The clinical use of motivational messages: an inquiry into the validity of the ARCS model of motivational design   总被引：2，自引：0，他引：2  

Jan Visser  John M. Keller 《Instructional Science》1990,19(6):467-500

Instruction, even when prepared according to sound instructional design principles, often does not stimulate students' motivation to learn. A motivational intervention, developed according to the processes outlined inthe ARCS model of motivational design, was implemented and tested following the conventions of an embedded single-case study. It was tested with a group of 15 adults participating in a staff development course conducted within the Mozambique Ministry of Education. Results, based on concurrent and discriminant analysis of both quantitative and qualitative data, indicated that the primary treatment, motivational messages, had positive effects on student attitude and performance. It may be concluded that the specific intervention and the ARCS model which provided the basis for designing it provide a sound basis for positively influencing student motivation to learn.  相似文献   

Screening for hearing loss in early childhood programs     

William D. Eiserman  Lenore Shisler  Terry Foust  Jan Buhrmann  Randi Winston  Karl R. White 《Early childhood research quarterly》2007

This study assessed the feasibility of doing hearing screening in Migrant, American Indian and Early Head Start programs using otoacoustic emissions (OAE) technology. Staff members were trained to screen 0–3-year-old children for hearing loss using hand-held OAE equipment and a multi-step screening and referral protocol. Of the 3486 children screened as a part of the study, 77% passed an OAE screening at the first step, 18% more passed an OAE screening at the second step, and 5% were ultimately referred for medical or audiological follow-up. Eighty children were identified as having a hearing loss or disorder of the outer, middle or inner ear requiring treatment. Of these 80, six had permanent bilateral or unilateral hearing loss. Although the protocol suggested that the multi-step screening procedure should be completed within a 4-week time period or less, analysis of the data showed that for children requiring more than an initial OAE screening, the length of time over which the screening was completed ranged from 7 to 12 weeks. The median time required to complete a single OAE screening session was 4 minutes per child. The results demonstrate that OAE screening of young children using this protocol is practical and effective. The implications for conducting periodic hearing screening throughout early childhood are discussed.  相似文献   

“Montrose” child life protection unit: A treatment and assessment model in child abuse intervention     

Jane Brazier B.A. Dip. Social Work  Alison A. Davis RGN  RMN RCHN DCHN MCN  Jan Shier B.A. Applied Science 《Child abuse & neglect》1982,6(4):389-394

In New South Wales, Australia, the Department of Youth and Community Services is empowered by statute to deal with cases of child abuse and neglect. Its child protection services include the Montrose Child Life Protection Unit which is designed to support and complement the work of both the Intake Service, Field Service and most importantly the work of child protective facilities in the community. The service has intake crisis counselling and call out resources; maintains a central register; provides a facility for crisis residential care for children and families, diagnostic assessment, and a day programme. The emphasis in service delivery in New South Wales in the area of child protection is on multidisciplinary intervention. The Department of Youth and Community Services is involved in promoting interagency cooperation and co-ordination. Over and above a philosophy that underlies service delivery is the Montrose Unit's involvement in sensitising the community to the difficult and often demanding role of parenting. Montrose represents an attempt to create an environment where parenting myths can be examined from a reality base and strategies implemented for reeducation.  相似文献   

EXPERTISE AND GIFTEDNESS     

Jan Elshout 《High Ability Studies》1991,1(2):197-203

The thesis of this paper is that to be gifted means being able to go through the developmental curve from novice to expert more rapidly. Central in growing expertise are the building up of pattern recognition capabilities, schema formation, proceduralization of the knowledge base, and the development of a multistrategy control structure. However gifted the person, in most domains this development takes thousands of hours of hard work. For this reason the contribution to success of sheer intellectual ability is hypothesized to be overshadowed by the personal and situational characteristics that have been found to differentiate between actually (not potentially) creative and less creative persons, e.g., an early, passionate, personal interest in a domain.  相似文献   

In vitro study on ribozyme against hepatitis C virus     

Chen Zhi  Liu Yong  Liu Ke-zhou  R. H. Dennin  Dou Jun  U Reinhard 《浙江大学学报(A卷英文版)》2001,2(1):100-103

Objective: To determine the effective nucleotide sites of ribozymes against HCV, and obtain a highly effective, nontoxic and inexpensive antisense ribozyme specific for HCV. Methods: Two effective ribozymes, targeted to HCV 5’NC region and C region, were designed and synthesized. Eukaryotic expression vectors, pSV2-gpt. CD-SR (, containing either HCRZNC or HCRZC were constructued and transfected into MT-2 cells, which had been infected by HCV. Quantitative PCR and hydridization were used to determine the effect of inhibition of HCV by ribozymes. Results: HCRZNC and HCRZC suppressed the replication of HCV by 54.7% and 62.1%, respectively. Furthermore, when both ribozymes were cotransfected into cells, they suppressed replication by 78.8%. Conclusion: Two specific antisense ribozymes have strong inhibitory effects on the replication of HCV in cultured cells, and have better effect when used together.  相似文献   

Technology,learning and corruption: Opportunities and hurdles in the search for the development of mind in an international development context     

Jan Visser 《Educational technology research and development : ETR & D》2002,50(2):85-94

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The effects of electronic portfolio tools on online students' perceived support and cognitive load   总被引：1，自引：0，他引：1  

Craig E. Shepherd  Doris U. Bolliger 《The Internet and Higher Education》2011,14(3):142-149

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Spannungsfeld Polyvalenz in der Lehrerbildung     

Dr. Johannes Bauer  Dr. Uta Diercks  Prof. Dr. Jan Retelsdorf  Dr. Tabea Kauper  Dr. Friederike Zimmermann  Prof. Dr. Olaf K?ller  Dr. Jens M?ller  Prof. Dr. Manfred Prenzel 《Zeitschrift für Erziehungswissenschaft》2011,14(4):629-649

The Bologna Process of higher education reform has led to a vast array of different programs of study in German teacher training. In this article, we firstly analyze the implementation of Bachelor programs in teacher training, comparing profession-oriented programs (i.e. those aiming to train students for the teaching profession from the beginning of studies) to polyvalent programs (i.e. those aiming at broad qualifications and including a late decision to become a teacher). Secondly, we investigate whether students enrolled in these study programs differ systematically in their subjective certainty about their career choice. To answer these questions, we analyze portfolios of documents related to teacher training programs from nine German universities that prepare students for teaching in the academic track. Additionally, we analyze data from N?=?2585 Bachelor and N?=?928 Master degree students. We found that most programs, even when they espouse polyvalence, require an early decision to become a teacher. Moreover, our data confirm findings from earlier studies indicating that student teachers are highly certain about their career choice from the very beginning, with students in polyvalent programs being slightly less certain than those in profession-oriented programs (d?=?0.32).  相似文献   

The computer revolution: friend or foe to FE college staff     

Elfneh U. Bariso 《British journal of educational technology : journal of the Council for Educational Technology》2003,34(1):85-88

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数学教学中的开放式教学——创造一种课堂数学文化   总被引：5，自引：4，他引：5  

桥本吉彦  Jerry Becker  孙连举  于卓 《数学教育学报》2002,11(1):51-55

数学教学中需要对开放式教学进行合作研究。在日本的开放式教学中，数学问题被选择是用来说明一个问题的多种解法或多个正确答案。数学教学要实现一种全新的课堂数学文化，这种数学形式的特点是：问题开放、解决问题的过程开放、构建问题开放、评价开放，使学生能自由地思考，发展学生的思维能力。  相似文献