Understanding Emotional Response Theory: The Role of Instructor Power and Justice Messages   总被引：1，自引：1，他引：0  

Sean M. Horan  Matthew M. Martin  Keith Weber 《Communication quarterly》2013,61(2):210-233

Self‐efficacy is the belief or confidence people have in their ability to achieve their goals. This study tested a path model involving past communicative experience, situation difficulty, self‐efficacy, interpersonal communication competence, and interpersonal communication outcomes. We found that self‐efficacy mediated the effect of past experience and situation difficulty on interpersonal communication outcomes. Interpersonal communication competence directly effected rewarding, satisfying communication. The study also provided concurrent validity information on the Interpersonal Communication Competence Scale, a skills measure of competence that taps 10 dimensions of the construct.  相似文献   

Requiring Participation: An Instructor Strategy to Influence Student Interest and Learning     

Brandi N. Frisby  Keith Weber  Brittany N. Beckner 《Communication quarterly》2013,61(3):308-322

Instructors are faced with the challenge of engaging students in the learning process. This study examined the effects of participation requirements on students' (N = 258) affective learning, interest, and cognitive learning using the Affective Learning Model and the Instructional Beliefs Model. Affective learning mediated the relationship between student participation requirements and cognitive learning, and student interest mediated the relationships between participation requirements and cognitive learning, supporting the IBM. The results provide insight into course-specific structural tactics that instructors can employ to enhance the educational experience for college students.  相似文献   

A report on the current access to academic information at the University of Pretoria for visually impaired students: challenges and opportunities     

Laetitia Cassells  Caitlin Weber 《Perspectives: Policy and Practice in Higher Education》2018,22(3):82-91

This study aimed to determine what the best practice guidelines were for making academic reading material available to visually impaired students at the University of Pretoria (UP) easily and efficiently. A basic literature review of relevant research data was done to help create further context for this study. A semi-structured interview with a staff member from the Disability Unit at the UP as well as a focus group consisting of five visually impaired students who make use of the unit were used to obtain responses to the research questions. The visually impaired students felt that local publishers and UP staff needed further insight into these students’ academic needs in order to make the acquisition process for their academic material run smoother and more efficiently.  相似文献   

More Effective Consolidation of Episodic Long‐Term Memory in Children Than Adults—Unrelated to Sleep          下载免费PDF全文

Jing‐Yi Wang  Frederik D. Weber  Katharina Zinke  Marion Inostroza  Jan Born 《Child development》2018,89(5):1720-1734

Abilities to encode and remember events in their spatiotemporal context (episodic memory) rely on brain regions that mature late during childhood and are supported by sleep. We compared the temporal dynamics of episodic memory formation and the role of sleep in this process between 62 children (8–12 years) and 57 adults (18–37 years). Subjects recalled “what–where–when” memories after a short 1‐hr retention interval or after a long 10.5‐hr interval containing either nocturnal sleep or daytime wakefulness. Although children showed diminished recall of episodes after 1 hr, possibly resulting from inferior encoding, unlike adults, they showed no further decrease in recall after 10.5 hr. In both age groups, episodic memory benefitted from sleep. However, children's more effective offline retention was unrelated to sleep.  相似文献   

The effect of heat on celluloid and similar materials     

H.N. Stokes  H.C.P. Weber 《Journal of The Franklin Institute》1917,184(3):437-438

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Testing and Grading Practices and Opinions of Secondary Teachers of Academic Subjects: Implications for Instruction in Measurement     

Robert B. Frary  Lawrence H. Cross  Larry J. Weber 《Educational Measurement》1993,12(3):23-30

What are secondary school teachers' views on testing and grading practices? What clusters of opinions can be categorized as ‘flexible,”“opposed to difficult testing,” or “hard-nosed?” How should the use of test results for grading be treated in teacher in-service training programs?  相似文献   

On conceptualizing early childhood education     

Artin Göncü  Elsa Weber 《Early Childhood Education Journal》1989,16(3):40-41

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An evaluation model for innovative individualized programs     

Margaret B. Weber 《Studies in Educational Evaluation》1977,3(2):87-93

Program evaluation may be described as a tri-level process. At one level there is diagnostic and developmental evaluation of the learners. At a second level, there is evaluation of the program against its own objectives. And, at a third level, there is evaluation of the program as compared against a criterion program. Traditional programs can be evaluated successfully at each of three levels. However, innovative programs present obstacles to effective evaluation at two levels: (I) learner diagnostic and development; (II) and, (III) relative program effectiveness. It is only at Level II, where the innovative program is judged against its own objectives, that traditional evaluation methods are productive.The purpose of this paper is to describe the tri-level process model used in the evaluation of an innovative secondary program and to discuss the deficits of the model as suggested by the case study reported here. In addition, implications for the evaluation of innovative programs is discussed against a background of the Tyler (1971) model for instructional evaluation.  相似文献   

The Fact of Evolution: Implications for Science Education     

Hofmann  James R.  Weber  Bruce H. 《Science & Education》2003,12(8):729-760

Creationists who object to evolution in the science curriculum of public schoolsoften cite Jonathan Well's book Icons of Evolution in their support (Wells2000). In the third chapter of his book Wells claims that neither paleontologicalnor molecular evidence supports the thesis that the history of life is an evolutionaryprocess of descent from preexisting ancestors. We argue that Wells inappropriatelyrelies upon ambiguities inherent in the term `Darwinian' and the phrase `Darwin'stheory'. Furthermore, he does not accurately distinguish between the overwhelmingevidence that supports the thesis of common descent and controversies that pertainto causal mechanisms such as natural selection. We also argue that Wells' attemptsto undermine the evidence in support of common descent are flawed and hischaracterization of the relevant data is misleading. In particular, his assessment ofthe `Cambrian explosion' does not do justice to the fossil record. Nor do his selectivereferences to debate about molecular and paleontological phylogenies constitute a caseagainst common descent. We conclude that the fossil and molecular evidence is morethan sufficient to warrant science educators to present common descent as a well-established scientific fact. We also argue that diagrams depicting the `tree of life' can be pedagogically useful as simplified representations of the history of life.  相似文献   

The Relationship Between Security of Attachment and the Development of a Personal Premise System of Relationships and Expectations for Peer Interaction     

Ann M. Berghout Austin  Michael K. Godfrey  Claudia Weber  Cherie A. Martin  Linda B. Holmes 《Early education and development》1991,2(3):214-226

Block (1984) postulated that children develop a personal premise system concerning the nature of relationships from the kind of responsiveness, balance, and control they experience when interacting with the caregiver and the caregiver's degree of accessibility during caregiver-child interactions. Block's theory was used in this review to discuss how children's personal premise systems or models of relationships develop through the process of attachment to the caregiver, and how, as children establish more extensive social relationships, this premise system becomes a more generalized model of self and others which shapes all interactions with others including peer relationships during early and middle childhood. The review also suggests continuity in the organization of behavior, for just as the nature of the early personal premise system is shaped by caregiver responsiveness, control, consistency, and availability, so the quality of ties youngsters form with their peers seems also to be shaped by the tone of children's responsiveness to peers, the degree and kind of control youngsters exert in peer interactions, the consistency of behaviors with peers, and children's emotional and physical availability to peers.  相似文献