Journaling During a School-Based Secondary Methods Course: Exploring a Route to Teaching Reflection     

Wallace  Carolyn S.  Oliver  J. Steve 《Journal of Science Teacher Education》2003,14(3):161-176

Journal of Science Teacher Education -  相似文献   

Variation in student selection within the Australian Unified National System: A case study in undergraduate business studies from Western Australia     

Gordon Stanley  Jeff Oliver 《Higher Education》1994,28(3):291-299

This paper draws on data relating to the field of business studies from four Western Australian universities to illustrate differences between institutions in the Australian Unified National System (UNS) of Universities. Large differences exist between universities in the input characteristics of students which may be expected to affect student progress and presumably student outcomes. These differences have implications for issues like credit transfer where the transferring student may have come from an institution with a much lower entry criterion and presumably different learning culture.  相似文献   

A comparison of students' information technology skills in 1985 and 1991     

Ron Oliver 《British journal of educational technology : journal of the Council for Educational Technology》1993,24(1):52-62

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Dimensional comparisons in subject-specific academic self-concepts and achievements: A quasi-experimental approach     

Detlef H. Rost  Jrn R. Sparfeldt  Oliver Dickhuser  Susanne R. Schilling 《Learning and Instruction》2005,15(6):557-570

Even though marks in different subjects are substantially correlated, the corresponding self-concepts often display a very weak association. The “Internal–External Frame of Reference Model” (I/E-model; Marsh, H. W. (1986). Verbal and math self-concepts: an internal/external frame of reference model. American Educational Research Journal, 23, 129–149) explains this finding: social comparisons (resulting in positive correlations of the self-concepts) and dimensional comparisons (resulting in negative correlations of the self-concepts) are confounded. A rarely tested hypothesis derived from the I/E-model is that the dimensional comparison process only affects the self-concepts, if the students achieve differently in the corresponding subjects. In a sample of N = 1508 students (grades 7 and 8), low correlations of the self-concepts for four subjects could be observed only in students displaying different school-marks in the corresponding subjects. In students who have the same marks in different subjects, the self-concepts showed a substantial positive correlation.  相似文献   

Guest editorial: Innovative Practices of Blended Learning     

Simon K. S. Cheung  Fu Lee Wang  Oliver Au  Youre Xie 《Open Learning》2018,33(2):80-82

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Linking faculty development to community college student achievement: a mixed methods approach     

Robert W. Elliott  Diane E. Oliver 《Community College Journal of Research & Practice》2016,40(2):85-99

Using a mixed methods, multilevel research design, this pilot inquiry explored the relationship between college faculty professional development and the academic achievement of diverse students by coupling two separate links: (a) the effects that professional development activities have on improving teaching strategies, and (b) the effects these teaching strategies have on student learning. Data were collected from administrators, faculty, and students to discover what teaching strategies are being used and, in their view, how these strategies affect learning outcomes. Data sources included a survey, documents, interviews, and observations. The case study institution is a New Mexico community college, and the research focuses on two academic programs with 145 students enrolled. Data analyses revealed three main themes: (a) faculty development and its link to teacher effectiveness and student learning outcomes are embedded in the mission, goals, and policies of the institution; (b) faculty development is considered vital, funding is always available, and faculty participate in on- and off-campus development activities to enhance their teaching effectiveness and student learning outcomes; and (c) the institution focused on collecting and analyzing student learning outcomes data, but no data-driven means for assessing the effectiveness of faculty development activities existed.  相似文献   

Celebrating 100 Years of Criminal Justice Education, 1916–2016     

Willard M. Oliver 《Journal of Criminal Justice Education》2016,27(4):455-472

Berkeley Police Chief August Vollmer, in coordination with the University of California, created a baccalaureate degree granting program for his police officers in the summer of 1916. The program was titled Criminology and consisted of courses on police practices, criminal law, and many of the natural science classes including biology, chemistry, and toxicology. This program continued through the summer of 1932, when a university-wide program was developed and overseen by then Professor August Vollmer. The summer program, begun in 1916, developed into both the modern criminology and criminal justice programs of today. The purpose of this paper is to recognize the development of criminal justice education which marks its 100th anniversary in the summer of 2016.  相似文献   

Interaction Patterns in Teaching and Learning with Live Interactive Television     

Ron Oliver  Catherine McLoughlin 《Learning, Media and Technology》1997,23(1):7-24

Live Interactive Television is a popular medium for delivering educational programs to students in remote areas in Australia. The medium uses television to deliver a live one‐way video signal and standard telephony to provide two‐way audio communication between the instructor and students. Much of the potential of this medium is derived from the interactivity that it supports and the ensuing educational advantages to be derived. Because all interactions are ultimately student‐initiated, the medium has a number of unique and characteristic features. This paper describes a study that investigated the form and nature of the interactions evident in LIT programs. The purpose of this investigation was to establish the impact of the interactivity on the form and scope of the instructional sequences used. The study sought to identify different kinds of interactivity employed by instructors and students and to investigate the impact and role of these interactions on the ensuing instructional activities.  相似文献   

Developing and refining mental models in open-ended learning environments: A case study   总被引：1，自引：0，他引：1  

Kevin Oliver  Michael Hannafin Professor  the Charles H. Wheatley 《Educational technology research and development : ETR & D》2001,49(4):5-32

This qualitative case study focused on the nature of science learning through open-ended problem solving. Twelve eighth graders were asked to find, frame, and resolve subproblems associated with structural failures resulting from earthquakes. Coded interviews, artifacts, and observations from the four-week study suggested students only partially derived accurate mental models about earthquake engineering problems. Recommendations for improving student problem understanding in open-ended environments include the explication of student hypotheses related to problems, and the continual testing of belief via analogical reasoning, research, communication, and tool use.  相似文献   

亚太(中国)金融并购一笔交易四步流程     

Edmund Lin　Gary Turner　Chul Joon Park　Oliver Stratton 《现代企业教育》2006,(9):72-75

从北京到班加罗尔,从悉尼到汉城,并购热潮席卷亚太金融服务业.2005年整个亚太地区银行、经纪和保险并购业务总额高达300亿美元,是过去十年来并购频繁程度排名第二的年度.显而易见,强劲的经济增长,颇具吸引力的目标公司价格促使国际投资者蜂拥在亚太金融市场下注.而中国在整个地区表现最为突出.  相似文献