Reviews     

Ivan Crozier  Patricia Fara  Jon Hodge  Brendan Kitts  Robin Knight  Sverre Myhra  David Oldroyd  Elizabeth A. Wilson  Rosemary Robins  Stephen Dovers  John Forge  Harshi Gunawardena  Jenny Tannoch-Bland  Loet Leydesdorff  David Oldroyd  David Oldroyd  David Oldroyd  Nicolas Rasmussen  Greg Restall  Helaine Selin  Michael Shortland  E. E. Sleinis  Fiona Solomon  Scott McQuire  Maurice Crosland  David Farrier  Roslynn Haynes  Sverre Myhra  Colin Russell  Libby Robin  Karin Garrety  Stephen Gaukroger  Stephen Ames  Wendy Varney  Vojislav Bozickovic  Phil Dowe 《Metascience》1996,5(2):71-192

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The relationship between locus of control and academic level and sex of secondary school students     

Marvin W. Boss  Maurice C. Taylor 《Contemporary educational psychology》1989,14(4)

The relationships among locus of control, academic program, and sex of grade 9 secondary school students were investigated. Two hundred sixty-seven high school students from advanced, general, and basic level programs were administered the modified forms of the Nowicki-Strickland Locus of Control Scale for Children and the Intellectual Achievement Responsibility Questionnaire. As hypothesized, students in the advanced level program were more internally controlled than either general or basic level students. As well, advanced level students were more internally responsible for their intellectual-academic failures than general level students. Sex differences as they relate to specific expectancies in intellectual achievement situations are also discussed.  相似文献   

Global development of the two-year college concept     

Maurice Duperre 《Higher Education》1974,3(3):315-330

This paper defines the two-year college as an institution offering tertiary education for any of a broad range of needs terminating in a sub-baccalaureate degree with perhaps various certificates as well for completion of still shorter programs. A global overview of developments outside of the United States is followed by an intensive discussion of two-year college developments in Japan and in Canada. In the final section of the paper, some of the chief areas of concern in this phase of higher education are noted. The number of two-year colleges outside of the United States is growing steadily and will soon exceed the number within that country. The private junior college, vocationally oriented, is the principal type to be found in Japan. In Canada, three types are noted, the Western colleges fitting quite well the definition adopted here, the heavily career-oriented schools, and the unique CEGEP's of Quebec province. Other nations offer still more variations on the basic theme. Access to higher education and the generally lower prestige of the two-year college are the two chief issues in the university parallel curriculum. Economic development of nations is brought to bear upon career curricula. Student services and community services are fields not yet widely ventured upon. The questions of support, control, and development are complex ones, concerning which each nation may learn much from the experiences of others.  相似文献   

An analysis of the educational value of low-fidelity anatomy models as external representations     

Chan LK  Cheng MM 《Anatomical sciences education》2011,4(5):256-263

Although high-fidelity digital models of human anatomy based on actual cross-sectional images of the human body have been developed, reports on the use of physical models in anatomy teaching continue to appear. This article aims to examine the common features shared by these physical models and analyze their educational value based on the literature on cognition, learning, and external representations. A literature search on these physical models in three popular anatomy journals published over a 10-year period from 2001 to 2010 found that all of them have low fidelity: they oftentimes do not closely resemble the regions of the human body they are representing. They include only a small number of the structures that exist in these regions of the human body and do not accurately represent the shape and surface details of these structures. However, these models strongly correspond to the human body in the spatial relationship of the represented structures, which is crucial to achieving their educational purpose of teaching three-dimensional comprehension and anatomical reasoning. The educational value of these models includes acting as memory aids, reducing cognitive overload, facilitating problem solving, and arousing students' enthusiasm and participation. Because these models often lack a close resemblance to the human body, their use in anatomy teaching should always be accompanied by adequate explanations to the students to establish the correspondence between the models and the parts of the human body they are representing.  相似文献   

Consistency of performances in the Tkatchev release and re-grasp on high bar     

Michael J. Hiley  Maurice R. Yeadon  Emma Buxton 《Sports biomechanics / International Society of Biomechanics in Sports》2013,12(2):121-130

The Tkatchev on the high bar is a release and re-grasp skill in which the gymnast rotates in a direction during flight opposite to that of the preceding swing. Since the release window is defined as the time during which the gymnast has appropriate linear and angular momentum to ensure the bar can be re-grasped, it was speculated that the release windows for this skill would be smaller than for dismounts that are less constrained. One senior male gymnast competing at national standard performed 60 Tkatchev trials. A four-segment planar simulation model of the gymnast and high bar was used to determine the release windows in 10 successful and 10 unsuccessful performances of the Tkatchev recorded using a Vicon motion analysis system. Model parameters were optimized to obtain a close match between simulations and recorded performances in terms of rotation angle (1°), bar displacements (0.01 m), and release velocities (1%). Each matched simulation was used to determine the time window around the actual point of release for which the model had appropriate release parameters to complete the Tkatchev successfully. The release windows for the successful trials were small compared with those of dismounts. The unsuccessful trials were associated with later release and later timing of the actions at the shoulders and hips.  相似文献   

Strategy Precedes Operational Effectiveness: Aligning High Graduation Rankings With Competitive Graduation Grade Point Averages     

Maurice Apprey  Kimberley C. Bassett  Patrice Preston-Grimes  Dion W. Lewis  Beverly Wood 《Peabody Journal of Education》2014,89(3):305-317

Two pivotal and interconnected claims are addressed in this article. First, strategy precedes program effectiveness. Second, graduation rates and rankings are insufficient in any account of academic progress for African American students. In this article, graduation is regarded as the floor and not the ceiling, as it were. The ideal situation in the promotion of strategy is the alignment of high graduation rates or rankings with high graduation cumulative grade point averages. This strategic alignment is precisely what needs to be formulated in the first instance before making judgments about program development and/or operational effectiveness. The work of the Office of African American Affairs of the University of Virginia provides the context for observing trends in academic performance that illustrate the optimal alignment between high graduation rankings and correspondingly high grade point averages.  相似文献   

From Crisis Management to Academic Achievement: A University Cluster-mentoring Model for Black Undergraduates     

Maurice Apprey  Patrice Preston-Grimes  Kimberley C. Bassett  Dion W. Lewis  Ryan M. Rideau 《Peabody Journal of Education》2014,89(3):318-335

In spite of the widening racial achievement gap among U.S. college students (U.S. Census Bureau, 2011), some universities are achieving success in supporting the graduation and postcollege goals of Black undergraduates (Apprey, Bassett, Preston-Grimes, Lewis, & Wood 2014/this issue; Baker, 2006; Hrabowski, 2003; Hrabowski & Maton, 2009). Although research has documented efforts to improve students’ college academic success in mathematics, science, and engineering (Maton & Hrabowski, 2004), little research has examined the role of undergraduate support programs across the academic disciplines to bridge success for students from high school graduation through graduate school matriculation. This is a key link in the pipeline to career and lifelong achievement for Black students. The following case study describes an inclusive cluster-mentoring model for Black undergraduates at a Research I university that includes four elements—(a) student peer-advising, (b) faculty–student academic mentoring and advising, (c) culturally sensitive initiatives, and (d) organized parental support—to create high impact with measurable results. This university-based model can serve as a guide to improve and expand services that support the academic and leadership success of Black undergraduate students in other higher education settings.  相似文献   

Artisan training and employment outcomes in Tanzania     

Paul Bennell  Faustin Mukyanuzi  Maurice Kasogela  Francis Mutashubirwa  Mikkel Klim 《Compare》2006,36(1):73-84

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Understanding metallic bonding: Structure,process and interaction by Rasch analysis     

Maurice M. W. Cheng  Pey-Tee Oon 《International Journal of Science Education》2016,38(12):1923-1944

This paper reports the results of a survey of 3006 Year 10–12 students on their understandings of metallic bonding. The instrument was developed based on Chi's ontological categories of scientific concepts and students' understanding of metallic bonding as reported in the literature. The instrument has two parts. Part one probed into students' understanding of metallic bonding as (a) a submicro structure of metals, (b) a process in which individual metal atoms lose their outermost shell electrons to form a ‘sea of electrons’ and octet metal cations or (c) an all-directional electrostatic force between delocalized electrons and metal cations, that is, an interaction. Part two assessed students' explanation of malleability of metals, for example (a) as a submicro structural rearrangement of metal atoms/cations or (b) based on all-directional electrostatic force. The instrument was validated by the Rasch Model. Psychometric assessment showed that the instrument possessed reasonably good properties of measurement. Results revealed that it was reliable and valid for measuring students' understanding of metallic bonding. Analysis revealed that the structure, process and interaction understandings were unidimensional and in an increasing order of difficulty. Implications for the teaching of metallic bonding, particular through the use of diagrams, critiques and model-based learning, are discussed.  相似文献   

The coping mechanisms of children with school refusal     

Maurice Place  Jessica Hulsmeier  Sue Davis  Elizabeth Taylor 《Journal of Research in Special Educational Needs》2002,2(2)

There are a variety of ways in which the children of today cope with the stresses of modern life. This paper examines the mechanisms used by a sample of children who had established school refusal and found their mechanisms of coping to be quite different from those of a control group. The findings raise the question as to whether there is a connection between social isolation and poor socialisation in the aetiology of school refusal, and suggest a possible mechanism by which such problems are compounded by enmeshed family relationships. This work also indicates that some protection against the need to refuse school can be gained by establishing good social relationships, focusing upon improving coping strategies and increasing the young person's sense of belonging.  相似文献