西行感悟(英文)     

Rosemary 《英语沙龙》2008,(2)

2007年,在甘肃省青少年发展基金会、甘肃子博公司的安排和资助下,爱华三次前往甘肃地区进行慈善活动,并给那里的希望小学送去《英语沙龙》杂志社赞助的棒棒英语教材。若非亲眼所见,一般人可能很难想象那里的缺水情况以及随之而来的各种困境。借此接受《英语沙龙》专访的机会,她表示:个人行动的能力是有限的,希望能有更多人用实际行动加入到慈善活动的行列。  相似文献   

Future themes of mathematics education research: an international survey before and during the pandemic     

Bakker  Arthur  Cai  Jinfa  Zenger  Linda 《Educational Studies in Mathematics》2021,107(1):1-24

Educational Studies in Mathematics - Before the pandemic (2019), we asked: On what themes should research in mathematics education focus in the coming decade? The 229 responses from 44...  相似文献   

University Choice: What Influences the Decisions of Academically Successful Post‐16 Students?   总被引：1，自引：0，他引：1  

Joan M. Whitehead  John Raffan  Rosemary Deaney 《Higher Education Quarterly》2006,60(1):4-26

The questionnaire survey reported in this paper is part of an ongoing evaluation of the effect of a bursary scheme on recruitment to Cambridge University. It sought to identify factors that encouraged or discouraged highly successful A Level students from applying to Cambridge. Findings reveal three main dimensions associated with the decision to apply to Cambridge, the nature of the courses, the prestige of the university and anxiety about the application process combined with fear of failure. Further analyses showed that there were complex interactions between these three dimensions which governed the decision to apply to Cambridge. These findings are relevant to other prestigious universities. The availability of a bursary did appear to influence the decisions of those who were eligible, but its influence was not as great as some of the other factors.  相似文献   

Book reviews     

Robert Heinich  Vincent Lanier  John A. Carpenter  Herbert I. Schiller  Donald D. Jensen  Carl E. Helm  James Russell  A. Thiagarajan  Arthur Babick 《Educational technology research and development : ETR & D》1969,17(3):327-342

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CREATIVE INTELLIGENCE: A CONCEPT OF TRUE’ GIFTEDNESS     

Arthur J. Cropley 《High Ability Studies》1994,5(1):6-23

Recent years have seen substantial changes in the conceptualization of giftedness: incorporation of gifts in areas other than those emphasized in school, emphasis on qualitative aspects (patterns and structures rather than levels) and acceptance of the importance of noncognitive factors in giftedness (e.g., motivation, self‐image, feelings). A further broadening has involved steadily increasing emphasis on creativity, which is seen as interacting with conventional intelligence to yield “true” giftedness. Creativity itself involves both cognition and noncognitive factors such as emotion, motivation and social influences. Fostering of giftedness requires encouragement of creativity, and especially of intense interest, prolonged effort, the feeling of not being alone and the joy of achieving.  相似文献   

Personality development and the college experience     

Arthur W. Chickering  John McCormick 《Research in higher education》1973,1(1):43-70

Studies of freshman-senior data on undergraduates show that, despite major differences among institutions and students, the direction of net change was basically the same in several diverse colleges. Institutional freshmen means spanned a wide range, yet students became more autonomous, more aware, more integrated, more aesthetically sensitive, more tolerant, more liberal in religious views, and less concerned about material possessions. Although all students tended to change in the same direction at all colleges, they did not become more similar; diversity increased for the total group and, more often than not, diversity increased within each college.When sub-groups of similar students were examined within institutions, different patterns of change appeared, and were systematically related to such factors as college climate, student characteristics, teaching practices and study activities, and student-faculty relationships. Thus, differential change occurred as a function of institutional fit. When there is a close fit change proceeds along lines indicated by cultural and genetic forces and is consistent among diverse colleges. Where there is a misfit — students who have not developed to the general level at which a college operates, or whose development has gone beyond the operating level of a college — significant changes occur which are strongly associated with varied college characteristics and educational practices.The research reported here was supported by NIMH Grant #MH14780-05  相似文献   

Which Techno-mathematical Literacies Are Essential for Future Engineers?     

van der Wal  Nathalie J.  Bakker  Arthur  Drijvers  Paul 《International Journal of Science and Mathematics Education》2017,15(1):87-104

Due to increased use of technology, the workplace practices of engineers have changed. So-called techno-mathematical literacies (TmL) are necessary for engineers of the 21st century. Because it is still unknown which TmL engineers actually use in their professional practices, the purpose of this study was to identify these TmL. Fourteen semi-structured interviews were conducted with engineers with a background in different educational tracks in higher professional education (e.g. civil, chemical, biotechnical and mechanical engineering). As a result of the data analysis, 7 commonly used TmL are identified: data literacy, technical software skills, technical communication skills, sense of error, sense of number, technical creativity and technical drawing skills. Engineers also noted a discrepancy between their education and workplace needs; they characterized mathematics in their education as an island with limited relevance. These findings lead to recommendations for the future of science, technology, engineering and mathematics (STEM) in higher technical professional education that can help students learn STEM for the future.  相似文献   

Affect and learning: An exploratory look into the role of affect in learning with AutoTutor     

Scotty Craig  Arthur Graesser  Jeremiah Sullins  Barry Gholson 《Learning, Media and Technology》2004,29(3):241-250

The role that affective states play in learning was investigated from the perspective of a constructivist learning framework. We observed six different affect states (frustration, boredom, flow, confusion, eureka and neutral) that potentially occur during the process of learning introductory computer literacy with AutoTutor, an intelligent tutoring system with tutorial dialogue in natural language. Observational analyses revealed significant relationships between learning and the affective states of boredom, flow and confusion. The positive correlation between confusion and learning is consistent with a model that assumes that cognitive disequilibrium is one precursor to deep learning. The findings that learning correlates negatively with boredom and positively with flow are consistent with predictions from Csikszentmihalyi's analysis of flow experiences.  相似文献   

Book reviews     

Stacy Churchill  Jacques Hallak  Arthur Gillette 《Prospects》1977,7(2):309-316

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Enhancing comprehension in small reading groups using a manipulation strategy     

Arthur M. Glenberg  Megan Brown  Joel R. Levin 《Contemporary educational psychology》2007

Having young readers manipulate objects to correspond to the characters and actions in a text greatly enhances comprehension as measured by both recall and inference tests. As a step toward classroom implementation, we applied this manipulation strategy in small (three-child) reading groups. For successive critical sentences, one child would read the sentence aloud and then manipulate the objects, then the next child would read and manipulate, and so on. Children in a reread control condition also alternated reading the text. For the reread condition, one child would read the critical sentence and then reread it, followed by the next child, and so on. Children who manipulated were substantially more accurate in answering questions about the texts. Thus, the manipulation strategy meets at least some of the criteria for being applicable in a classroom setting, namely it is effective when applied in small groups.  相似文献