Reliance to Independence: Approaches to learning in peer‐led undergraduate science,technology, engineering,and mathematics workshops     

Marina Micari  Gregory Light 《International Journal of Science Education》2013,35(13):1713-1741

The phenomenographic ‘approach to learning’ literature holds that students’ approaches to learning can change depending on the learning context. This implies that, by modifying the learning context, teachers can change the way students approach learning, and this can ultimately lead to a change in learning outcomes. The study presented here examines one effort to modify a science, technology, engineering, and mathematics (STEM) learning context and the approaches to learning taken by students experiencing this environment. Using a qualitative, phenomenographic approach, we interviewed 45 students in a STEM peer‐led workshop programme at a large US research university. Similar to previous approach‐to‐learning research, the study identified three approaches students took to learning in the peer‐led programme, in which they focused on simply making it through the course, engaging more meaningfully with the material, and gaining better control over their own learning.  相似文献   

External and internal assessment in the final examination in secondary schools in Slovenia     

Marina Tavčar Krajnc 《International Studies in Sociology of Education》2013,23(2):121-137

This article examines the introduction of the final examination as an external national system of assessment of students in the transition from secondary school to university education. Since 1991 Slovenia has followed foreign models, the British one in particular; however, it has also considered its own traditional system of education. Students take the final examination (the matura) in three compulsory and two elective subjects; of which sociology can be one. A case study considering this subject demonstrates how external assessment can be fine tuned using internally supervised and assessed project work, in which seminar essays are produced. This article conducts a qualitative and quantitative analysis of the essays and structured questions forming the written examination; the same procedure is applied in the case of seminar essays. Also included are the opinions and experiences of students regarding their preparations for the final examination and their work in the seminars; the students’ feedback is decidedly positive. So far, the external and the internal results have shown little correlation, a fact that points to certain problems in the final examination assessment system. The positive results in sociology, considered in this contribution, suggest that it would be worthwhile applying similar assessment strategies in other subjects. It is, however, impossible to provide a straightforward answer to the question of a positive impact of the final examination on the desired improvement in the quality of the education process.  相似文献   

Factors correlated with teachers’ attitudes towards the inclusion of students with special educational needs in Cyprus     

Konstantina Koutrouba  Malvina Vamvakari  Marina Steliou 《欧洲特需教育杂志》2013,28(4):381-394

Inclusion of SEN students in mainstream classrooms constitutes an ambitious objective of the education system in Cyprus. The legislation currently in effect provides for a clear‐cut frame of action, largely based on the willingness of teachers in the mainstream school, who are expected to develop positive attitudes that encourage and support the coeducation of SEN and non‐SEN students. However, the impact of infrastructural insufficiency, prejudice and, above all, the lack of specific knowledge as regards special education, seems in many cases to pose obstacles that undermine any efforts made. The present study, based on recent research in the schools in Cyprus, aims at recording teachers’ perceptions and determining the factors that influence Cypriot teachers’ attitudes towards inclusion after the implementation of the new laws on special education in Cyprus. The findings of this research confirm that the provisions in the new laws have adopted the right course of action, although teachers’ feelings of inadequacy, non‐SEN students’ circumspection and SEN students’ hesitation have not yet been satisfactorily addressed.  相似文献   

Can learning of basketball be enhanced through a web-based multimedia course? An experimental study     

Marina Papastergiou  Vassilis Gerodimos 《Education and Information Technologies》2013,18(3):459-478

This study’s aim is the creation of a web-based multimedia course for Physical Education (PE) students’ familiarization with the teaching of basketball, and the evaluation of its use as a complementary tool to conventional instruction, in terms of learning effectiveness and student acceptance. The course includes multimedia learning material as well as interactive learning activities and quizzes on the cognitive components of basic basketball skills and on other basketball-related topics (history of the sport, referee’s signals, training aids, basketball court). The study involved 88 undergraduate students during one semester. They were randomly assigned to two groups: a group that used the web-based multimedia course and also attended a conventional face-to-face course on the teaching of basketball (N?=?45), and another group that only attended the conventional face-to-face course (N?=?43). A pretest/posttest research design was followed. For both groups basketball knowledge was measured at the beginning and at the end of the semester through written questionnaires. The responses of the students of the first group towards the web-based course were also assessed, at the end of the semester, through a written feedback questionnaire. Within both groups, significant increases in students’ basketball knowledge were found. However, the web-based multimedia course in combination with conventional face-to-face instruction was significantly more effective than conventional face-to-face instruction alone in increasing students’ cognitive learning regarding the sport of basketball, at the same time being well-accepted by the students. These findings support the effectiveness of blended learning for PE at higher education level as well as the acceptance of this mode of learning by PE students.  相似文献   

Retaliatory Aggression and the Effects of Point of View and Blood in Violent Video Games     

Marina Krcmar  Kirstie Farrar 《Mass Communication and Society》2013,16(1):115-138

In this study, an experimental design was utilized to test, first, the effect of a violent game versus a no game control on physical and verbal aggression and retaliatory aggression against a confederate. In addition, the effects of two internal video game manipulations were explored. Overall, those in the violent game condition were more verbally and physically aggressive than those in the no game condition. In terms of internal game features, third-person play with the blood on, especially when combined with aggressive cognitions and to some extent, hostile affect, encouraged more aggressive outcomes.  相似文献   

Cross-lingual training of summarization systems using annotated corpora in a foreign language     

Marina Litvak  Mark Last 《Information Retrieval》2013,16(5):629-656

The increasing trend of cross-border globalization and acculturation requires text summarization techniques to work equally well for multiple languages. However, only some of the automated summarization methods can be defined as “language-independent,” i.e., not based on any language-specific knowledge. Such methods can be used for multilingual summarization, defined in Mani (Automatic summarization. Natural language processing. John Benjamins Publishing Company, Amsterdam, 2001) as “processing several languages, with a summary in the same language as input”, but, their performance is usually unsatisfactory due to the exclusion of language-specific knowledge. Moreover, supervised machine learning approaches need training corpora in multiple languages that are usually unavailable for rare languages, and their creation is a very expensive and labor-intensive process. In this article, we describe cross-lingual methods for training an extractive single-document text summarizer called MUSE (MUltilingual Sentence Extractor)—a supervised approach, based on the linear optimization of a rich set of sentence ranking measures using a Genetic Algorithm. We evaluated MUSE’s performance on documents in three different languages: English, Hebrew, and Arabic using several training scenarios. The summarization quality was measured using ROUGE-1 and ROUGE-2 Recall metrics. The results of the extensive comparative analysis showed that the performance of MUSE was better than that of the best known multilingual approach (TextRank) in all three languages. Moreover, our experimental results suggest that using the same sentence ranking model across languages results in a reasonable summarization quality, while saving considerable annotation efforts for the end-user. On the other hand, using parallel corpora generated by machine translation tools may improve the performance of a MUSE model trained on a foreign language. Comparative evaluation of an alternative optimization technique—Multiple Linear Regression—justifies the use of a Genetic Algorithm.  相似文献   

Increase in suicide by asphyxiation in New York City after the publication ofFinal Exit     

Peter M. Marzuk M.D.  Kenneth Tardiff M.D.  M.P.H.  Charles S. Hirsch M.D.  Andrew C. Leon Ph.D.  Marina Stajic Ph.D.  Nancy Hartwell B.A.  Laura Portera B.A. 《Publishing Research Quarterly》1994,10(4):62-68

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汉语和格鲁吉亚语语音对比--对格鲁吉亚学生的汉语语音教学初探     

玛林娜·吉布拉泽 《南京师范大学文学院学报》2002,(4):132-139

本意在比较汉语与格鲁吉亚语语音系统并从格鲁吉亚语的语音特点出发审视格鲁吉亚鲁吉亚学生的汉语教学。本通过汉语与格鲁吉亚语语音的比较，认为格鲁吉亚学生学汉语语音的基本难点在于汉语元音和声调及少数辅音的发音上，指出了发音困难的原因，并提出了解决困难的办法。  相似文献   

Professional ethics education for future teachers: A narrative review of the scholarly writings     

Bruce Maxwell  Marina Schwimmer 《Journal of moral education》2016,45(3):354-371

This article provides a narrative review of the scholarly writings on professional ethics education for future teachers. Against the background of a widespread belief among scholars working in this area that longstanding and sustained research and reflection on the ethics of teaching have had little impact on the teacher education curriculum, the article takes stock of the field by synthesizing viewpoints on key aspects of teaching ethics to teacher candidates—the role ethics plays in teacher education, the primary objectives of ethics education for teachers, recommended teaching and learning strategies, and challenges to introducing ethics curriculum—and maps out how opinions on these matters have evolved over the three decades since the initial publication of Strike and Soltis’ seminal book, The Ethics of Teaching. In light of the review’s results, the article identifies critical deficits in this literature and proposes a set of recommendations for future inquiry.  相似文献   

The bottlenosed dolphin’s (Tursiops truncatus) understanding of gestures as symbolic representations of its body parts     

Louis M. Herman  David S. Matus  Elia Y. K. Herman  Marina Ivancic  Adam A. Pack 《Learning & behavior》2001,29(3):250-264

We assigned gestural symbols to nine body parts of a bottlenosed dolphin (Tursiops truncatus). The dolphin was first trained to touch any floating object it chose with the body part indicated by a gestural symbol. In Experiment 1, we tested the dolphin’s ability to now touchspecific gesturally referenced objects using specific gesturally referenced body parts. In Experiment 2, we tested its ability to either touch or toss gesturally referenced objects with gesturally referenced body parts or to simply display those body parts or shake them back and forth. The acts of touching, tossing, displaying, and shaking were each associated with specific gestures and appeared in random sequences within test sessions. The results demonstrated highly significant levels of performance throughout these tasks, including many successes on the first occasions of new body-part uses. These findings provided strong evidence that the gestural symbols we used for body parts were semantically processed and understood by the dolphin as representing those body parts.  相似文献