Injecting Inquiry-Oriented Modules into Calculus     

Therese Shelton 《PRIMUS》2017,27(7):669-680

Abstract

Implementing inquiry-based modules within a course can be effective and enable instructor experimentation, without completely transforming an entire course. For instructors new to inquiry-based learning (IBL), we state hallmarks of the practice and point out the merits of strong IBL communities. An inquiry-based approach may alleviate some current common issues in Calculus I. We present two activities and evidence of their effectiveness and adaptability, and describe their POGIL style of guided inquiry learning that raises awareness of the learning process. We share the experience of a “traditionally-oriented” faculty member transitioning to a more student-centered pedagogy, reflecting on advantages of using a combination of pedagogical styles.  相似文献   

Academic capitalism in the age of globalization     

Therese Hauge 《高等教育研究与发展》2016,35(4):865-867

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Editorial     

Therese N. Hopfenbeck 《Assessment in Education: Principles, Policy & Practice》2016,23(3):323-326

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Joining the Learning Society and working in the NHS: some issues     

Therese Dowswell  Jenny Hewison  Bobbie Millar 《教育政策杂志》2013,28(6):539-550

In this paper we discuss the concept of the Learning Society in relation to staff working in the NHS (National Health Service) and taking part in formal courses. We outline the changing context within the NHS and draw on evidence from interviews with 38 participants on two courses. While motives for participation in courses were mixed, many staff felt under some pressure to engage in formal courses and in some cases undertook work‐related training in their own time and at their own expense. We conclude by discussing the implications of these findings for the development of a Learning Society.  相似文献   

A Qualitative Method for Assessing Faculty Satisfaction     

Susan Ambrose  Therese Huston  Marie Norman 《Research in higher education》2005,46(7):803-830

Universities attempt to hire the highest quality faculty they can, but they are not always successful at retaining them. Furthermore, some faculty members who do remain may not function as engaging colleagues who make others want to stay. This study investigates why some faculty members leave and why others stay by illuminating the complexities of individual experiences. Using semi-structured interviews rather than surveys, a matched cohort of 123 faculty members (half current and half former) from one institution was interviewed. Although some of their primary reasons for satisfaction or dissatisfaction (e.g., collegiality, mentoring) were predicted by general survey research, there were also unforeseeable issues that strongly influenced satisfaction and decisions to stay or leave, demonstrating the importance of institution-specific research. This paper provides a method for collecting institution-specific information as well as several arguments for conducting interviews instead of pre-defined surveys.  相似文献   

Preliterate phonological awareness and early literacy skills in Turkish     

Selma Babayiit  Rhona Stainthorp 《Journal of Research in Reading》2007,30(4):394-413

The role of preschool phonological awareness in early reading and spelling skills was investigated in the transparent orthography of Turkish. Fifty‐six preschool children (mean age=5.6 years) were followed into Grade 2 (mean age=7.6 years). While preschool phonological awareness failed to make any reliable contribution to future reading skills, it was the strongest longitudinal correlate of spelling skills measured at the end of Grades 1 and 2. Overall findings suggested that phonological awareness may be differentially related to reading and spelling, and that spelling is a more sensitive index of phonological processing skills. In this study, verbal short‐term memory emerged as the most powerful and consistent longitudinal correlate of reading speed. This finding raised important questions about the component processes of reading speed, and the role of memory and morphosyntactic skills in an agglutinative and transparent orthography such as Turkish.  相似文献   

Laufen. Texte, Übersetzungen,Kommentar     

Therese Aigner  Barbara Mauritsch-Bein  Werner Petermandl  Wolfgang Decker 《Sportwissenschaft》2003,33(3):326-330

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Contributions of word-level and verbal skills to written expression: comparison of learners who speak English as a first (L1) and second language (L2)     

Selma Babayiğit 《Reading and writing》2014,27(7):1207-1229

The study investigated the role of word-level and verbal skills in writing quality of learners who spoke English as a first (L1) and second (L2) language. One hundred and sixty-eight L1 and L2 learners (M = 115.38 months, SD = 3.57 months) participated in the study. All testing was conducted in English. There was a statistically significant L1 advantage on the measures of writing quality and verbal skills (i.e., vocabulary, verbal working memory, and semantic fluency) but not on word-level skills (i.e., spelling and word reading). Results from the multi-sample structural equation modeling analysis showed that the word-level and verbal skills made independent contributions to writing quality of L1 and L2 learners and the strength of these relationships was invariant (equivalent) across the two samples. The educational implications of research on L2 learners who are learning to write in a majority language were discussed.  相似文献   

Educational Media     

Dean Jamison  Steven Klecs  Emile G. McAnany  Henry T. Ingle  Lois Joy Lester  Therese Silverman 《Communication Booknotes Quarterly》2013,44(10):119-120

Dean Jamison, et al. The Effectiveness of Alternative Instructional Media: A Survey (March 1973, 72 pp.)

Dean Jamison with Steven Klecs, The Cost of Instructional Radio and Television for Developing Countries (March 1973, 57 pp.)

Emile G. McAnany, Radio's Role in Development: Five Strategies of Use (September 1973 with a 1976 afterword, Info. Bulletin No. 4, 29 pp.)

Henry T. Ingle, Communication Media and Technology: A Look at Their Role in Non-Formal Education Programs (August 1974, Info. Bulletin No. 5, 62 pp.)

Lois Joy Lester, A Directory of Sources of Assistance on Educational Technology for Development (November 1975, Info. Bulletin No. 6, 90 pp.)

A Sourcebook on Radio's Role in Development: (October 1976, Info. Bulletin No. 7, 85 pp.)

Therese Silverman, Tele-Niger: Adapting an Electronic Medium to a Rural African Context (undated, but late 1976, Info. Bulletin No. 8, 45 pp.)

Development Communication Report (an apparently irregular newsletter)

Keith W. Mielke and James W. Swinehart's Evaluation of the Feeling Good Television Series (Children's Television Workshop, One Lincoln Plaza, New York, N.Y. 10023—$10.00, paper)  相似文献   

Assessing measurement invariance of Turkish “Central Examination for Secondary Education Institutions” for visually impaired students     

Şenel  Selma 《Educational Assessment, Evaluation and Accountability》2021,33(4):621-648

Educational Assessment, Evaluation and Accountability - Studies that focus on measurement invariance are of significant importance in proving the validation of high-stake tests, and in order to...  相似文献