Matching/mismatching revisited: an empirical study of learning and teaching styles   总被引：1，自引：0，他引：1  

Nigel Ford  & Sherry Y Chen 《British journal of educational technology : journal of the Council for Educational Technology》2001,32(1):5-22

This paper presents results of a research project that explored the relationship between matching and mismatching instructional presentation style (breadth-first and depth-first) with students' cognitive style (field-dependence/-independence) in a computer-based learning environment. 73 postgraduate students were asked to create Web pages using HTML, using instructional materials that were either matched or mismatched with their cognitive styles. Significant differences in performance on a multiple choice test of conceptual knowledge were found for students learning in matched and mismatched conditions. Performance in matched conditions was significantly superior to that in mismatched conditions. However, significant effects were found for gender, matching mainly affecting male students. Performance on a practical test of Web page creation was not linked to matching or mismatching, but was linked to an interaction between gender and instructional presentation style. The findings provide support for the notion that matching and mismatching can have significant effects on learning outcomes. The paper concludes with suggestions for further research.  相似文献   

Technological Education for the Rural Community (TERC) Project: Technical Mathematics for the Advanced Manufacturing Technician     

Sherry L. McCormack  Stuart Zieman 《Community College Journal of Research & Practice》2017,41(6):355-358

ABSTRACT

Hopkinsville Community College’s Technological Education for the Rural Community (TERC) project is funded through the National Science Foundation Advanced Technological Education (NSF ATE) division. It is advancing innovative educational pathways for technological education promoted at the community college level serving rural communities to fill highly technical positions. Deficiencies in mathematics preparation and access to meaningful math program content were identified as barriers to educational attainment for the technician. Math courses were hybridized to deliver material in class with an online component. Didactic content was employed using portable media that students without Internet could use outside of class. Materials were contextualized using problem-based learning focusing on curriculum requirements relating to industry-specific problem solving with relevant examples that are of use to the technician. Interdepartmental and industrial collaborations were conducted to incorporate hands-on content from math, engineering, and technician fields.  相似文献   

A cognitive model for non–linear learning in hypermedia programmes     

Sherry Chen 《British journal of educational technology : journal of the Council for Educational Technology》2002,33(4):449-460

In the past decade, hypermedia programmes have gained attraction for the purposes of teaching and learning. These programmes provide students with freedom of navigation. On the other hand, students are required to develop learning paths by themselves. Empirical evidence indicates that not all of learners can benefit from hypermedia learning. In particular, they have problems to deal with non–linear learning. Research into individual differences suggests cognitive styles have significant effects on student learning in hypermedia programmes. In this study, a cognitive model is presented to illustrate how students with different cognitive styles react to non–linear learning within hypermedia programmes by analysing the findings of previous studies. Implications for the design of adaptive hypermedia learning programmes are also discussed.  相似文献   

The impact of cognitive styles on perceptual distributed multimedia quality   总被引：1，自引：0，他引：1  

Gheorghita Ghinea  Sherry Y. Chen 《British journal of educational technology : journal of the Council for Educational Technology》2003,34(4):393-406

Multimedia technology has been widely used in web‐based instruction, but previous studies have indicated that individual differences, especially cognitive styles, have significant effects on users’ preferences with respect to presentation of multimedia content. However, such research has thus far neglected to examine the effect of cognitive styles on users’ subjective perceptions of multimedia quality. This study aims to examine the relationships among users’ cognitive styles, the multimedia Quality of Service (QoS) delivered by the underlying network, and Quality of Perception (QoP), which encompasses user levels of enjoyment and understanding of the informational content provided by multimedia material. Accordingly, 132 users took part in an experiment in which they were shown multimedia video clips presented with different values of two QoS parameters (frame rate and colour depth). Results show that, whilst the two QoS parameters do not impact user QoP, multimedia content and dynamism levels significantly influence the user understanding and enjoyment component of QoP.  相似文献   

Sex differences in the relation between statistics anxiety and cognitive/learning strategies   总被引：1，自引：0，他引：1  

Bertha Rodarte-Luna  Alissa Sherry   《Contemporary educational psychology》2008,33(2):327-344

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Hinduism and the State in Trinidad     

Sherry‐Ann Singh 《Inter-Asia Cultural Studies》2013,14(3):353-365

Abstract

Between 1845 and 1917, a total number of 143,939 Indian immigrants were brought to Trinidad under the system of Indian indenture to fill the labour gap created by the abolition of slavery. Approximately 88% of these immigrants practised various facets of Hinduism. Upon completion of their five‐year periods of contracted labour, over 90% of the indentureds opted to make Trinidad their permanent home. From their very entrance into Trinidad society, Hindus were engaged in the practice of many aspects of their religion. However, in Trinidad, elements of religion were variously truncated, modified, diluted, intensified or excised. During the initial decades of Indian indenture, Indian cultural forms were met with either contempt or indifference. Yet, despite the arduous nature of the task, various dimensions of Indian culture have now been integrated into the Trinidad and Tobago's multicultural prism.

Whether within the context of colonialism, the immediate post independence ferment, or the post 1980s dynamic political ethos, Trinidad's ‘cultural’ diversity has consistently underscored intriguing, sometimes tumultuous dialogue between the State and various elements of the society. Predictably, the common factor and point of contention was the conflict between Hindu and non‐Hindu ideologies. This essay seeks to explore one dimension of that dialogue; namely, the engagement of the Trinidad Hindu community with the State, with specific emphasis on the issues that can be situated within the realm of culture. These include Adult Franchise, the Hindu Marriage Bill, the Divorce Bill, the Cremation Ordinance, the issuing of capitation grants, education, symbolic claims and ‘nationalizing’. Underscoring the dialogue are two, often contradictory, determinants: the attitude of the State towards Hinduism (and Indian culture on the whole), and the tension between the retention of ‘Hindu’ culture and the need to transcend the boundaries of communalist discourse into the nationalist frame. Therein resides the crux of a most intriguing interaction between two very dynamic entities.  相似文献   

‘The Little Red Hen,’ Soap Sculpture,and Analyzing Magazines: Character Education in the 1920s and '30s     

Sherry L. Field  Pat Nickell 《The Educational forum》2013,77(1):73-79

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Up Against the Wall: Violence in the Making and Unmaking of the Black Panther Party by Curtis J. Austin     

Douglas Sherry 《Journal of American culture (Malden, Mass. : 2003)》2008,31(3):344-345

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A National Survey of Middle and High School Science Teachers’ Responses to Standardized Testing: Is Science Being Devalued in Schools?     

Mehmet Aydeniz  Sherry A. Southerland 《Journal of Science Teacher Education》2012,23(3):233-257

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Children's Activity Levels and Lesson Context during Third-Grade Physical Education     

Thomas L. McKenzie PhD  Henry Feldman  Sherry E. Woods  Kelly A. Romero  Virginia Dahlstrom  Elaine J. Stone 《Research quarterly for exercise and sport》2013,84(3):184-193

Abstract

Little is known about children's activity levels during physical education classes and how they relate to the national health objectives for the year 2000 (U.S. Public Health Service, 1991). We systematically observed students' physical activity and associated variables in 293 third-grade physical education lessons in 95 schools in 4 Child and Adolescent Trial for Cardio-vascular Health (CATCH) centers in California, Louisiana, Minnesota, and Texas. The influence of independent variables was assessed simultaneously by analysis of variance. Significant differences among study centers were evidenced for both physical activity and lesson context variables. Additionally, there were differences among variables for lesson location and teacher specialty, but not for teacher gender. Boys were more active than girls, but only during free play opportunities. The findings have widespread implications for educators responsible for developing and implementing health-related physical education programs, as well as for designing and conducting staff development.  相似文献