The graduate student experience and subscription to the norms of science     

Melissa S. Anderson  Karen Seashore Louis 《Research in higher education》1994,35(3):273-299

  相似文献   

Peer versus staff tutoring in problem-based learning     

Henk Schmidt  Arie Van Der Arend  Irma Kokx  Louis Boon 《Instructional Science》1994,22(4):279-285

Effects of student versus staff tutoring on student learning in a problem-based, health sciences curriculum were studied. Academic achievement of 334 tutorial groups guided by staff tutors was compared with achievement of 400 groups guided by student tutors. In addition, students rated their tutor's performance on four behaviors considered critical to facilitating student learning. Overall, students guided by a staff tutor achieved somewhat better. In terms of practical significance, the difference was, however, fairly small. Staff tutors were rated as more knowledgeable and their contributions as more relevant. In addition, they asked stimulating questions to a larger extent. However, an interaction effect was found between the ratings and the year of study: Peer tutors displayed the supportive behaviors more extensively in the first year, whereas staff tutors' ratings were higher as the curriculum advanced. These results were interpreted in terms of the cognitive congruence framework.Parts of this article have been presented to the Annual Meeting of the American Educational Research Association, Atlanta, GA, April, 1993.  相似文献   

Britain and the Commonwealth     

James Curran  G.A. Cranfield  Keith Williams  Louis Heren  David Hutchison  H.J. Eysenck 《Communication Booknotes Quarterly》2013,44(10):196-200

  相似文献   

Public Identity and Collective Memory in U.S. Iconic Photography: The Image of "Accidental Napalm"     

Robert Hariman  John Louis Lucaites 《Critical Studies in Media Communication》2013,30(1):35-66

Thirty years after the fact, the Vietnam War continues to haunt the collective memory of the United States. One of the primary embodiments of that haunting is the image of a naked girl running down a road toward the camera, screaming in pain and terror from the napalm burns on her back and arms. The photograph, often dubbed “accidental napalm,” provides a complex construction of viewer response that was uniquely suited to the conditions of representation in the Vietnam era, while it reflects a continuing struggle within public culture since that time. In this essay, we offer a close reading of the photograph as a performance of public judgment, and we explore its subsequent history of appropriation. We argue that the photograph functions as a powerful emotional and inventional resource for animating moral deliberation and democratic dissent as it mediates the “stranger relationality” central to public engagement. At the same time, the image also motivates dominant narrative responses that reinscribe liberal ideology to inhibit collective memory and public accountability. This ambivalence in the circulation of the iconic image is grounded in fundamental affinities between photographic representation, public culture, and mass media.  相似文献   

The effectiveness of simulated robots for supporting the learning of introductory programming: a multi-case case study     

Louis Major  Theocharis Kyriacou  Pearl Brereton 《Computer Science Education》2013,23(2-3):193-228

This work investigates the effectiveness of simulated robots as tools to support the learning of programming. After the completion of a systematic review and exploratory research, a multi-case case study was undertaken. A simulator, named Kebot, was developed and used to run four 10-hour programming workshops. Twenty-three student participants (aged 16–18) in addition to 23 pre-service, and 3 in-service, teachers took part. The effectiveness of this intervention was determined by considering opinions, attitudes, and motivation as well as by analysing students’ programming performance. Pre- and post-questionnaires, in- and post-workshop exercises, and interviews were used. Participants enjoyed learning using the simulator and believed the approach to be valuable and engaging. The performance of students indicates that the simulator aids learning as most completed tasks to a satisfactory standard. Evidence suggests robot simulators can offer an effective means of introducing programming. Recommendations to support the development of other simulators are provided.  相似文献   

Beyond ‘Managed Change’: Rethinking How Schools Improve 1     

Karen Seashore Louis 《School Effectiveness & School Improvement》2013,24(1):2-24

The following paper argues that existing model of change management in education are more appropriate for understanding small scale innovations than larger reforms. Results from two studies of schools engaged in major transformations are used to illustrate some of the differences between previous and current findings. A model of organizational learning as an alternative is presented, and some implications for both practice and theory in school improvement are discussed.

  相似文献   

Are Comprehensive Aims Being Realized?     

Louis Cohen  Derek Fisher 《课程研究杂志》2013,45(2):166-175

  相似文献   

Who Is Watching and Who Is Playing: Parental Engagement with Children at a Hands-On Science Center     

Louis S. Nadelson 《The Journal of educational research》2013,106(6):478-484

ABSTRACT

Family interactions are common phenomenon at visits to science centers and natural history museums. Through interactions the family can support each other as the members individually and collectively learn from their visits. Interaction is particularly important between child(ren) and parent, which may be facilitated by media provided to parents. The author's research focused on the value added of print resources or video resources designed to support parent interactions with their child(ren) during a visit to a science center. What the author found was a variety of need and expectations for the support media that limited the usefulness of what was provided to the visitors. During the research the author also observed some variations in how parents interacted with their child(ren) based on the configurations of the families. Implications and suggestions for future research are provided.  相似文献   

Evaluative Studies of the Activity Program in the New York City Public Schools     

Saul B. Sells  John J. Loftus  Louis Herbert 《Journal of Experimental Education》2013,81(4):310-322

  相似文献   

Factors Affecting Efficiency of Inductive Reasoning     

Louis Long  Livingston Welch 《Journal of Experimental Education》2013,81(4):252-264

This experiment studied the separate effects on student achievement and time on-task of three components of the team learning technique, Student Teams-Achievement Divisions (STAD): cooperative rewards, group tasks, and a focused schedule of instruction. The subjects were 336 fourth and fifth grade students in 14 classes who studied language mechanics for nine weeks in one of five treatments. The results of a curriculum-specific achievement test and behavioral observation of time on-task indicated significantly greater performance in cooperative than traditional reward structures, but significantly lower performance in group than individual task structures. The focused schedule was found to be an important component of STAD in increasing academic achievement.  相似文献