The Empirical Basis of Designing Instruction     

Jules M. Pieters  Renate Bergman 《Performance Improvement Quarterly》1995,8(3):118-129

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Stichwort: Integration     

Renate Möller  Uwe Sander 《Zeitschrift für Erziehungswissenschaft》2001,4(2):151-172

Ohne Zusammenfassung  相似文献   

Use of adaptive behavior and discrepancy criteria to determine learning disabilities severity subtypes     

S Strawser  C Weller 《Journal of learning disabilities》1985,18(4):205-212

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Editorial policy and the assessment of quality among medical journals   总被引：1，自引：0，他引：1  

A C Weller 《Bulletin of the Medical Library Association》1987,75(4):310-316

Many factors are weighed in judging the quality of a journal. Editorial policies in the instructions to authors section offer an important, though often neglected, source of information. In addition to directions on formatting and style, this section often includes financial disclosures and policies on coverage, peer review, confidentiality, human experimentation and duplicate submissions. This study analyzes the contents of instructions sections from several categories of medical journals to determine their usefulness in making collection development decisions. Included are journals currently considered the most prestigious, indexed in Index Medicus and Abridged Index Medicus, and not indexed in Index Medicus or subscribed to by a typical large academic health sciences library. It was found that in a statistically significant number of journals, the instructions to authors section is more likely to be included and substantive in highly regarded journals than in less prestigious journals. It is concluded that the amount of information in the instructions section is related to the quality of the journal and that these sections are a useful collection development tool.  相似文献   

E-portfolios: an assessment tool for online courses     

Robin Mason  Chris Pegler  Martin Weller 《British journal of educational technology : journal of the Council for Educational Technology》2004,35(6):717-727

This article considers the various uses of e‐portfolios in an educational context and looks at the particular characteristics of the electronic version of portfolios. It then focuses on the application of the e‐portfolio as an assessment method. A case is made for the use of the e‐portfolio as an appropriate end of course assessment process where learning objects are the basis of the course design. Evaluation data from such a course is presented. This is a post‐graduate online course run by the Institute of Educational Technology at the Open University. Conclusions are drawn from the evaluation about the appropriateness of e‐portfolios as an end of course assessment method.  相似文献   

The Relation Between Breakfast Skipping and School Performance in Adolescents     

Annemarie Boschloo  Carolijn Ouwehand  Sanne Dekker  Nikki Lee  Renate de Groot  Lydia Krabbendam  Jelle Jolles 《Mind, Brain, and Education》2012,6(2):81-88

Breakfast skipping is common in adolescents, but research on the effects of breakfast skipping on school performance is scarce. This current cross‐sectional survey study of 605 adolescents aged 11–18 years investigated whether adolescents who habitually skip breakfast have lower end‐of‐term grades than adolescents who eat breakfast daily. Additionally, the roles of sleep behavior, namely chronotype, and attention were explored. Results showed that breakfast skippers performed lower at school than breakfast eaters. The findings were similar for younger and older adolescents and for boys and girls. Adolescents with an evening chronotype were more likely to skip breakfast, but chronotype was unrelated to school performance. Furthermore, attention problems partially mediated the relation between breakfast skipping and school performance. This large‐scale study emphasizes the importance of breakfast as a determinant for school performance. The results give reason to investigate the mechanisms underlying the relation between skipping breakfast, attention, and school performance in more detail.  相似文献   

Design and validation of a novel learning tool, the "Anato-Rug," for teaching equine topographical anatomy     

Braid F  Williams SB  Weller R 《Anatomical sciences education》2012,5(5):256-263

Recognition of anatomical landmarks in live animals (and humans) is key for clinical practice, but students often find it difficult to translate knowledge from dissection‐based anatomy onto the live animal and struggle to acquire this vital skill. The purpose of this study was to create and evaluate the use of an equine anatomy rug (“Anato‐Rug”) depicting topographical anatomy and key areas of lung, heart, and gastrointestinal auscultation, which could be used together with a live horse to aid learning of “live animal” anatomy. Over the course of 2 weeks, 38 third year veterinary students were randomly allocated into an experimental group, revising topographical anatomy from the “Anato‐Rug,” or a control group, learning topographical anatomy from a textbook. Immediately post activity, both groups underwent a test on live anatomy knowledge and were retested 1 week later. Both groups then completed a questionnaire to ascertain their perceptions of their learning experiences. Results showed that the experimental groups scored significantly higher than the control group at the first testing session, experienced more enjoyment during the activity and gained more confidence in identifying anatomical landmarks than the control group. There was not a significant difference in scores between groups at the second testing session. The findings indicate that the anatomy rug is an effective learning tool that aids understanding, confidence, and enjoyment in learning equine thorax and abdominal anatomy; however it was not better than traditional methods with regards to longer term memory recall. Anat SciEduc. © 2012 American Association of Anatomists.  相似文献   

Who is the newer researcher into higher education? Locating ourselves in shifting terrains     

Sally Hancock  Sue Clegg  Peter Kahn  Saranne Weller 《高等教育研究与发展》2016,35(2):282-295

This article aims to deconstruct the underpinning tenets of the term ‘newer researcher into higher education’. In recognition of the ambiguities of the term, we begin by questioning the nature of the field(s) of research into higher education (HE). Secondly, we critique the policy discourses associated with the term ‘newer researcher’. Then, with a view to illustrating the over-linear assumptions of such discourses, the article articulates the biographies of practising researchers in this field through narrative reconstructions of the five authors’ own routes as researchers into HE, openly acknowledging their temporalities and serendipitous conditionalities. Finally, we consider the nature of a career in the context of the professionalisation of routes into HE research. Our concluding remarks return us to the question of the status of HE research and to suggestions of positive ways to embrace the dilemmas we face.  相似文献   

Effectiveness of a group-based program for parents of children with dyslexia     

Bettina Multhauf  Anke Buschmann  Renate Soellner 《Reading and writing》2016,29(6):1203-1223

Parents of children with dyslexia experience more parenting stress and depressive symptoms than other parents. The purpose of this study was to evaluate the effects of a cognitive-behavioral group-based program for parents of dyslexic children on parenting stress levels, parent–child homework interactions and parental competencies. 39 children with dyslexia and their mothers were randomly assigned either to a cognitive-behavioral-therapy group or a waiting-list control group. The intervention lasted for 3 months. Mothers filled in the Parenting Stress Index and a paper–pencil questionnaire assessing dyslexia specific stress, conflicts in homework situations and competencies in dealing with dyslexia. Assessment took place before, immediately after, and 3 months following intervention. A multivariate analysis of variance revealed overall effectiveness of the program (partial η² = .091), which can be mainly attributed to the reduction of parenting stress and dyslexia specific stress as well as an enhancement of parental competencies. Planned contrasts showed that effects could not be approved directly after the training but 3 months later, indicating a delayed effect. Future studies should examine program effects on mothers and fathers on the basis of a larger representative sample.  相似文献   

Visualising learning design to foster and support good practice and creativity     

Gráinne Conole  Andrew Brasher  Simon Cross  Martin Weller  Paul Clark  Juliette Culver 《Educational Media International》2013,50(3):177-194

Applying Bandura's social learning theory, this paper proposes a theoretical framework for analysing the effect of MUD playing on users' self efficacy. Three types of self efficacy – computer self efficacy (CSE), social self efficacy (SSE) and generalized self efficacy (GSE) – are introduced. A possible hypothesis – successful performance, vicarious experience, hearing positive verbal persuasion and massive exposure during MUD playing will raise the CSE, SSE, and GSE of users – is suggested. Finally, a theoretical model explaining the relationship between self efficacy and MUD activities is proposed.

Applicant la théorie de l'apprentissage de Bandura cet article propose un cadre théorique pour analyser les effets de MUD jouant sur l'efficacité personnelle de l'utilisateur. 3 types de celles-ci - computer self-efficiency (CSE) social self efficacy (SSE) et generalisé self-efficiency (GSE) - sont introduits et une hypothèse possible. Les résultats réussis, expérience substituée, écoute de la persuasion verbalement et l'exposition massive au jeu de MUD augmentera le CSE, SSE et GSE des utilisateurs est suggéreé. Finalement un modèle théoritique expliquant le rapport entre l'efficacité personnelle et les activités de MUD est proposé. NDLR. Beaucoup de termes sont introduisable en francais et ont dû être maintenus en anglais.

(MUD: multi-user domain, multi-user dungeon, oder multi-user dimension; eine (virtuelle) Umgebung, in der mehrere Menschen (Spieler) gleichzeitig eingeloggt sein können, um miteinander zu agieren (Rollenspiele).?/?Efficacy: wörtl.: Wirksamkeit - Der Übersetzer). Unter Anwendung von Banduras Sozialer Lerntheorie wird in diesem Beitrag ein theoretischer Rahmen vorgestellt, mit dessen Hilfe man die Wirkung des MUD-Spielens auf das Selbstvertrauen der Teilnehmer analysieren kann. Es werden drei Arten dieses Selbstvertrauens eingeführt - Computer self efficacy (CSE), Social self efficacy (SSE) und Generalized self Efficacy (GSE). Die Hypothese ist, dass durch die erfolgreiche Durchführung Ersatzerfahrungen, das Hören positiver verbaler Bestätigung und das massives Ausgeliefertsein während des MUD-Spielens das Selbstbewußtsein (CSE, SSE und GSE) des Spielers erhöht wird. Zum Schluss wird ein theoretisches Modell zur Beziehung zwischen Selbstvertrauen und MUD-Aktivitäten vorgestellt.  相似文献