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991.
992.
993.
ORHAN Nil KESKIN TUTUNCU Derya 《浙江大学学报(A卷英文版)》2005,6(10):1055-1057
In this paper, we are interested in the following general question: Given a module Mwhich has finite hollow dimension and which has a finite collection of submodules Ki (1≤i≤n) such that M=K1 ... Kn, can we find an expression for the hollow dimension of Min terms of hollow dimensions of modules built up in some way from K1 Kn? We prove the following theorem:Let Mbe an amply supplemented module having finite hollow dimension and let Ki (1≤i≤n) be a finite collection of submodules of Msuch that M=K1 ... Kn. Then the hollow dimension h(M) of Mis the sum of the hollow dimensions of Ki (1≤i≤n) ifand only if Ki is a supplement of K1 ... Ki-1 Ki 1 ... Kn in Mfor each 1≤i≤n. 相似文献
994.
Johannes Cronjé 《Educational technology research and development : ETR & D》2006,54(4):387-416
This article proposes a model that integrates the traditionally conflicting objectivist and constructivist approaches to instructional
design. I argue that these two approaches are complementary rather than oppositional. I present and analyze two learning programs
in order to show how learning events can contain both objectivist and constructivist elements. By plotting the two approaches
at right angles to one another, I produce four quadrants which I then discuss and explain. What fallows after that is a discussion
of comments that were received from members of a prominent instructional technology mailing list about the feasibility of
the model. Finally I present two case studies. The first describes a two-day workshop that was designed to be high on both
axes, while the second shows how the model could be used as a decision-making tool. Initial findings suggest that it is both
feasible and useful to plot objectivism and constructivism at right angles to one another rather than at opposite ends of
a continuum. 相似文献
995.
Carina Hermansson Bert Jonsson Maria Levlin Anna Lindhé Berit Lundgren Annika Norlund Shaswar 《The Journal of educational research》2019,112(4):483-494
This quasi-experimental intervention study examines the effect of genre-based instructional practices on 90 primary students’ narrative writing achievements and is a result of six teachers’ action to meet the educational goals of the Swedish national curriculum. Specifically, the authors examine the effects of Joint Construction, the phase in the genre pedagogical model of the Sydney School known as the Teaching and Learning Cycle, in which teachers and students work together to co-construct texts. Joint Construction has been put forward as the most powerful part of the Teaching and Learning Cycle. The authors challenge this argument, presenting findings that are inconsistent with this widely held belief. Using a pretest-posttest control group design, the study shows that the Joint Construction stage did not significantly improve the quality of students’ narrative writing or increase the text length of their writings. 相似文献
996.
The discussions held in specifying an automaticvehicle as a project in a distance work-relatedcourse are in focus for an analysis of learningin networked discussions. Learning ischaracterised as coming to experience things indistinctly new ways, in keeping with theunderlying phenomenographic research approachfor the study. Group discussions are seen asone feature in the experience of, and theformation of, the context for learning, in anexperiential interpretation of activitysystems. The analysis has led to theidentification of pivotal contributions todiscussions that can be said to afford learningwithin the group, in the sense of openingdimensions of variation around criticalfeatures of the task. This is developed toproduce a taxonomy of contributions, withparticipatory, factual, reflective and learningcontributions, suggested to be necessary,though not sufficient, conditions for learning.The taxonomy is illustrated and discussed, asare its implications for tutoring in networkedcourses of this type. 相似文献
997.
Research studies looking into the effects of positive psychology interventions (PPIs) implemented in classrooms have yielded promising results, not only in terms of student well-being but also in terms of academic outcomes, school climate, and teacher well-being. However, a number of PPIs require relatively high levels of commitment from school administrators and teachers to put into place. This may result in many teachers dismissing PPIs across the board as too complicated to implement. The goal of the present article is thus to present a review of brief PPIs (BPPIs) based on positive psychology research in order to encourage involvement in such interventions at school. The BPPIs presented here have been categorized into four sections according to established areas of research in positive psychology, mindfulness, gratitude, strengths, and positive relationships, with precise examples of practices which have been successfully implemented and have demonstrated diverse benefits on student learning and well-being. The potential limitations of such interventions are also highlighted in order to foster best practices and cross-cultural adaptations of such projects. 相似文献
998.
Simon Schindler Marc-André Reinhard Oliver Dickhäuser 《European Journal of Psychology of Education - EJPE》2016,31(2):245-253
Previous research has suggested certainty to be an important factor when investigating effects of level of expectancies on future behavior. With the present study, we addressed the interplay of expectancy certainty and level of expectancies regarding task performance. We assumed that certain performance expectancies provide a better basis for the regulation of persistence and, therefore, lead to improved performance when people expect to perform well. However, when people have bad performance expectations, being certain (compared to being uncertain) about this expectation decreases motivation to work hard on the task because it is assumed it will not pay off anyway. Accordingly, in our study, we found that the performance of participants with high performance expectancies increased with increasing expectancy certainty. By contrast, performance of participants with low performance expectancies decreased with increasing expectancy certainty. Additionally, certainty and expectancy were shown to be unrelated, supporting the idea that they are independent constructs. 相似文献
999.
Response to intervention 总被引:2,自引:0,他引:2
This introduction provides a context for the other articles included in this volume. The Learning Disabilities Initiative, a multiyear effort at the Office of Special Education Programs, has been focused on a more efficient and effective process for determining specific learning disability eligibility. 相似文献
1000.
Hanna Palmér Helena Roos 《International Journal of Research & Method in Education》2017,40(5):471-479
The focus of this article is on the use of theories and on what we imply when we in research claim to use a theory. In this article, diverse uses of one theory will be illustrated with reference to 10 different studies. The aim is not to evaluate or judge how the theory is used in these studies, but to discuss how the diverse uses of one and the same theory may infer very different things in research. Questions are raised about what happens with the hierarchy and the coherence of an argument and what conclusions can be drawn when only some parts of a theory are used. 相似文献