Expert and novice solutions of genetic pedigree problems     

Mark W Hackling  Jeanette A Lawrence 《科学教学研究杂志》1988,25(7):531-546

This study compared the problem-solving performance of university genetics professors and genetics students, and therefore fits the expert versus novice paradigm. The subjects solved three genetic pedigree problems. Data were gathered using standard think-aloud protocol procedures. Although the experts did not differ from the novices in terms of the number of correct solutions obtained, there were significant differences favoring the experts in terms of the completeness and conclusiveness of the solutions. The experts identified more critical cues in the pedigrees which were used to generate and test hypotheses, they tested more hypotheses by assigning genotypes to individuals in the pedigrees, and were more rigorous than the novices in the falsification of alternative hypotheses. The experts varied their problem-solving strategy to suit the particular conditions of problems involving rare or common traits. Novices did nor recognize the need to make such modifications to their strategies.  相似文献   

Factors that influence teachers’ adoption and integration of ICT in teaching/learning process     

Japhet E. Lawrence  Usman A. Tar 《Educational Media International》2018,55(1):79-105

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Is there a future for school counseling in the United States?     

Lawrence H. Stewart  Joan P. Avis 《International journal for the advancement of counseling》1984,7(4):241-251

School counseling in the United States is going through a very difficult period. Reasons for the difficulties are discussed. Suggestions are offered for modifications in counseling practice and in counselor education needed to overcome the current problems. Hopefully, the issues raised in the paper will be especially relevant in those countries which have relied heavily on literature and expertise from the United States in developing their counseling services.  相似文献   

Associations between school absence and academic achievement: Do socioeconomics matter?          下载免费PDF全文

Kirsten J. Hancock  David Lawrence  Carrington C. J. Shepherd  Francis Mitrou  Stephen R. Zubrick 《British Educational Research Journal》2017,43(3):415-440

This study examined the extent to which the association between increased student absence and lower achievement outcomes varied by student and school‐level socioeconomic characteristics. Analyses were based on the enrolment, absence and achievement records of 89,365 Year 5, 7 and 9 students attending government schools in Western Australian between 2008 and 2012. Multivariate multi‐level modelling methods were used to estimate numeracy, writing and reading outcomes based on school absence, and interactions between levels of absence and school socioeconomic index (SEI), prior achievement, gender, ethnicity, language background, parent education and occupation status. While the effects of absence on achievement were greater for previously high‐achieving students, there were few significant interactions between absence and any of the socioeconomic measures on achievement outcomes. The results of first‐difference regression models indicated that the negative effect of an increase in absence was marginally larger for students attending more advantaged schools, though most effects were very small. While students from disadvantaged schools have, on average, more absences than their advantaged peers, there is very little evidence to suggest that the effects of absence are greater for those attending lower‐SEI schools. School attendance should therefore be a priority for all schools, and not just those with high rates of absence or low average achievement.  相似文献   

The instructional organization for integrating diverse expertise     

Lawrence E. Fraley  Ernest A. Vargas 《Higher Education》1975,4(1):87-95

Responsibility for instruction should pass from academic content experts to experts in the technology of instruction. This implies substantial changes in organizational structure, especially in higher education. The instructional process is very complex, requiring organizational arrangements permitting growth by the accretion of diverse expertise. Traditional education has assumed that the essence of instruction is in its content. Though important, content can no longer be regarded as the most critical dimension. Concern with accountability forces attention on the process; the technology becomes critical. Diverse expertise could be applied usefully to problems of instruction if arrangements can be changed to allow more such specialists to participate. They are needed for planning facilities, designing practical and experimental learning stations, providing arrangements for monitoring instructional operations, and introducing instructional content relevant to man/machine/environment interfaces.  相似文献   

University students' perceptions of influences on external studies     

Agnes E. Dodds  Jeanette A. Lawrence  Patrick de C. Guiton 《Distance Education》1984,5(2):174-185

Fifty‐three external university students and a comparison group of 51 on‐campus social and political theory students responded to a written questionnaire on their perceptions of the factors influencing their external studies. Responses were obtained to objective questions and by written open‐ended advice to two hypothetical prospective external students.

In both sets of responses students identified family, job and life circumstances as major influences on external university study.. Advantages of external study were self‐reliance and finances, and disadvantages were related to access to the library and academics' demands. Students expressed preference for studying on‐campus or by the combination of campus and external courses which was available at the university. The study provides base‐line data about students' perceptions of contextual frames or constraints on external study.  相似文献   

Library Study Behaviors in the Age of Ubiquitous Mobile Devices: An Observational Study in Four Academic Libraries     

Amy Catalano  Lawrence Paretta  Claudia McGivney  Tara King 《The Reference Librarian》2014,55(4):328-342

In this study, researchers observed student study behaviors in the libraries of four post-secondary institutions. In all, 2,773 observations were made. This research replicates and expands an earlier study and addresses its limitations. The results of a logistic regression test indicate whether students had a mobile device readily available and where students chose to study in the library best predicted whether they demonstrated a study, as opposed to a non-study, behavior. Specifically, if students were found in quiet study or computer areas, they were more likely to be performing study behaviors. This research has implications for library stakeholders making decisions about the use of library space. Most importantly, this research demonstrates that library spaces are widely used for diverse purposes.  相似文献   

Explorations of a Paradox in Curriculum Control: Resistance to Open-ended Science Inquiry in a School for Self-directed Learning     

J. Lawrence Bencze  Maurice Di Giuseppe 《Interchange》2006,37(4):333-361

Despite official government srt (in various jurisdictions around the world) for providing students with opportunities to construct their own knowledge within the context of formal schooling, school science systems continue to place greatest priority on teaching and learning of products of science (e.g., laws and theories), while compromising students’ opportunities to develop realistic conceptions about science and expertise for doing science. Based on qualitative data analyzed using constant comparative methods (based on constructivist grounded theory), we found this also to be the case – paradoxically – in a school belonging to the Canadian Coalition for Self-directed Learning (CCSDL). Schools in this coalition espouse, among various goals, enabling students to construct their own knowledge, in ways and directions suiting their individual needs, interests, perspectives, and abilities, in addition to gaining access to knowledge developed by society. The science department within the coalition school in this study experienced considerable difficulty realizing this goal, despite school-level administrative support for a concerted effort to reinvent itself along these lines. Factors that appeared to influence the science department’s efforts included those in each of Schwab’s (1969) educational "commonplaces;” that is, the curriculum, teachers, students, and the milieu surrounding teaching and learning. Further analysis suggests that results can be explained through reference to a Kuhnian (1962/1996) paradigm conflict – in which the school’s administrative and curricular committee and other members of the CCSDL were unsuccessful in convincing members of the science department (who, in turn, appeared to be supported by the provincial government, parents, and students) to make provisions for more student-directed, openended science inquiry. Assuming that student-led scientific inquiry continues to be an important curricular goal, efforts must continue to be made, therefore, to convince members of the mainstream paradigm that it is a worthy goal.  相似文献   

Multiple dimensions of university teacher self-concept     

Lawrence A. Roche  Herbert W. Marsh 《Instructional Science》2000,28(5):439-468

Despite the recognised importance of positive self-concepts inmany settings, surprisingly little attention has been paid to teacherself-concepts – teachers' self-perceptions of their own teachingeffectiveness. We integrate research literatures on self-concept and onstudents' evaluations of teaching effectiveness (SETs), develop amultidimensional university teacher self-concept instrument, andevaluate its psychometric properties (factor structure, reliability,validity). A multitrait-multimethod analysis of relations betweenmultiple dimensions of teacher self-concept and corresponding SET ratingdimensions provides good support for the construct validity of teacherself-concept responses. In support of a priori hypotheses based onself-concept theory, agreement between teacher self-concepts and SETswas moderate (median r = 0.20) for teachers who had notpreviously received SET feedback, but substantially higher (median r= 0.40) for teachers who had previously received SET feedback.Implications for further research on teacher self-reflection and forimproving teaching effectiveness in higher education arediscussed.  相似文献   

Photolysis of the d-glycosides: α benzylfructofuranoside, β benzylfructopyranoside,and α and β phenyl,benzyl and β phenylethyl glucosides; and the bearing of the data upon the transfer of energy within molecules     

Lawrence J. Heidt 《Journal of The Franklin Institute》1942,234(5):473-485

Direct absorption of light by glycosides dissolved in water has been discovered to produce changes in optical activities and formation of material which reduces the Shaffer, Hartmann, Somogyi reagent. Comparison of these measurements indicates in many cases the same products as are formed by hydrolysis in acid. The β glucosides and α fructoside, however, apparently give optically inactive photolytic products.Absorption spectra were obtained for α benzylfructofuranoside and β benzylfructopyranoside, and were found to be the same in the near ultraviolet as those previously obtained for benzyl glucosides and benzyl alcohol.The absorption spectrum for freshly purified fructose gives a deeper minimum about λ240 mμ than the previously reported values. The latter, however, were approached when the dry crystals had stood in air for several months although no change occurred in their sp.rot., m.p. or general apperance.All the glycosides studied were white crystalline compounds. Less than five per cent. of the ultraviolet light of λ254 mμ they absorb produces reaction; nevertheless, the apparatus and procedures available were adequate to study the reaction conveniently in monochromatic light of this wave-length.The absorption spectra, the products of photolysis, and the quantum yields, the latter based on the reducing material formed, lead to the hypothesis that the photochemical reaction is produced by an intramolecular transfer of absorbed energy from the aglycone to the hemiacetal oxygen bridge which is the reactive center. The efficiency of this transfer is, as expected, greater for benzyl than for phenylethyl glucosides but phenyl glucosides, contrariwise, are the least efficient.The structure and energy possessed by the glycoside outside the aglycone have no measurable effect on the efficiency of the photochemical reaction when followed by measuring the reducing material produced although they change up to one hundred thousand fold the rates of the thermal hydrolyses in acid.  相似文献