Online Communities of Practice: A Catalyst for Faculty Development   总被引：3，自引：0，他引：3  

Pamela D. Sherer  Timothy P. Shea  Eric Kristensen 《Innovative Higher Education》2003,27(3):183-194

This article addresses the concept of communities of practice and how it has come of age for the professional development of professors as teachers. Thanks to current technological options, faculty developers can enhance the opportunity for the entire faculty to learn through the use of online communities. Designing a faculty development portal using community of practice concepts can be an effective means to jump-start, facilitate, develop, and sustain faculty involvement in academic communities.  相似文献   

Improvement of instruction and teacher effectiveness: are student ratings reliable and valid?   总被引：5，自引：1，他引：5  

Eric A. Arubayi 《Higher Education》1987,16(3):267-278

This paper reviews the evidence on whether student ratings are reliable and valid enough to be used for the purpose of the improvement of instruction and teacher effectiveness. A consensus of evidence available in the literature tends to show a measure of consistency, stability and validity of student ratings. Several variables such as sex of rater and ratee, class size, mood of students, rank of instructors, grades students were expecting, time of the day courses are taught, to mention only a few, have been found to have a low to high positive relationship, with student ratings. It also appears that the use of student ratings leads to the improvement of instruction, provided the evaluation data are fed back to the instructor and that an expert or consultant provides assistance to the instructor.  相似文献   

Environmental science education in a small island state: integrating theory and local experience     

Maarten B. Eppinga  Tobia de Scisciolo  Eric N. Mijts 《Environmental Education Research》2019,25(7):1004-1018

Abstract

The importance of education to address current sustainability challenges in small island states has been widely recognized. Environmental education may increase knowledge, while also increasing environmental awareness and motivating students to become agents of change. Student engagement in introductory environmental science courses may benefit from operationalizing abstract concepts by embedding course material and activities within this local context. Here, we describe an introductory course in environmental science that has been tailored to the local context of a small island state in the Caribbean. In addition to reaching academic course goals, pre- and post-course surveys showed that course participants’ environmental awareness increased on the dimensions ‘Personal Value System’ and ‘Willingness to Take Environmental Action’. The described course provides a template for the development of a low-cost introductory environmental science course that integrates general theory and application within the context of Caribbean island states.  相似文献   

The effect of redundant text in multimedia instruction     

Eric Jamet  Olivier Le Bohec 《Contemporary educational psychology》2007,32(4):588-598

The purpose of this study was to examine the redundancy effects obtained when spoken information was duplicated in writing during the learning of a multimedia document. Documents consisting of diagrams and spoken information on the development of memory models were presented to three groups of students. In the first group, no written text was presented. In the second, written sentences redundant with the spoken information were progressively presented on the screen while in the third group, these written sentences were presented together. The results show that whatever the type of text presentation (sequential or static), the duplication of information in the written mode led to a substantial impairment in subsequent retention and transfer tests as well as in a task in which the memorization of diagrams was evaluated. This last result supports the hypothesis that the visual channel is overloaded as the cognitive theory of multimedia learning suggests.  相似文献   

Playful Disruptions     

Eric Hadley 《Early Years: An International Journal of Research and Development》2002,22(1):9-17

This article challenges the 'ghettoisation' of play in Early Years contexts and argues for a reassertion of its underlying importance for learning throughout the primary school and beyond. It argues for a rethinking of play in terms of 'flow' and the implications for teachers' understanding of their role when they intervene and participate 'inside the flow' of children's play. It illustrates and addresses these issues, which are crucial if 'lifelong learning' is to be anything other than a rhetorical gesture, through the experiences of teachers, trainees and children and challenges the 'mindblindness' of many current attitudes towards teaching and learning.  相似文献   

Undergraduate students’ achievement goals for conducting research: examining the motivational benefits of laboratory classroom affiliation     

Eric?D.?DeemerEmail author  Aryn?M.?Dotterer  Samantha?A.?Morel  Abigail?E.?Bastnagel 《Learning Environments Research》2017,20(3):325-338

Rooted in achievement goal theory, the buffering hypothesis posits that contextual factors serve to moderate the deleterious effects of personal achievement goals on relevant outcomes. The present study sought to test this hypothesis by examining the interactive effects of classroom affiliation perceptions and personal achievement goals for conducting research on participants’ goal strivings within physics, biology and chemistry laboratory classes. Participants consisted of 185 undergraduate students voluntarily engaged in faculty-led research. Results indicated that affiliation strengthened the positive association between research mastery goals and class-based mastery approach goals. In contrast, perceptions of affiliation in the laboratory environment weakened the relationship between research mastery goals and performance approach goals. The importance of academic climates as facilitators of goal striving in classrooms designed to cultivate research skill development is discussed.  相似文献   

Acculturation,social support and academic achievement of Mexican and Mexican American high school students: An exploratory study     

Eric J. Lpez  Stewart Ehly  Enedina García‐Vsquez 《Psychology in the schools》2002,39(3):245-257

Concerns about the high dropout rate among Mexican American high school students has led researchers and educators to determine which variables affect academic success. The study investigated two factors associated with academic achievement: acculturation and social support. The sample consisted of 60 ninth‐grade students of Mexican decent in a southwestern school district. Results indicated that students identified as highly integrated and strongly Anglo‐oriented bicultural tended to have higher academic achievement. In addition, the sample as a whole perceived social support from all four sources. Although no generational effects were identified, females tended to have higher GPAs, and perceive more social support, while the males, interestingly, were slightly more acculturated. © 2002 Wiley Periodicals, Inc.  相似文献   

Baseline Assessment in Scotland: An analysis of pilot data     

J. Eric Wilkinson  Sandra Johnson  Joyce Watt  Angela Napuk  Barbara Normand 《Assessment in Education: Principles, Policy & Practice》2001,8(2):171-192

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The effect of the number of syllables on handwriting production     

Eric Lambert  Sonia Kandel  Michel Fayol  Eric Espéret 《Reading and writing》2008,21(9):859-883

Four experiments examined whether motor programming in handwriting production can be modulated by the syllable structure of the word to be written. This study manipulated the number of syllables. The items, words and pseudo-words, had 2, 3 or 4 syllables. French adults copied them three times. We measured the latencies between the visual presentation and the first production (L1), the first and second production (L2), and the second and third production (L3). The results show an effect of the number of syllables in L1 for pseudo-words but not for words and on L2 and L3 for all the items (Experiments 1 and 2). Experiment 3 ruled out an interpretation of the latencies for pseudo-words in terms of reading time with a delayed copying task. Experiment 4 replicated the previous results and assessed the effect of varying the temporal interval between the second and third trials. The results of the four experiments confirm the role of the syllable in word writing. The number of syllables of a word modulates the time course of handwriting production.

Eric EspéretEmail:

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Comparative acceptability and effectiveness of teacher-revised and designer-revised instruction     

Eric A. Davidove  Robert A. Reiser 《Educational technology research and development : ETR & D》1991,39(2):29-38

This study examined whether instructional material revised by teachers will be more effective and adopted more readily than material revised by designers and material that is not revised. Teachers from a vocational school were randomly assigned to review one version of the material and complete an Instructional Materials Acceptance Questionnaire. Students were asked to read the chapter randomly assigned to them and complete a posttest.Contrary to expectations, the teacher-revised material was as effective as the designer-revised material and more effective than the original material, yet it was not more acceptable to teachers. As expected, the designer-revised material was more effective than the original material. However, teachers were no more favorably disposed to the designer-revised version than to the original version. Possible reasons for these findings are described and suggestions for future research are offered.  相似文献