排序方式： 共有84条查询结果，搜索用时 203 毫秒
11.
Rola Ajjawi Joanna Tai Tran Le Huu Nghia David Boud Liz Johnson Carol-Joy Patrick 《Assessment & Evaluation in Higher Education》2020,45(2):304-316
AbstractWork-integrated learning (WIL) is a feature of university courses, both in professional areas, where it is commonplace, but also across many different disciplines. Assessment of WIL can be complex as it involves parties and settings external to the university, and it can be problematic because of difficulties in aligning learning activities during placements with what is or can be assessed by the university. This paper explores the relationship between students’ placement experiences and accompanying assessments in contexts where activities are tightly coupled with the curriculum, and in those where it is not. It draws on a qualitative analysis of student interviews and drawings by the interviewees of their WIL experiences, supplemented with analysis of unit guides. Our findings highlight that students’ perceptions of authenticity of assessment were undermined by misalignments between the student, university and industry. Assessment authenticity was perceived by students as based on alignment between their current and future selves in the assessment process, involvement of industry supervisors and relevance of placement activities to assessment activities. The paper discusses the complexity of coordination of educational activities with external partners, especially when one party drives assessment. It then suggests a reframing of WIL assessment to promote alignment and authenticity. 相似文献
12.
Ethene/norbornene copolymerization by the catalyst system [Me2Si(3-tertBuCp)(NtertBu)]TiCl2/MAO was investigated in detail at 30 °C, 60 °C, and 90 °C. A mass flow controller was used in this work to obtain kinetic
data and investigate temperature's effects on activity, norbornene incorporation, copolymerization parameter, microstructure,
glass transition temperature, and molar masses were described. High copolymerization valuesr
ξ and high alternation are determined. The number of isotactic alternating sequences is much higher than that of the syndiotactic
alternating sequences. 相似文献
13.
John K. Rempel Lynn A. Rempel Dinh T.P. Hoa Le T. Vui Tran K. Long 《Child development》2020,91(2):e345-e364
A multifaceted, relationally focused intervention involving group and individual pre- and postnatal counseling, print resources, and community resources encouraged 390 fathers of newborn infants in Vietnam to responsively support mothers and work with them as a parenting team. Both partners completed questionnaires prebirth and 1-, 4-, and 9-months postbirth on measures of breastfeeding support, exclusive breastfeeding duration, relationship quality, and infant development. Compared to 412 comparison group couples, intervention couples evidenced greater father support, especially in terms of helping and responsiveness to the mother's needs. This support predicted longer exclusive breastfeeding duration, improved relationship quality, and higher levels of infant development at 9 months. Sensitively working together with mothers as a coordinated team enhanced couple's relationship functioning and improved children's developmental outcomes. 相似文献
14.
2-year-old children interacted with a robot in a large playroom while their mother sat quietly in the corner. Identical vocalizations from the robot had very different effects on 3 dimensions of the children's behavior when the vocalizations were embedded in reciprocating and nonreciprocating social structures. The reciprocating robot produced (1) more topic-maintaining verbal dialogue, (2) less physical and more linguistically mediated social play, and (3) gender-specific effects on the children's tendency to visually reference their mother during the play session. The data are discussed with reference to the frequently encountered assumption that reciprocal social structures have an impact on children's behavior when the quantity and other qualitative dimensions of social stimulation are held constant, and with reference to the children's attributions about the robot as a social partner. 相似文献
15.
Richard J. Moniz Jr. Joe Eshleman David Jewell Brian Mooney Christine Tran 《College & Undergraduate Libraries》2013,20(4):349-364
The goal of information literacy instruction is to enable students to develop skills that they can use for life to facilitate their empowerment through information. Instruction librarians, particularly those teaching Millenials whose need for “hands on” instruction has been widely emphasized, are constantly searching for methodologies that will provide appropriate levels of interactive instruction. Many methods for enhancing the relevance of library instruction have been discussed in the literature. This study, designed and developed by a collaborative team of librarians and science faculty, describes the effects of providing course-integrated, interactive (with clickers) information literacy instruction to undergraduates at a small private nonprofit university in the Southeast. 相似文献
16.
Droplet microfluidics enables powerful analytic capabilities but often requires workflows involving macro- and microfluidic processing steps that are cumbersome to perform manually. Here, we demonstrate the automation of droplet microfluidics with commercial fluid-handling robotics. The workflows incorporate common microfluidic devices including droplet generators, mergers, and sorters and utilize the robot''s native capabilities for thermal control, incubation, and plate scanning. The ability to automate microfluidic devices using commercial fluid handling will speed up the integration of these methods into biological workflows. 相似文献
17.
In June 2015, Melissa Harris-Perry infamously analogized the possibility of trans-Black identity to the reality of transgender identity. Such analogies happen often and are used mostly for the benefit of learning about a less familiar form of identity. Building from a recent article by Suthakaranm, Filsinger, and White (2013) that presented a compelling argument for the use of analogies as an experiential learning tool in multicultural education, we advance the conversation by distinguishing a particular form of analogies: identity analogies. We explore the benefits and challenges of utilizing identity analogies as a tool for multicultural educators within U.S. higher education. 相似文献
18.
John J. Hoover Jennifer R. Erickson James R. Patton Donna M. Sacco Le M. Tran 《Learning disabilities research & practice》2019,34(1):14-22
Effective education of English learners (ELs) with learning disabilities requires special educators to deliver culturally/linguistically responsive instruction within the context of special services, embracing the interaction between exceptionality and diversity. A critical concept is the notion that cultural and linguistic features are mandated by law to remain integral to teaching and learning once ELs are appropriately placed for special services. We examined a sampling of IEPs for ELs receiving special education for learning disabilities for cultural/linguistic responsive features to inform instruction. We found from our pilot study that the IEPs contain little to no reference to ELs' diverse linguistic and cultural qualities to (1) meet legislative mandates, and (2) guide delivery of appropriate special education. Practitioner implications for developing culturally and linguistically responsive IEPs are provided to support educators who teach ELs with learning disabilities. 相似文献
19.
气候变化和随之而来的一系列自然灾害严重影响了人们的生产和生活。越南也是受气候变化影响深重的国家之一。由于海平面上升、洪水、旱灾的频繁发生,越南的农业、渔业、人民生命财产和健康都受到严重威胁。本文对此作了详细分析,并提出高校在应对气候变化过程中应尽的责任和可能发挥的作用。 相似文献
20.
Thi Tuyet Tran 《Journal of Education & Work》2018,31(1):59-71
Literature suggests that educational attainment is one of the significant factors affecting youth transition to work. The process of capital accumulation through education is suggested as the key marker of social inclusion and exclusion. This paper compares the educational attainment among youth in Vietnam with their status in employment. It uses the data from the school-to-work transition survey of the International Labour Office with 2722 youth participants aged 15–29 in different geographical areas in Vietnam. The findings indicate that Vietnamese youth have to face many challenges when negotiating their transition to work, especially when the educational attainment of the majority youth is low. A wide gap between education and learners’ needs and interests, the economic burden many young people had to bear and the low level of development of the economy with a large proportion of the informal sector are the main reasons for youth in Vietnam to leave school early and to accept low quality work to earn their living. These problems need to be solved to help youth in Vietnam approach better jobs in the market. 相似文献