Editor's choice 2008: Selected online learning resources     

Laurie P. Dringus   《The Internet and Higher Education》2008,11(3-4):211

This article is an annual compilation of useful resources that pertain to the field of online learning and uses of the Internet for instructional delivery. Updates were made to this list since last year's publishing. Resources are organized into several categories, including texts, journals, and Web sites.  相似文献   

Active Learning in a Math for Liberal Arts Classroom     

Laurie Lenz 《PRIMUS》2015,25(3):279-296

Abstract

Inquiry-based learning is a topic of growing interest in the mathematical community. Much of the focus has been on using these methods in calculus and higher-level classes. This article describes the design and implementation of a set of inquiry-based learning activities in a Math for Liberal Arts course at a small, private, Catholic college. Activity design, student responses, class management, and student and instructor attitudes are discussed.  相似文献   

Whither teaching? Academics’ informal learning about teaching in the ‘tiger mother’ university     

Laurie Field 《International Journal for Academic Development》2015,20(2):113-125

Adopting a pluralistic view of academics’ informal learning that draws on Habermas (1987), this article suggests that a great deal of academic learning results from tensions and incompatibilities between individual interests and those of employing institutions increasingly resonant with the ideology of New Public Management (NPM), with its emphasis on market forces (e.g. student as ‘customer’), enhanced management power, surveillance, and measurement. To explore these ideas further, the article draws on interviews with academics at an Australian university to examine their informal learning about teaching. The academics interviewed had learnt a great deal from the changing context about how teaching is perceived by their institution, as well as about their own personal status and security in the new environment. The paper suggests that the ruthless push of NPM and associated ideologies and pressures impacting on higher education in Western countries represent ‘currents’ running counter to the efforts of academic developers to foster teaching excellence and expertise. The article’s conclusions suggest value in further research into the impact of ideological changes such as NPM on ‘learning about teaching’ in a variety of institutional settings.  相似文献   

Association of “Macho Man” Sexual Attitudes and Behavioral Risks in Urban Adolescents     

Ellen Johnson Silver  Laurie J. Bauman 《American journal of sexuality education》2014,9(2):176-187

We examined whether sexual attitudes of adolescents were related to their self-reported sexual risk behavior by analyzing survey data from 1,052 boys and girls aged 14 to 17 years from a low income, urban community. Sexual behavior norms that may increase sexually transmitted infection/HIV risks in youth were sanctioned more by males and by sexually experienced youth, but their attitudes were unassociated with either their age or race/ethnicity. Endorsement was correlated with greater intention to have sexual intercourse among all youth. Among sexually experienced participants, it was associated with earlier sexual debut, more partners, and less intention to use condoms but not with the number of unprotected sexual episodes in the prior six months. Sexual attitudes of youth may conflict with initiation and maintenance of safer sex practices, making them vulnerable to HIV and other sexually transmitted infections. Risk reduction interventions for adolescents should address this.  相似文献   

30-second interval performance on the coding subtest of the WISC-III: Further evidence of WISC folklore?     

Ron Dumont  Laurie P. Farr  John O. Willis  Peter Whelley 《Psychology in the schools》1998,35(2):111-118

Data gathered from 351 students administered the WISC-III were used to analyze the 30-s-interval performance on the WISC-III Coding subtest. Interpretation methods that focus on the relevance and meaning for such interval differences were examined. Because of the lack of “base-rate” data, the suitability of interpreting the Coding subtest intervals is questioned. Results, based both on IQ and special education classification, revealed no significant difference in performance. Cautions regarding the diagnostic use of the 30-s Coding intervals are discussed. © 1998 John Wiley & Sons, Inc.  相似文献   

Decreasing attention deficit hyperactivity disorder symptoms utilizing an automated classroom reinforcement device     

Joseph H. Evans  Louise Ferre  Laurie A. Ford  Judith L. Green 《Psychology in the schools》1995,32(3):210-219

Psychologists and physicians are frequently approached by parents and, indirectly, by classroom teachers to diagnose and treat Attention Deficit Hyperactivity Disorder. Requests are also frequently made for psychostimulant medication to control ADHD behavioral symptoms. One reason for such requests is that alternative classroom approaches to treating ADHD have focused on positive reinforcement, response cost, and token reinforcement programs, all of which can require extensive teacher involvement. One of the major problems with such behavioral approaches is the fact that teachers have limited time to reinforce positive, attentive behaviors, and/or alternative behaviors to ADHD symptoms. This study examined the efficacy of an automated reinforcement device, the Attention Training System (ATS), in decreasing off-task behavior in an 11-year-old, fifth-grade student who had been diagnosed as being affected with ADHD and had been placed in Special Education Resource Room programming. The Attention Training System provides automated token reinforcement in the form of points on a fixed interval schedule when the youngster is on-task. When distractible, impulsive, or hyperactive behavior occurs, the Attention Training device can be activated by a teacher to provide a response-cost consequence of loss of points. The device in this study was coupled with a token reinforcement program whereby points could be exchanged for selected reinforcers at the end of each day. Results indicated that the ATS plus token reinforcement was successful in reducing off-task behavior across classes of three subject areas: Science, Reading, and Social Studies. Results have implications for psychologists and physicians in their attempts to assist families and schools in their management of youngsters with ADHD.  相似文献   

Ethics and HRD: A new approach to leading responsible organizations     

Tim Hatcher  Laurie Hoover 《Performance Improvement》2003,42(7):44-46

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Graphics for learning: Proven guidelines for planning,designing, and evaluating visuals in training materials     

Ruth Colvin Clark  Chopeta Lyons  Laurie Hoover 《Performance Improvement》2004,43(10):45-47

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