A new format for ITV     

Ray Skinner 《Educational technology research and development : ETR & D》1968,16(3):287-293

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Adult Recollections of Name-calling at School     

W. Ray Crozier  Evanthia Skliopidou 《教育心理学》2002,22(1):113-124

A sample of 220 adults responded to a questionnaire on their recollections of name-calling and nicknames while at school. Hurtful names were reported by 141 participants, who described coping with them primarily by means of verbal retaliation or ignoring the names. Participants rarely told teachers and most stated that their school was unhelpful. Although the experience was regarded less negatively over time, this was not the case for those who reported finding the names most hurtful. These participants reported greater effects on all areas of school life and a stronger association of name-calling with physical bullying, and they rated their current feelings about the past experience as more negative. The most common content of names referred to physical appearance, play on the individual's own name, and animals, trends also found in studies of children and in research into teasing.  相似文献   

AN APPROACH TO THE EVALUATION OF TEACHING COMPANY PROGRAMMES     

Colin A. Carnall  Ray Wild 《Assessment & Evaluation in Higher Education》1981,6(3):249-262

In this paper we consider the problems associated with the evaluation of Teaching Company Programmes. These programmes involve Universities and Colleges, together with manufacturing companies, in efforts to improve manufacturing methods and to develop graduates for careers in manufacturing industry. We introduce a framework for the evaluation of these programmes and apply it to one in which the authors have been involved. The paper reports a number of results from the Teaching Company Programme involving Molins Ltd., Brunel University and Henley, the Management College.  相似文献   

Correlation between performance in physics and prior mathematics knowledge     

H. T. Hudson  Ray M. Rottmann 《科学教学研究杂志》1981,18(4):291-294

The final grade of 1403 students enrolled in the first semester of the introductory, pre-professional physics course has been correlated with performance on a precourse diagnostic test of mathematical skills. The students were from a total of eight different sections taught by six separate instructors over a three year time span. The student population has been separated into two groups, those who completed the course (913 students) and those who dropped (490 students). The drops were assigned a “projected final grade”based on performance up to date of withdrawal. The Pearson product-moment correlation for students who completed the course is 0.418 and correlation for the drops is 0.232. Both correlations are significant at the p < 0.001 level. This study suggests that prior mathematical ability is a primary influence on performance in the course, and has a secondary influence on the tendency to drop out of the course.  相似文献   

Exploring indicators of engagement in online learning as applied to adolescent health prevention: a pilot study of REAL media     

Ray  Anne E.  Greene  Kathryn  Pristavec  Teja  Hecht  Michael L.  Miller-Day  Michelle  Banerjee  Smita C. 《Educational technology research and development : ETR & D》2020,68(6):3143-3163

Educational technology research and development - Engagement is central to the effectiveness of online health messages and the related educational programs that aim to deliver these messages to the...  相似文献   

Publication by men and women with same-sex and cross-sex PhD supervision     

Ray Over  Jane Over  Ingrid Meuwissen  Sandra Lancaster 《Higher Education》1990,20(4):381-391

The rates at which men and women published during and after PhD training in psychology were compared for samples experiencing same-sex and cross-sex supervision. When allowance was made for the research productivity and impact of the supervisor, women supervised by women published at similar rates to women supervised by men. Similarly, men supervised by men did not publish on average more often than men supervised by women. Further, there was no difference in mean publication rate between men and women who had completed their PhD degrees in the same university under supervision of the same advisor. Although the analyses provides no evidence that publication is more frequent following same-sex than cross-sex supervision, the possibility that supervision by an advisor of the same sex advantages graduates in other ways needs to be assessed.  相似文献   

Using Massively Multiplayer Online Role‐Playing Games for Online Learning     

Marcus D. Childress  Ray Braswell 《Distance Education》2006,27(2):187-196

This article addresses the use of a massively multiplayer online role‐playing game (MMORPG) to foster communication and interaction and to facilitate cooperative learning in an online course. The authors delineate the definition and history of massively multiplayer online games (MMOGs), and describe current uses of MMORPGs in education, including their experiences with constructing and using the MMORPG Second Life. In addition, the authors detail with practical examples the process of using MMORPGs to support cooperative learning activities, and explore future uses and research questions for using MMORPGs in education and training.  相似文献   

A Reconsideration of the Practicum as the Critical Element of Teacher Education     

Ray Hull  Robert Baker 《Asia-Pacific Journal of Teacher Education》1984,12(2):1-11

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Book reviews     

Ray W. Cooksey  Ron Ikin  Barry M. Coldrey 《The Australian Educational Researcher》1989,16(2):99-103

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Those who can, teach: addressing the crisis in mathematics in UK schools and universities     

Paul Cooper  Ray d'Inverno 《Educational Studies in Mathematics》2004,56(2-3):343-357

The crisis in UK mathematics education, both in schools and universities, has been widely reported in the national media. A recent study shows that 26% of full-time mathematics teachers in UK schools have no qualification in the subject, and that 31% of all UK schools' mathematics teachers are now over the age of 50. The crisis in school mathematics has impacted on much of the university sector, with some departments under threat of closure and widespread difficulties experienced in student recruitment. The availability of attractive careers for mathematics graduates impacts upon the numbers choosing to enter teaching, thus risking a spiral of decline. Furthermore, studies suggest that UK mathematics graduates often lack confidence in several key skills essential for teaching, such as presenting information effectively, working in teams, and written communication. This paper recounts the development of a unit of study in the Faculty of Mathematical Studies at the University of Southampton, England, in conjunction with a new initiative, the Undergraduate Ambassadors Scheme, which seek to address the crisis in UK mathematics education through the training and placement of final year undergraduates as teaching assistants in local schools. This with a view to promoting mathematics to the broadest possible constituency as a university choice, whilst simultaneously developing those key transferable skills in which undergraduates regularly feel least confident, and allowing undergraduates to experience a flavour of teaching as a career option.  相似文献