A differential feature-cost analysis of nine computer-assisted career guidance systems     

James P. Sampson Jr.  Robert C. Reardon  Janet K. Humphreys  Gary W. Peterson  Michael A. Evans  Dorothy Domkowski 《Journal of Career Development》1990,17(2):81-111

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Young Children''s Understanding of the Role That Sensory Experiences Play in Knowledge Acquisition     

Daniela K. O''Neill  Janet Wilde Astington  John H. Flavell 《Child development》1992,63(2):474-490

3 studies investigated whether young children understand that the acquisition of certain types of knowledge depends on the modality of the sensory experience involved. 3-, 4-, and 5-year-old children were exposed to pairs of objects that either looked the same but felt different, or that felt the same but looked different. In Study 1, 36 children were asked to state, when one of these objects was hidden inside a toy tunnel, whether they would need to see the object or feel it in order to determine its identity. In Study 2, 48 children were asked to state which of 2 puppets knew that an object hidden inside a tunnel possessed a given visual or tactile property, when one puppet was looking at the object and the other was feeling it. In Study 3, 72 children were asked, in a scenario similar to Study 2, to state for each puppet whether he could tell, just by looking or by feeling, that the hidden object possessed a certain visual or tactile property. Children were also asked what was the best way to find out whether a given object possessed a certain visual or tactile property. Results of all 3 studies suggest that an appreciation of the different types of knowledge our senses can provide (i.e., modality-specific knowledge) develops between the ages of 3 and 5. The results are discussed in relation to young children's developing understanding of the role that informational access plays in knowledge acquisition.  相似文献   

The CDIO syllabus: a comparative study of expected student proficiency     

Johan Bankel  Karl-Fredrik Berggren  Karin Blom  Edward F. Crawley  Ingela Wiklund  Sören Östlund 《European Journal of Engineering Education》2003,28(3):297-315

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Where Youth Live,Learn, and Play Matters: Tackling the Social Determinants of Health in Adolescent Sexual and Reproductive Health     

Milagros Garrido  Nick Sufrinko  Janet Max  Nat Cortes 《American journal of sexuality education》2018,13(3):269-282

Abstract

The body of evidence supporting a relationship between the social determinants of health and adolescent sexual and reproductive health is vast. To advance health and have a greater impact on adolescent health outcomes, sexual and reproductive health practitioners need to take into account the relationships, community, and society within which adolescents live, learn, and play. With this review, we aim to provide practitioners with a clear understanding of the value of adopting a more comprehensive approach and we provide concrete recommendations for actualizing social determinants of health through programs and services. Recommendations are provided for each of the five social determinants of health categories outlined by Healthy People 2020, including Neighborhood and Built Environment, Economic Stability, Health and Healthcare, Social and Community Context, and Education.  相似文献   

Normalising: Children's activity to construct meanings for trend     

Janet Ainley  Dave Pratt  Elena Nardi 《Educational Studies in Mathematics》2001,45(1-3):131-146

This paper looks back over a number of exploratory studies which have researched young children's construction of meanings for graphs, produced from data entered in spreadsheets. In this paper we discuss children's use of normalising, an activity in which children correct data towards some perceived norm. Through normalising, children construct meanings for trend in data and in graphs. We discuss how particular aspects of the pedagogical setting including task design encourage the use of normalising.This revised version was published online in October 2005 with corrections to the Cover Date.  相似文献   

Psychosocial Environment and Student Self-Handicapping in Secondary School Mathematics Classes: A cross-national study     

Jeffrey P. Dorman  Joan E. Adams  Janet M. Ferguson 《教育心理学》2002,22(5):499-511

Research investigating the relationship between classroom environment and self-handicapping was conducted in Australian, Canadian and British secondary schools. Perceptions of classroom environment, self-handicapping and academic efficacy were assessed by 3,602 students from 29 schools. Correlation analyses between ten classroom environment scales from the What Is Happening In This Class (WIHIC) questionnaire and the Constructivist Learning Environment Survey (CLES) and self-handicapping were conducted with and without control for academic efficacy. Results showed that classroom environment scales accounted for appreciable proportions of variance in self-handicapping beyond that attributable to academic efficacy. Enhanced affective dimensions of the classroom environment were associated with reduced levels of self-handicapping. Commonality analyses revealed that the WIHIC scales accounted for a much greater proportion of variance in self-handicapping that did the CLES scales.  相似文献   

Adult learners in the workplace: online learning and communities of practice     

Elizabeth Stacey  Karin Barty 《Distance Education》2004,25(1):107-123

Seven in‐employment postgraduate Master's level students in an e‐learning unit participated in this research, designed to identify tensions between participation in a community of learning that was part of their studies, and participation in the communities of practice that they were engaged in at their workplaces. It was hypothesised that participation in both these forms of community in their different contexts may enhance each other, or could potentially have a disrupting effect on each. The research employed an interviewing technique. The students' perceptions of the impact of participation in the one form of community on their participation in the other was mixed, with some suggesting that it was enhancing, and others suggesting the contrary, or that there was no impact. The findings indicate that the enhancing effect of participation in communities of learning relevant to a learner's workplace community of practice occur when the learning tasks are designed to enable negotiation of tasks and collaboration with learners who have similar workplace issues.  相似文献   

Influences of family based prerequisites,reading attitude,and self-regulation on reading ability     

Lena Swalander  Karin Taube 《Contemporary educational psychology》2007

This study investigated the effect of self-regulated learning, as indicated by academic self-concept, motivation and learning strategies, reading attitude and family based prerequisites on reading ability. Students (n = 4018) in the eighth grade answered the IEA reading literacy test, the self-regulated learning questionnaire and a student questionnaire about their background. The exploratory factor analysis (EFA) revealed that the self-regulated learning questionnaire did not measure the intended three dimensions, but only two: Verbal/General academic self-concept and a new dimension called Goal oriented strategies. Structural Equation Modelling (SEM) with a cross-validation sample was conducted to determine the effects in the final model. The strongest effect on reading ability was from Verbal/General academic self-concept (β = .43 for final and β = .56 for cross-validation model). Gender differences revealed that girls read better on narrative and expository texts, had a more positive reading attitude, and more positive verbal self-concept, whereas boys had a higher academic self-concept (not domain-specific), self-efficacy, control expectation, reported more memorising, elaboration, and instrumental motivation (all differences p < .001).  相似文献   

Higher education media management in the 90s     

Gary L. McConeghy  Janet I. McConeghy 《TechTrends》1990,35(6):44-46

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Work and life away from work: Predictors of faculty satisfaction     

Janet P. Near  Mary Deane Sorcinelli 《Research in higher education》1986,25(4):377-394

As one aspect of a study on faculty career development, relationships between work and life away from work were explored for 112 faculty members. The sample, from one department in the humanities and one in the natural sciences and from two professional schools, was stratified by academic rank and sex. The study employed in-depth interviews followed by questionnaires. Results of regression analyses indicated that both aspects of work and life outside of work were related to work satisfaction; likewise, work as well as nonwork conditions were associated with satisfaction in life away from work. Second, work and aspects of life away from work exerted indirect effects on life satisfaction. Finally, and unlike the general population, academics appeared to experience a high degree of spillover between work and life away from work.  相似文献