Developing an empirically based typology of attitudes of entering students toward participation in learning communities     

Peter R. Jones  Jodi Levine Laufgraben  Nancy Morris 《Assessment & Evaluation in Higher Education》2006,31(3):249-265

Learning communities (LC) seek to strengthen and enrich students’ connections to each other, their teachers, and the subject matter they are studying. Their success depends on the nature of the learning community program, the learning styles of the students who participate and the reasons why students entered the program. This study uses a combination of factor and cluster analysis to develop a typology of student experiences that is used to examine the efficacy of the Learning Community program at Temple University, Philadelphia. The findings identify distinctive types of learning community experience and show that not all types match well with all students. The study questions the common assumption that learning communities are always helpful to student learning and development, and cautions against the belief that benefits will inevitably accrue. The variation in the value and impact on students of this long‐standing learning community program suggests that the evaluative burden of proof is for administrators to clearly demonstrate and not assume a uniformly positive impact of learning communities.  相似文献   

Attitudes and values of lecturing staff: Tradition,innovation and change     

Nancy Falchikov 《Higher Education》1993,25(4):487-510

Attitudes and values of academic staff in a Scottish polytechnic were measured by means of a survey and a Q sort. Seven significant factors emerged from the rotated factor analysis, which represented groupings of staff who shared attitudes (I = Pro- student autonomy (student focus), II = Traditionalists, III = Pro- student autonomy (staff focus), IV = Staff under pressure, V = Seniors, VI = The Professionals and VII = Defensive Traditionalists). Innovators were found to share certain characteristics, and tended to be concentrated in factor groups I and V. All groups valued and enjoyed teaching, though other aspects of the academic role were valued by one or two groups only. Senior lecturers tended to enjoy course development and administration. Gender differences were not marked, though women were over represented in the factor I group. Faculty differences were also small, but pointed to Science faculty staff being somewhat more traditional than others. Furthermore, science faculty staff endorsed the higher levels of intellectual and ethical development less strongly than staff from other faculties. Results are discussed in the light of professional and institutional changes taking place in higher education in the U.K. at present.  相似文献   

Reading disabilities and the effects of colored filters     

P D O'Connor  F Sofo  L Kendall  G Olsen 《Journal of learning disabilities》1990,23(10):597-603, 620

The efficacy of a controversial treatment, using colored filters to remediate reading disabilities, was measured empirically, with colored overlays placed over reading material on white paper. Irlen's (1983) method is to prescribe specific tinted filters as lenses that she claims filter specific light frequencies and remove a range of perceptual disorders that adversely affect reading and related learning performance. Irlen calls this condition "scotopic sensitivity" and claims it is a significant factor in a high percentage of people with learning disabilities. Ninety-two children with significant reading disabilities were classified as either scotopic or nonscotopic using the Irlen Differential Perceptual Schedule, and were randomly assigned to one of six treatment groups using colored or clear overlays. Reading performance (rate, accuracy, and comprehension) as measured by the Neale Analysis of Reading Ability (Neale, 1987) and the Formal Reading Inventory (Wiederholt, 1986) improved significantly when the scotopic children read with the preferred colored overlay filter compared to clear or different-colored overlay filters. Nonscotopic children showed no change.  相似文献   

Let the (Board) Games Begin: Creative Ways to Enhance Teaching and Learning     

Nancy B. Sardone  Roberta Devlin-Scherer 《Clearing house (Menasha, Wis.)》2016,89(6):215-222

Gaming, in its many forms, is becoming a more active force in classrooms. To prepare preservice candidates for this trend, one teacher education program asked candidates (n = 60) to develop games in varied curricular fields tied to curriculum standards. This article describes the development of a model game, assignment requirements, provides a content review of eight games (geography and novels), their features, and highlights benefits and lessons learned from this experience.  相似文献   

A study of low-literate adults: Personal,environmental and program considerations     

Nancy Taylor  Peggy Wade Ph.D. Candidate  Irene Blum  Laurie Goold  Shirley Jackson 《The Urban Review》1980,12(2):69-77

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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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The ideal pupil as perceived by Nigerian (Igbo) teachers and Torrance's creative personality     

Nancy M. Ohuche 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》1986,32(2):191-196

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Ethics and Visual Rhetorics: Seeing's Not Believing Anymore     

Nancy Allen 《Technical Communication Quarterly》1996,5(1):87-105

When working with graphics and illustrations, technical communicators face ethical questions at almost every step. The visual rhetorics available offer help with evaluating visual components but little guidance on ethical issues. This article presents examples of ethical conflicts, describes some of the prominent visual rhetorics, and discusses ethical issues that need to be addressed. Some steps for improving ethical awareness related to graphics and illustrations are suggested.  相似文献   

Masculinity, Femininity, and Sex Role Attitudes in Early Adolescence: Exploring Gender Intensification   总被引：3，自引：2，他引：3  

Nancy L. Galambos  David M. Almeida  Anne C. Petersen 《Child development》1990,61(6):1905-1914

This longitudinal study of 200 young adolescent girls and boys (mean age 11.6 years in sixth grade) investigated the hypothesis that differences in masculinity, femininity, and sex role attitudes would intensify across the sixth, seventh, and eighth grades (between 11 and 13 years of age) and that pubertal timing (early, on time, late) would play a role in this intensification. Analyses revealed that sex differences in masculinity and sex role attitudes increased across grades, but not sex differences in femininity. Pubertal timing was not associated with this gender divergence, although the evidence is equivocal for boys. The results provide support for gender intensification, but the role of pubertal timing may not be as strong as previously supposed.  相似文献