Experiments of two-level training in Hungarian higher education     

András Korcsog  András Rohonyi  Ferencz Béldi  Kálmán Gasztonyi  Tibor Meisel 《Higher Education》1977,6(1):1-43

An experiment designed to train engineering students to two levels of terminal achievement within single institutions is reported. The operative engineers (formerly high level technicians) qualify after three years whilst research and development engineers (fully qualified engineers) take five years. Organisational and curricular problems necessarily created by such integrated schemes are described and discussed. Social attitudes in society in general and in the student body in particular make the task of directing students towards the shorter form of training complex and difficult. From the experience gained so far it can confidently be asserted that the experiments in two-level training have been successful.Note by the Editor: This article is an abbreviated version prepared by the Editor of a 90-page UNESCO (copyright) report with the same title, Document ED. 75/WS/64, dated October 1975. We are grateful to the authors and to UNESCO for permission to print this summary of the report.  相似文献   

Investigations of Temperament at Three to Seven Years: The Children''s Behavior Questionnaire     

Mary K. Rothbart  Stephan A. Ahadi  Karen L. Hershey  & Phillip Fisher 《Child development》2001,72(5):1394-1408

This article reviews evidence on the reliability and validity of the Children's Behavior Questionnaire (CBQ), and presents CBQ data on the structure of temperament in childhood. The CBQ is a caregiver report measure designed to provide a detailed assessment of temperament in children 3 to 7 years of age. Individual differences are assessed on 15 primary temperament characteristics: Positive Anticipation, Smiling/Laughter, High Intensity Pleasure, Activity Level, Impulsivity, Shyness, Discomfort, Fear, Anger/Frustration, Sadness, Soothability, Inhibitory Control, Attentional Focusing, Low Intensity Pleasure, and Perceptual Sensitivity. Factor analyses of CBQ scales reliably recover a three-factor solution indicating three broad dimensions of temperament: Extraversion/Surgency, Negative Affectivity, and Effortful Control. This three-factor solution also appears to be reliably recovered in ratings of children in other cultures (e.g., China and Japan). Evidence for convergent validity derives from confirmation of hypothesized relations between temperament and socialization-relevant traits. In addition, parental agreement on CBQ ratings is substantial. The CBQ scales demonstrate adequate internal consistency, and may be used in studies requiring a highly differentiated yet integrated measure of temperament for children in this age range.  相似文献   

Reading comprehension in adolescents with learning disabilities: semantic and syntactic effects     

E P Abrahamsen  K C Shelton 《Journal of learning disabilities》1989,22(9):569-572

Ninety-two adolescents with learning disabilities were randomly assigned to four groups to determine the effects of semantic and syntactic complexity on the reading comprehension of content area prose. One group served as a control and read a social studies passage without change. The three treatment groups read passages with syntactic and/or semantic modifications. Comprehension was significantly better for those groups reading passages with combined semantic and syntactic modifications and syntactic modifications alone, when compared to the control group. Semantic modifications alone did not significantly improve comprehension.  相似文献   

Behavioral contrast and responding during multiple food-food,food-water,and water-water schedules     

R. H. Ettinger  F. K. McSweeney 《Learning & behavior》1981,9(2):216-222

Five pigeons pecked lighted keys for food reinforcers delivered by several multiple variable interval 2-min variable interval 2-min schedules. At different times, the components of the multiple schedule both supplied food reinforcers, both supplied water, or one supplied food and the other supplied water. Rates of responding during the water component of the food-water schedule were lower than the rates during comparable components of the water-water schedules (negative contrast). But, the rates of responding during the food component of the food-water schedule were not greater than the rates of responding during comparable components of the food-food schedules (absence of positive contrast) at two different levels of water deprivation. These results raise questions about several theories of behavioral contrast, and they may restrict the scope of any theory that attributes positive and negative contrast to symmetrical factors.  相似文献   

Over reported and misunderstood? A study of teachers’ reported enactment and knowledge of inquiry-based science teaching     

Daniel K. Capps  Jonathan T. Shemwell  Ashley M. Young 《International Journal of Science Education》2016,38(6):934-959

Science education reforms worldwide call on teachers to engage students in investigative approaches to instruction, like inquiry. Studies of teacher self-reported enactment indicate that inquiry is used frequently in the classroom, suggesting a high level of proficiency with inquiry that would be amenable to inquiry reform. However, it is unclear whether the high frequency of self-report is based on sound knowledge inquiry. In the absence of sound knowledge, high rates of self-reported enactment would be suspect. We conducted a study to measure teachers’ knowledge of inquiry as it related to the known, high frequency of reported enactment. We developed a multidimensional survey instrument using US reform documents and administered it to 149 K–12 teachers at a national science teachers’ conference. The majority of the teachers surveyed did not report inquiry enactment based on well-structured knowledge of inquiry. Interviews with participants showed how teachers could readily map non-inquiry activities onto inquiry statements taken directly from reform documents. From these results we argue that teachers often believed they were enacting inquiry, when likely they were not. We further reason that teachers may struggle to interpret and enact inquiry-related requirements of science education reform and will need support distinguishing inquiry from non-inquiry practices.  相似文献   

Balance in Positive Emotional Expressivity Across School Contexts Relates to Kindergartners’ Adjustment     

Maciel M. Hernández  Nancy Eisenberg  Carlos Valiente  Tracy L. Spinrad  Rebecca H. Berger  Sarah K. VanSchyndel 《Early education and development》2018,29(1):1-13

Positive emotional expressivity has been associated with increased social competence and decreased maladjustment in childhood. However, a few researchers have found null or even positive associations between positive emotional expressivity and maladjustment, which suggests that there may be nuanced associations of positive expressivity, perhaps as a function of the social context in which it is expressed. We examined whether observed positive emotional expressivity balance across peer-oriented/recreational and learning contexts predicted kindergarten children’s adjustment (N = 301). Research Findings: Higher positive expressivity during lunch/recess compared to positive expressivity in the classroom was associated with lower teacher–student conflict, externalizing behaviors, and depressive symptoms. In addition, overall positive emotional expressivity predicted lower externalizing behaviors as well as lower depressive and anxiety symptoms. Practice or Policy: The results suggest the importance of assessing observed positive emotional expressivity in context as a potential indicator of children’s maladjustment risk and the need for children to adapt their emotions to different contexts. Implications for assessing and supporting positive emotional expression balance and training emotional regulation in school are discussed.  相似文献   

Lecture capture podcasts: differential student use and performance in a large introductory course     

Adrienne E. Williams  Nancy M. Aguilar-Roca  Diane K. O’Dowd 《Educational technology research and development : ETR & D》2016,64(1):1-12

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Social Factors associated with changes in Educational Attainment between 7 and 11 Tears of Age     

K. R. Fogelman  H. Goldstein 《Educational studies》1976,2(2):95-109

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An Assessment of the Perception of Learning Gains of Freshmen Students in an Introductory Course in Nutrition and Food Science     

Alfred K. Anderson 《Journal of Food Science Education》2006,5(2):25-30

ABSTRACT: The assessment of learning gains of students in science and other disciplines is becoming a reality following the gradual shift from the traditional style of teaching to a curriculum-based assessment of learning outcomes. The degree to which students perceive to have obtained the outcomes of a course can be measured through an assessment of students' learning gains. This study evaluated the perceived learning gains of freshmen students in an introductory class FSC 110-Introduction to Human Nutrition and Food Science (FSC 110)-over a 4-semester period. Students used the Assessment of Learning Gains Survey Instrument, developed by the Wisconsin Center for Education Research, to assess the level of their perceived learning gains. The data collected indicated that, overall, students favorably perceived their learning gains in the course. Through the instrument, students identified areas of the course that they perceived to have contributed positively to their learning experiences and those they perceived to have not contributed in any meaningful way to their learning experiences. The students' perception of their learning gains could be useful to the instructor because it offers opportunities to revise the course with respect to delivery method, assessment methods and tools, and course resources, and to improve individual support given to students to enhance their learning experience. Such alterations in pedagogy could lead to significant improvements in course quality, which could be archived and transferred to subsequent classes.  相似文献   

Fractals and the large-scale structure in the Universe     

A. K. Mittal  T. R. Seshadri 《Resonance》2002,7(4):39-47

In Part 1 of this article, we had introduced the reader to some basic concepts of fractals and some operational algorithms to characterize them. We had also pointed out and clarified some common misconceptions about fractals. In this part we apply the fractal concepts to large-scale structures in the Universe. In particular we discuss the claim by some investigators that the distribution of galaxies in the Universe is a fractal. This is contrary to the standard view that the Universe is homogeneous and isotropic on large scales. Also discussed is the controversy as to whether the matter distribution in the Universe is a fractal on large-scales.  相似文献