Our motivation group at the Center for Teaching and Learning at California State University Northridge read, reviewed, discussed, and can ultimately recommend six great resources on motivation for instructors at every level.  相似文献   

The Academic Setting of the Dishonest Student     

R. W. Hoffmann 《College Teaching》2013,61(3):130-134

ABSTRACT

Constructionist principles provide fertile ground for developing innovative approaches to learning. Using a grounded theory qualitative research design, we analyzed participant reports of their experience in an online course in which they collaboratively authored a book. Our qualitative analysis suggested that participants experienced extraordinary engagement and motivation, which they interpreted as being related to the collaborative process, their own agency in the project, and the externalized value of creating an artifact intended for a public audience. A new metaphor for learning emerged from the study based on the concept of authorship. Our authorship learning construct sees learning as a process of authoring understanding and skills while simultaneously authoring at multiple levels of agency, including authorship of processes, roles, goals, artifacts, meaning, self, group identity, and society.  相似文献   

Energy management using virtual reality improves 2000-m rowing performance     

Charles P. Hoffmann  Alessandro Filippeschi  Emanuele Ruffaldi  Benoit G. Bardy 《Journal of sports sciences》2013,31(6):501-509

Abstract

Elite-standard rowers tend to use a fast-start strategy followed by an inverted parabolic-shaped speed profile in 2000-m races. This strategy is probably the best to manage energy resources during the race and maximise performance. This study investigated the use of virtual reality (VR) with novice rowers as a means to learn about energy management. Participants from an avatar group (n = 7) were instructed to track a virtual boat on a screen, whose speed was set individually to follow the appropriate to-be-learned speed profile. A control group (n = 8) followed an indoor training programme. In spite of similar physiological characteristics in the groups, the avatar group learned and maintained the required profile, resulting in an improved performance (i.e. a decrease in race duration), whereas the control group did not. These results suggest that VR is a means to learn an energy-related skill and improve performance.  相似文献   

THE DETERMINATION AND EVALUATION OF RESULTS IN THE STUDY PROCESS     

Winfried Hoffmann  Sonja Ulmer  Manfred Widmann 《Higher Education in Europe》1988,13(4):36-42

Student assessment and grading schemes in higher education institutions should be adapted and applied in such a way that they stimulate students to achieve to the utmost of their abilities. It is not sufficient to simply give a grade to a student for a task accomplished or even to give him an average grade for a series of tasks accomplished during a given time period, a semester, for instance. Rather it is necessary to create an action framework of a kind which links the performance dynamic of both students and teachers so as to ensure the accurate determination, evaluation, and analysis of the joint student‐teacher performance behaviour in such a way that the individual procedures subject to evaluation can be grouped into joint procedures which stimulate self‐determination self‐evaluation, and self‐analysis on the part of students, teachers, and eventually, the employers of graduates. The authors have designed two models which illustrate optimum evaluation procedures of the kind which they favour.  相似文献   

Foundations of Science Literacy: Efficacy of a Preschool Professional Development Program in Science on Classroom Instruction,Teachers’ Pedagogical Content Knowledge,and Children’s Observations and Predictions     

Jess Gropen  Janna F. Kook  Cindy Hoisington  Nancy Clark-Chiarelli 《Early education and development》2017,28(5):607-631

Young children are able to benefit from early science teaching but many preschool teachers have not had opportunities to deepen their own understanding of science or to develop their pedagogical content knowledge (PCK) in relation to specific science topics and concepts. This study presents the results of efficacy research on Foundations of Science Literacy (FSL), a comprehensive professional development program designed to support teachers’ knowledge of early childhood science; their PCK around 2 physical science topics (water, and balls and ramps); and their abilities to plan, facilitate, and assess young children’s learning during inquiry-based science explorations. Research Findings: In a randomized trial with 142 preschool teachers and 1,004 4-year-old children, FSL teachers demonstrated significantly higher quality science teaching in general and greater PCK in the 2 physical science topics than did teachers in comparison classrooms. Furthermore, children in FSL classrooms performed significantly better than children in comparison classrooms on tasks involving floating and sinking, and an instrumental variable analysis suggests that the quality of classroom science instruction mediated the relationship between teacher participation in FSL and student outcomes. Practice or Policy: Findings support the use of comprehensive early science professional development programs designed to bolster teacher knowledge and PCK.  相似文献   

Needs of learning disabled adults   总被引：2，自引：0，他引：2  

F J Hoffmann  K L Sheldon  E H Minskoff  S W Sautter  E F Steidle  D P Baker  M B Bailey  L D Echols 《Journal of learning disabilities》1987,20(1):43-52

  相似文献   

Moving primary physical education forward: start at the beginning     

Mike Jess  Nicola Carse 《Education 3-13》2017,45(5):645-657

This paper presents selected findings from a questionnaire completed by 509 primary school teachers in Scotland. Drawing on policy enactment theory, the paper focusses on teachers’ personal experiences of physical education and perceptions of the importance of physical education in their schools. More than half (56%) reported that physical education was either ‘very important’ or ‘important’, while almost 40% perceived it to be of ‘limited’ or ‘very limited importance’. ‘Staff’, ‘time’ and ‘subject status’ were the main themes they drew on to explain their responses. Our findings highlight the diverse nature of the physical education professional cultures in Scottish primary schools. From this, we propose that future initiatives to support change in primary physical education should, as a starting point, acknowledge these diverse professional cultures and move beyond the simplistic one-size-fits-all change projects that have been shown to have limited impact on practice.  相似文献   

School Leadership Team Competence for Implementing Equity Systems Change: An Exploratory Study     

Weiler  Jess R.  Hinnant-Crawford  Brandi 《The Urban Review》2021,53(5):838-856

The Urban Review - Operationalizing practices for equity has eluded the educational community for some time. This exploratory, mixed methods study examined the practices, operationalized by 29...  相似文献   

Integrating Research into LIS Field Experiences in Academic Libraries     

Selinda Adelle Berg  Kristin Hoffmann  Diane Dawson 《The Journal of Academic Librarianship》2009,35(6):591-598

Field experiences function as a link between LIS theory and practice. Students should be provided with an experience that is a true reflection of the professional environment. The increasing focus on research by academic librarians provides an opportunity and responsibility to integrate research into the field experiences of LIS students.  相似文献   

Woollard,John (2011) Psychology for the classroom: E‐learning Routledge (New York & London) isbn 978‐0‐415‐59093‐8 135 pp £19.99http://www.routledge.com/books/details/9780415590938/     

Melissa Hoffmann PhD  William Brescia PhD 《British journal of educational technology : journal of the Council for Educational Technology》2012,43(4):E140-E141

With its thorough review of the uses of relevant techniques in education, this provides useful information for educators. It covers research, theory, pedagogy, and strategies for using e‐learning. If the content of this book is likely to be relevant to you, we recommend you borrow a copy for a while. Melissa Hoffmann & William Brescia  相似文献