Implementing individual and small group learning structures with a computer simulation     

James D. Klein  Martha S. Doran 《Educational technology research and development : ETR & D》1999,47(1):97-109

The purpose of this study was to investigate the effects of implementing individual and small group learning structures with a computer simulation in accounting. College students used one of three learning structures with the simulation: (a) an individual structure, (b) a small group structure with extensive interaction, or (c) a small group structure with occasional interaction. Results indicated that performance scores were high regardless of learning structure. However, students who worked alone expressed significantly more continuing motivation for their learning structure than students who worked with a partner. Responses to student interviews revealed somewhat mixed feelings for the small group structures. Observation data indicated that students who used the extensive small group structure exhibited significantly more discussion and provided more answers to their partners' questions than students who used the occasional group structure. Implications for implementing small group structures with computer-based instruction are provided.  相似文献   

A Comparison of Middle and Junior High Science Teachers' Levels of Efficacy and Knowledge of Developmentally Appropriate Curriculum and Instruction     

Martha Schriver  Charlene M. Czerniak 《Journal of Science Teacher Education》1999,10(1):21-42

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Words And Stones: Building Museums     

Martha Morris 《Curator: The Museum Journal》2005,48(4):369-371

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Doing a science project: Gender differences during childhood     

Lauren B. Adamson  Martha A. Foster  Martha L. Roark  Donna B. Reed 《科学教学研究杂志》1998,35(8):845-857

By adolescence, men's participation and achievement in science exceeds women's. This article reports a case study that examined the beginnings of this gender differentiation during a naturally occurring academic activity that was designed to support and guide young children's interest in doing science. Data were collected during 2 successive years of a science fair for children in Grades 1–6 of a progressive private school. A total of 268 projects were characterized in terms of achievement and area of science. Parents provided information about the way children selected and created projects. In both years and in all grade levels, boys tended to choose to work in the physical sciences, and girls in the biological and social sciences. Peer collaborations were exclusively same sex. Achievement and parental involvement were not gender related. Factors are discussed that might lead to an early divergence of boys' and girls' interests in science within a context that promotes its exploration. © 1998 John Wiley & Sons, Inc. J Res Sci Teach 35: 845–857, 1998.  相似文献   

A.P. Rovai, M.K. Ponton and J.D. Baker, Distance Learning In Higher Education: A Programmatic Approach to Planning, Design, Instruction, Evaluation, and Accreditation , Teachers College Press, New York, NY (2008) ISBN13: 978-0-8077-4878-7, 224 pages, U.S. $49.00.     

Martha M. Snyder   《The Internet and Higher Education》2008,11(3-4):220

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Globalization of Education in Spain: From Isolation to Internationalization to Globalization     

Martha Peach 《Higher Education in Europe》2001,26(1):69-76

This article explores the recent past of Spain and how the Spanish embrace of globalization tendencies has been generated by internal problems. These include the remaining legacy of Franco's re´gime, a declining university-age population, and the perceived need to participate, at an international level, in academic-sponsored research.  相似文献   

Genetic Disorders with a High Incidence of Learning Disabilities Introduction to Special Series     

Martha Bridge Denckla  Laurie E. Cutting 《Learning disabilities research & practice》2004,19(3):131-132

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Research Abstracts     

Martha Wiser  W. Roberts Richmond  Howard W. Schivera  H. L. Walton  Jane T. Morrison  Melvin Samuels  William R. Read  William J. DeFreis  Dorothy J. Quinlan 《Educational technology research and development : ETR & D》1966,14(1):145-152

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National and Institutional Policies on Open Access in the United States   总被引：2，自引：0，他引：2  

MartaMestrovicDeyrup MarthaFallahayLoesch 《图书情报工作》2005,49(6):37-44

National and institutional policies on open access are not yet fully established in the United States because of the manner in which the open access movement has evolved. In this report, the authors illustrate how the open access movement has evolved within each community libraries, universities, publishing companies, government agencies, the professoriate, public interest groups, and the U.S. Congress and note what trends now are beginning to emerge.  相似文献   

Integrating Service-Learning Pedagogy for Preservice Elementary Teachers’ Science Identity Development     

Rachel E. Wilson  Leslie U. Bradbury  Martha A. McGlasson 《Journal of Science Teacher Education》2015,26(3):319-340

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