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991.
When a scholarly monograph is made available in both print and electronic formats, which format will users prefer? This study analyzed monograph usage data from three university presses in the University of Toronto Libraries' collections, comparing print and ebook usage patterns of identical titles. The goal was to examine format preferences and determine whether there are differences in usage across subject disciplines or publishers. The study showed that although in many cases users preferred one format over another, they used books in both formats. If a subject was popular, usage tended to be high for both formats, and if unpopular, low for both formats. The data also indicated that there were some noticeable differences in ebook usage for particular subjects, and the authors concluded that format does matter and therefore it is desirable for libraries to provide both formats if possible. The study also highlighted how critical metadata are in promoting the use of electronic resources. If there were no ebook metadata within the library catalog, the ebook usage was low. This analysis adds to a growing body of literature in user preferences on book formats that can assist libraries in making better-informed decisions in collection building. 相似文献
992.
Wim Van Dooren Lieven Verschaffel Patrick Onghena 《Journal of Mathematics Teacher Education》2003,6(1):27-52
In this study we investigate the arithmetic andalgebra word problem-solving skills andstrategies of future primary and secondaryschool teachers in Flanders (Belgium).Moreover, we describe the evolution of theseskills and strategies from the beginning to theend of their teacher education. The resultsshow that future secondary school mathematicsteachers preferred the use of algebra, evenwhen an arithmetic solution was morestraightforward. The solutions of futureprimary school teachers were more diverse: onesubgroup tended to apply exclusively arithmeticmethods (which led to failures on the mostdifficult word problems), whereas anothersubgroup was more adaptive in its strategychoices. Finally, student teachers evolved intheir problem-solving skills during theirteacher education, but not in their strategypreferences. The research findings indicatethat, in the education of pre-service primaryand secondary school teachers, there is a needfor an explicit treatment of pupils' transitionfrom arithmetical to algebraic thinking. 相似文献
993.
Anouk Van Der Wildt Piet Van Avermaet Mieke Van Houtte 《School Effectiveness & School Improvement》2017,28(1):136-152
Mainstream teachers struggle with linguistic diversity, often leading to restricting multilingualism. Scientific research, however, recommends including pupils’ home languages in school. Various qualitative studies have evaluated implementations in schools and indicated possibilities for improving teachers’ attitudes towards multilingualism. This paper evaluates an experimental implementation targeting an increase in tolerance towards multilingualism. The implementation was facilitated by external school coaches and consisted of 3 experimental tools affecting the school. Data originated from 62 Flemish primary schools (of which half were experimental schools) that participated in 3 survey waves (2012 and 2014; 763 teachers completed both waves). We used multilevel regression. We concluded that the implementation leads to higher rates of tolerance. The fulfilment of the basic conditions needed for a successful change was important, and the linguistic diversity of the pupil population and the investment by external school coaches did not affect the tolerant practices of teachers towards multilingualism. 相似文献
994.
H. T. Van Der Molen H. G. Schmidt G. Kruisman 《European Journal of Engineering Education》2007,32(5):495-501
The objective of the current study was to investigate the personality characteristics of a group of engineers with a variety of years of experience. It was executed to remedy shortcomings of the literature concerning this issue and to produce suggestions for a postgraduate training programme for engineers. A total of103 engineers were tested with the five-factor personality inventory (FFPI), a ‘big five’ personality test of Dutch origin. The engineers were shown to score lower on the factor agreeableness, and higher on the factors extraversion, conscientiousness, emotional stability, and autonomy than a national comparison group. The older the engineers, the more conscientious and autonomous they were. In addition, engineers with lower degrees were more conscientious than engineers with higher degrees. A practical implication of the findings for the postgraduate training of engineers is that more attention should be paid to the development of interpersonal skills. 相似文献
995.
Disabled readers and normal beginning readers were compared on requesting help in the form of speech feedback during computer-based word reading. It was also examined whether it is best to give feedback on all words or to allow the disabled readers to choose. Normal beginning readers and reading-age matched pupils with reading problems engaged in reading practice with speech feedback on call for both difficult and easy words. A set of both difficult and easy sums was completed as a control task. Another group of reading-disabled pupils who were also matched on reading level practiced the reading of words with unsolicited speech feedback. In the first two groups the selectivity in requesting help in both the reading and arithmetic task was assessed. All subjects were tested on the reading of both practiced and nonpracticed words. The results indicate that both disabled readers and beginners were very sensitive to sum difficulty but not to word difficulty, though in the present study the students were more selective than in a previous study. The inclusion of more easy words might account for this finding. The beginners requested help only during the first sessions of reading practice, whereas the disabled readers remained dependent on the speech feedback. The reading-disabled pupils did not learn less when the computer unsolicitedly delivered the spoken form of all words than when they were allowed to choose. It is discussed how profits from the different speech feedback procedures by disabled readers might be related to word decoding skill and metacognitive monitoring. 相似文献
996.
Raoul Van Esbroeck Jerry Trusty 《International Journal for Educational and Vocational Guidance》2005,5(2):83-84
Editorial
IJEVG and CDQ Editors’ Joint Statement on the Special International Issues 相似文献997.
M J Van Meter 《Child abuse & neglect》1986,10(1):79-84
Two central forces dominated the conception and development of the Parents and Children Together (PACT) project: the need for provision of an in-home alternative to foster care for abuse and/or neglect families and the prevention of further abuse and/or neglect in the family. Wayne State University in Detroit is the site for Parents and Children Together (PACT) project, a contractual service of the Michigan Department of Social Services (DSS). Graduate students provide in-home services to referred families who, due to child abuse or neglect, would otherwise have their child(ren) removed from the home. This family-based work is a one-year cooperative education experience for students interested in professions in the human services. This report discusses the PACT project as a grant operated through the university, the specification of course work associated, and the attraction of students to graduate study with "hands-on" experience. All of these program attributes, as well as the resource of the project for research, make it an important effort for the university. Further, the university has an additional meaningful role with community residents. Beyond university and student opportunities, the DSS and its clients benefit by having broad-based expertise brought into homes on a weekly basis. Annual success rates of keeping children out of foster care are cited along with cost effectiveness. The university's role in levels of prevention in a highly coordinated community effort is indicated. 相似文献
998.
In this article a number of elements of a general model of quality assessment in higher education are presented. On the one hand these elements are put in a historical context of quality assessment in Medieval universities and, on the other hand, deduced from the recent experiences with quality assessment in both North-American and Western European countries. With respect to the historical context a distinction is made between the intrinsic and the extrinsic values of higher education. Two types of quality assessment related to these values are also distinguished. Concerning the recent experiences with quality assessment systems, the practices in the U.S.A., Canada, France, the Netherlands and the United Kingdom are explored. In the final section the general mode of quality assessment is discussed in the context of the distinction between the intrinsic and the extrinsic values of higher education. 相似文献
999.
Katrien Van Laere Michel Vandenbroeck 《Early Years: An International Journal of Research and Development》2018,38(1):4-18
It is generally accepted that Early Childhood Education and Care should adopt a holistic view on education, in which education and care are inseparable concepts. Perspectives of staff members themselves are, however, often absent in these educare debates. We conducted six video-elicited focus groups with various preschool staff members (n = 69) in Flanders (Belgium), which is well known for its split system in which children between two and a half and four years old are confronted with the pivotal transition from an informal or formal caring environment (home or childcare service) to a formal learning environment (preschool). With Maurice Hamington’s theory of embodied and performative care as a theoretical lens for this empirical study, we propose a new direction for pre- and in-service training, in which the use of emotions, embodied exchange and social responsibility has a central place. 相似文献
1000.
Over a wide range of subject areas students exhibit persistent conceptions contrary to the prevailing scientific concepts. The same alternative conceptions in physics are reported to exist across many countries, within a variety of cultural and environmental contexts. Also, many alternative conceptions show striking similarities with difficulties encountered in the historical development of physics. What is the reason for these similarities? Is intuitive science learned or triggered? And, if similar brain structures are responsible for common-sense theories, in what way then are cultural factors still important in the teaching-learning process? The influence of cultural factors will be discussed on the basis of literature available on this topic. Data collected by the authors in the Netherlands, Indonesia and countries in Africa are also taken into consideration. A distinction is proposed between alternative conceptions some of which may be universal and some dependent on culture. The same distinction is made regarding ways of reasoning and epistemology. It is suggested that the effectiveness of methods for the remediation of alternative conceptions is strongly influenced by cultural aspects of the teaching-learning process. 相似文献