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Irina Engeness 《Technology, Pedagogy and Education》2018,27(3):297-311
The study provides an insight into how technology may affect teachers’ facilitating of the writing process which was examined and compared when Norwegian upper secondary school students wrote essays about English as a global language through multiple drafts with feedback received from the computer-based essay-critiquing system (EssayCritic) (target class) and from collaborating peers (comparison class). Quantitative and qualitative analyses of the teachers’ assistance drew on Galperin’s conceptualisation of learning. Findings reveal patterns in the teachers’ guidance in both conditions and outline the differences arising from the use of EssayCritic: by interacting with EssayCritic the teacher assisted the learners in completing the specific task, although little attention was paid to the development of their assessment for learning (AfL) skills. However, in the comparison class the teacher paid attention to the development of students’ AfL skills by emphasising the general approach to the analysis and the essential requirements of the essays. The study, therefore, raises questions about the need for practitioners’ awareness of whether the technology supports the development of, for example, AfL skills required in English writing classes. 相似文献
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The relative validity effect (Wagner, Logan, Haberlandt, & Price, 1968) demonstrated that a strong cue or cause reduces responding
to, or judgments of, a weaker cue or cause. We report two experiments with human subjects using relative validity preparations
in which we investigate one- and two-cue competition effects. Previously, we investigated the effect using instrumental and
Pavlovian conditioning preparations with rats. In the first experiment, we used a procedure analogous to the animal preparations.
In the second experiment, we used a different probabilistic procedure. The results with humans and rats are very similar.
In each species we find similar interference with processing the moderate predictor with one or with two strong competitors. 相似文献
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Irina Lokhtina 《Infancia y Aprendizaje》2018,41(3):581-618
This paper discusses the learning and development experiences of academics who make transitions between higher education institutions involving multiple communities. In these communities, they may act on the periphery as both newcomers and academics with established credentials that may have a significant impact on their participation. In acknowledging this, this paper uses Lave and Wenger’s concept of Community of Practice to better understand how these academics gain their legitimacy, and whether mentoring has a specific role to play in their development into full members of communities. Based on the analysis of the themes generated from 12 in-depth semi-structured interviews with academics who have experienced transitions between higher education institutions, this paper suggests that restricted access to a mentoring programme may lead these academics to question their status benefits and their development into full participants of communities. Referring to the examples of mentoring programmes used in other universities, this paper shows that among experienced academics, mentoring can contribute to their development and provide a range of psychosocial benefits from the increased level of support. 相似文献
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Higher Education - The prolific (exceptionally high producers of scholarly publications) are strategic to the study of academic science. The highly prolific have been drivers of research activity... 相似文献
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Irina Schmitt 《Gender and education》2013,25(2):238-240
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Stefan Zehetmeier Irina Andreitz Willibald Erlacher Franz Rauch 《Educational Action Research》2013,21(2):162-177
This paper deals with the topic of professional development programmes’ impact. Concepts and ideas of action research, constructivism, and systems theory are used as a theoretical framework and are combined to describe and analyse an exemplary professional development programme in Austria. Empirical findings from both quantitative and qualitative studies regarding the programme’s impact are provided and discussed. Moreover, implications for future programmes’ planning and implementation are provided. 相似文献
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Irina A. Kopteva Donna Arkowski Elaine L. Craft 《Community College Journal of Research & Practice》2013,37(1):34-43
This article discusses the development, implementation, and evaluation of a tiered internship program for undergraduate students in geospatial science and technology (TIMSGeoTech). The internship program assists education programs in providing skill development that is relevant and useful, and it aligns graduates and their skills with industry needs, through internship experiences. The unique internship tiers clarify the United States Department of Labor’s requirements on geospatial technician competencies and preparation. The vibrant internship process and its thorough evaluation improve the relevance of coursework to today’s geospatial applications and competencies, student academic performance, student retention and graduation rates, and employer’s satisfaction. 相似文献