Using a two-tier test to assess students' understanding and alternative conceptions of cyber copyright laws     

Chien Chou  Pei-Shan Chan  Huan-Chueh Wu 《British journal of educational technology : journal of the Council for Educational Technology》2007,38(6):1072-1084

  相似文献   

“管理学”课程思政教学改革初探     

杨婵 《科教文汇》2020,(13):103-104

“管理学”是经济管理类专业大学生必修的基础课,传统“重专业能力、轻理想信念”的人才培养模式已经难以适应新时代人才需求的变化。课程思政改革是提高学生道德品质、坚定学生理想信念的有效途径,本文梳理了当前“管理学”课程育人教学中存在的问题,阐述了“管理学”课程思政改革的主要思路与重点难点,对于当前“管理学”的教育改革创新具有一定的借鉴意义。  相似文献   

Minimum phase robustness margin for second-order systems with multidirectional perturbations     

J.L. Lin  K.C. Chan 《Journal of The Franklin Institute》2004,341(3):255-265

The problem of minimum phase robustness for a second-order mass-dashpot-spring system is studied. The allowable margin for multidirectional perturbations of the input and output influence matrices is derived in terms of structured singular value to guarantee minimum phase of the system. Within the margin, the minimum phase property can still be ensured even the actuators and sensors are not collocated. To obtain less conservative results, the perturbation matrix with minimal dimension is derived in the paper. Two examples are used to illustrate the proposed approach.  相似文献   

对图书馆家庭阅读指导有关问题的思考     

杨婵 《情报探索》2007,(10):33-34

论述图书馆面向家庭开展家庭阅读指导的积极意义,介绍家庭阅读指导在我国的现状,并对其可操作性进行一些思考。  相似文献   

General,collective, and domain-specific teacher self-efficacy among Chinese prospective and in-service teachers in Hong Kong     

David W. Chan 《Teaching and Teacher Education》2008

This study assessed two global (general and collective) and seven domain-specific sets of teacher self-efficacy beliefs among 273 Chinese prospective and in-service teachers in Hong Kong. While teachers generally reported having the highest confidence in teaching highly able learners and the least confidence in classroom management, there were significant teacher group differences. Among four groups of teachers, the experienced teachers reported the highest level of global and domain-specific teacher self-efficacy, suggesting that there could be a trend of rising teacher self-efficacy as a teacher went through preparation and teaching practice to becoming a novice and then a more experienced teacher.  相似文献   

Emotional intelligence,self‐efficacy,and coping among Chinese prospective and in‐service teachers in Hong Kong     

David W. Chan 《教育心理学》2008,28(4):397-408

Emotional intelligence (intrapersonal and interpersonal) and general teacher self‐efficacy were assessed to represent personal resources facilitating active and passive coping in a sample of 273 Chinese prospective and in‐service teachers in Hong Kong. Intrapersonal emotional intelligence and interpersonal emotional intelligence were found to predict significantly active coping strategy, but teacher self‐efficacy did not contribute independently to the prediction of active coping even though there was some evidence that teacher self‐efficacy might interact with intrapersonal emotional intelligence in the prediction of active coping, especially for male teachers. The implications of the findings for preventive intervention efforts to combat teacher stress through teaching to enhance emotional intelligence are discussed.  相似文献   

Dimensions of teacher self‐efficacy among Chinese secondary school teachers in Hong Kong     

David W. Chan 《教育心理学》2008,28(2):181-194

This article reports the development of a teacher self‐efficacy scale that aims to accommodate the complexity of teacher functioning in secondary schools in times of education reforms in Hong Kong. The scale was designed to assess six domains of teacher self‐efficacy: teaching highly able learners, classroom management, guidance and counselling, student engagement, teaching to accommodate diversity, and teaching for enriched learning. The total scale and the six subscales were evaluated based on the responses of 159 Hong Kong Chinese prospective and in‐service teachers for internal consistency and construct validity, and for convergent and discriminant validation with external measures.  相似文献   

Multicultural education: Raj's story using a curricular conceptual lens of the particular     

Vicki Ross  Elaine Chan 《Teaching and Teacher Education》2008

In this study, we employ a curricular conceptual lens of the particular to explore the experience of multicultural education from the perspective of an immigrant student, Raj. Using a school-based narrative inquiry approach, we learn about Raj's experiences at the intersections of immigration and settlement, adaptation and assimilation, English-language acquisition, unemployment, poverty, family violence, and family relocation. We employ Dewey's [(1938). Experience and education. New York: Simon & Schuster] theory of experience, Connelly and Clandinin's [(1988). Teachers as curriculum planners: Narratives of experience. New York: Teachers College Press, Columbia] understanding of curriculum as experience, and Schwab's [(1969). The practical: A language for curriculum. School Review, 78, 1–23] theory of the particular as theoretical frameworks upon which to examine and analyze interactions and events.  相似文献   

Differences in Self-Regulation for Online Learning Between First- and Second-Generation College Students     

Peter E. Williams  Chan M. Hellman 《Research in higher education》2004,45(1):71-82

Self-regulation is generally accepted as an important construct in student success within environments that allow learner choice, such as online courses. The purpose of the current study was to investigate differences between first- and second-generation college students' ability to self-regulate their online learning. An ANCOVA, with comfort level using the computer as a control, provided evidence that first-generation students report significantly lower levels of self-regulation for online learning than their second-generation counterparts.  相似文献   

Talk with Your Mother or Your Sibling? Developmental Changes in Early Family Conversations about Feelings     

Jane R. Brown  Judy Dunn 《Child development》1992,63(2):336-349

Developmental changes in the pattern of family conversations and talk about feelings were examined in a longitudinal study of 50 families observed at home when the second-born children were 33 and 47 months old. Significant increases were noted in the total amount of talk and the frequency of talk about feelings between sibling pairs as well as decreases in the amount of mother-child conversation and references to feelings. Differences in whose feelings were discussed and in the context of references to feelings were found for mother-child and sibling-child dyads. Developmental changes in the children's use of feeling state language co-occurred with the increase in interaction between children and their siblings. The findings contrast the "complementary" nature of mother-child interaction and the "reciprocal" nature of child-sibling interaction and support the argument that the quality of particular relationships influences the use children make of their communicative competence.  相似文献