Exploring the influence of learners’ personal traits and perceived course characteristics on online interaction and engagement     

Purarjomandlangrudi  Afrooz  Chen  David 《Educational technology research and development : ETR & D》2020,68(5):2635-2657

Educational technology research and development - One of the most pressing issues in online learning systems that have contributed to the failure of online education and student dropout is the lack...  相似文献   

A fair press for animals     

Morton D 《New scientist (1971)》1992,134(1816):28-30

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THE EMERGENCE OF DISTRIBUTED LEADERSHIP IN EDUCATION: WHY NOW?   总被引：4，自引：0，他引：4  

David  Hartley 《British Journal of Educational Studies》2007,55(2):202-214

ABSTRACT:  The recent emergence of distributed leadership has been very marked. In England, it has received official endorsement. But the evidence-base which supports this endorsement is weak: there is little evidence of a direct causal relationship between distributed leadership and pupil attainment.What therefore might explain its rise to prominence? Here three possible explanations are considered: first, it accords with the contemporary reform of the public services; second, it is legitimated by an appeal to a culture wherein all categories and classifications are rendered increasingly permeable; and third, it is regarded as functional for the 'new work order'.  相似文献   

Pupils’ Subject Preferences at Key Stage 3 in South Wales     

David Hendley  Sian Stables  Andrew Stables 《Educational studies》1996,22(2):177-186

The perceptions of pupils towards the foundation subjects of English, mathematics, science and technology were determined by structured interviews. The pupils were selected by their responses to a Likert‐type attitude scale previously administered; pupils were banded from the results of the scale into one of three bands: those with positive attitudes, neutral attitudes and negative attitudes towards the subjects under study. Approximately 48 pupils per subject were interviewed for each of the subjects, representing 4.5% of the original survey sampled in the previous research. The results of the research showed a marked predilection for English and games and a lack of enthusiasm for modern foreign languages. There was also little positive response for subjects which occupy a small amount of curriculum time—music and religious education—with art being an exception to this. There were indications that mathematics and science were more ‘love‐hate’ subjects than others. It was found that girls were more forthcoming with criticisms whereas boys were more forthcoming with praise. Overall, there was no evidence that the National Curriculum had either improved or damaged attitudes towards subjects. However, this research indicates that the National Curriculum had removed some of the pre‐existing gender divisions, such as those relating to the separate sciences.  相似文献   

Why Students Learn More From Dialogue- Than Monologue-Videos: Analyses of Peer Interactions     

Michelene T. H. Chi  Seokmin Kang  David L. Yaghmourian 《学习科学杂志》2017,26(1):10-50

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Letter to the editor     

David L. Chadwick 《Child abuse & neglect》1985,9(1):125

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Student Evaluations of Tertiary Teaching: a Nepalese investigation     

David Watkins  Murari Regmi 《教育心理学》1992,12(2):131-142

An investigation is reported which tests the applicability of two American instruments designed to assess tertiary students’ evaluations of teaching effectiveness with 297 Nepalese graduate students. The scales were found to have generally adequate internal consistency reliability coefficients, most of the items were seen to be appropriate, and every item was considered of importance by at least some of the students. In addition, all but the Workload/Difficulty items clearly differentiated between ‘good’ and ‘poor’ lecturers. Further analysis failed to support the convergent and discriminant validity of three of the scales hypothesised to measure similar or dissimilar components of effective teaching. Factor analysis confirmed this finding as a strong main factor of teaching effectiveness plus minor factors referring to workload difficulty and grading were obtained. This research therefore indicated more overlap between aspects of teaching skill and enthusiasm than is evident in Western studies. Taken together with the results of similar investigations in developing countries, there must be doubt about the cross‐cultural validity of a multidimensional model of teaching effectiveness.  相似文献   

    

Liu Ai-jun  Furusato Bungo  Ravindranath Lakshmi  Chen Yong-mei  Srikantan Vasanta  Mcleod David G.  Petrovics Gyorgy  Srivastava Shiv 《Journal of Zhejiang University. Science. B》2007,8(12):853-859

Objective To investigate molecular alterations associating with prostate carcinoma progression and potentially provide information toward more accurate prognosis/diagnosis. Methods A set of laser captured microdissected (LCM) specimens from 300 prostate cancer (PCa) patients undergoing radical prostatectomy (RP) were defined. Ten patients representing “aggressive” PCa, and 10 representing “non-aggressive” PCa were selected based on prostate-specific antigen (PSA) recurrence, Gleason score, pathological stage and tumor cell differentiation, with matched patient age and race between the two groups. Normal and neoplastic prostate epithelial cells were collected with LCM from frozen tissue slides obtained from the RP specimens. The expressions of a panel of genes, including NPY, PTEN, AR, AMACR, DD3, and GSTP1, were measured by quantitative real-time RT-PCR (TaqMan), and correlation was analyzed with clinicopathological features. Results The expressions of AMACR and DD3 were consistently up-regulated in cancer cells compared to benign prostate epithelial cells in all PCa patients, whereas GSTP1 expression was down regulated in each patient. NPY, PTEN and AR exhibited a striking difference in their expression patterns between aggressive and non-aggressive PCas (P=0.0203, 0.0284, and 0.0378, respectively, Wilcoxon rank sum test). The lower expression of NPY showed association with “aggressive” PCas based on a larger PCa patient cohort analysis (P=0.0037, univariate generalized linear model (GLM) analysis). Conclusion Despite widely noted heterogeneous nature of PCa, gene expression alterations of AMACR, DD3, and GSTP1 in LCM-derived PCa epithelial cells suggest for common underlying mechanisms in the initiation of PCa. Lower NPY expression level is significantly associated with more aggressive clinical behavior of PCa; PTEN and AR may have potential in defining PCa with aggressive clinical behavior. Studies along these lines have potential to define PCa-associated gene expression alterations and likely co-regulation of genes/pathways critical in the biology of PCa onset/progression. Project supported by the Center for Prostate Disease Research, and the Henry M. Jackson Foundation for the Advancement of Military Medicine, Rockville, MD, USA  相似文献   

Strategies for infusing curricula with a multicultural perspective     

David MacPhee  Kevin Ann Oltjenbruns  Janet J. Fritz  Jill C. Kreutzer 《Innovative Higher Education》1994,18(4):289-309

We describe pedagogical strategies for infusing a multicultural perspective into courses across a variety of disciplines; these methods have proven effective with students who are predominantly Anglo and oriented toward careers in the human services. The strategies include personalizing information through vicarious learning and case studies; inculcating critical thinking skills; simulations; literary analysis; and cooperative learning in large classes. Changes were documented in student attitudes, emotions, knowledge, professional skills, and the classroom environment. We review lessons learned about the process of curriculum revision, especially the importance of faculty support systems and impediments to implementation.All of the authors are faculty members in the Department of Human Development and Family Studies at Colorado State University; Drs. MacPhee, Oltjenbruns, and Kreutzer are Associate Professors and Dr. Fritz is a Professor. Each of the authors is a trainer for the multicultural infusion project. David MacPhee holds a Ph.D. in developmental psychology from the University of North Carolina-Chapel Hill. His primary research interests include primary prevention for at-risk youth and families, and multicultural and gender issues. Kevin Oltjenbruns completed her doctoral degree in educational and psychological studies at the University of Colorado. The principle focus of her work has been on grief and loss, career development, and student retention. As Associate Dean of the College of Applied Human Sciences, she spearheaded the multicultural infusion project described in this article. Janet Fritz's graduate work was completed at Cornell University. Her research interests include cognitive development, children's self-worth, stress and coping, and cross-cultural variations in socialization. Jill Kreutzer earned her Ph.D. in education from Colorado State University. She is interested in adolescent development, especially resilience among at-risk youth, and career development.Portions of this work were presented at the 5th Annual National Conference on Racial & Ethnic Relations in American Higher Education (June, 1992).Requests for curriculum and training materials should be directed to the Dean's Office, College of Applied Human Sciences.  相似文献   

A comparative study of the effect of practice with elementary children or with peers in the science methods course     

Alan Steinbach  David P. Butts 《科学教学研究杂志》1969,6(4):316-321

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