Counseling Needs of Students and Evaluation of Counseling Services at a Large Urban University in Turkey     

Oya Yerin Güneri  Gül Aydın  Thomas Skovholt 《International journal for the advancement of counseling》2003,25(1):53-63

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Small Time. A Life in the Football Wilderness     

Michał Mazurkiewicz 《Sport in History》2016,36(1):137-139

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Dynamics of mirror writing compared to conventional writing in typical preliterate children     

Marine Portex  Carolane Hélin  Corinne Ponce  Jean-Noël Foulin 《Reading and writing》2018,31(6):1435-1448

In left-to-right writing cultures, spontaneous mirror writing of letters and digits in preliterate children appears more frequently on left-than right-facing characters. A compelling theory drawn on neuropsychological evidence of mirror generalization suggests that children resort to a right-orienting/writing rule when learning to write. The aim of the present study was to conceptually replicate and specify recent findings (Fischer, 2017a) on the predominant contribution of writing directionality to mirror writing in preliterate children. A training study was designed to compare on-line production of conventional versus mirror writing of 4-to-5 year-old French children (n?=?30). Over a 4-week period, children were taught to write from memory words and digits. During a subsequent writing-from-memory task, a spatial constraint (Cornell, 1985) was imposed to elicit paired conventional and mirror writing of the words/digits. Spatial and kinematic data were recorded through the use of a digital pen. The results indicate a main contribution of writing directionality to letter and digit reversals. Furthermore, kinematic equivalence between conventional and mirror writing supports the neurological mirror generalization process in children. Overall, these results constitute a further illustration that the manifestation of mirror writing in typically developing children is culture-bound.  相似文献   

University Teachers as Developers of Technology-Enhanced Teaching—Do Beliefs Matter?     

Kirsi Heinonen  Päivikki Jääskelä  Päivi Häkkinen  Hannakaisa Isomäki  Raija Hämäläinen 《Journal of Research on Technology in Education》2019,51(2):135-151

Previous research has identified a well-established link between teachers' beliefs and the practical implications of technology-enhanced learning (TEL). Until recently, there have been few studies of teachers' beliefs regarding their own role as developers of TEL in higher education. In this study, 18 university teachers' reflective writings on their role as developers of TEL were analyzed. All the teachers had developed their teaching methods for the instructional use of information and communication technologies (ICT). The findings of qualitative thematic analysis indicated four divergent teachers' roles: (1) active developers, (2) adaptive developers, (3) cautious developers, and (4) reluctant developers. These findings can be used to train teachers in educational change. (Keywords: Teacher beliefs, teacher roles, teaching development, technology-enhanced learning, university teaching, higher education)  相似文献   

Flexibility in higher professional education: A survey in business administration programmes in the Netherlands     

Ad Schellekens  Fred Paas  Jeroen J.G. van Merriënboer 《Higher Education》2003,45(3):281-305

In order to develop higher education in theEuropean Union there is a need to increase themobility of students and teachers. Improvingthe flexibility of educational programming isan educational policy in the Netherlands tosupport this development. To get a clearpicture of the operational characteristics ofcurrent educational programmes, theirflexibility and conditions for improvement, asurvey was carried out in Businessadministration programmes in higherprofessional education institutes in theNetherlands. The results indicate that theseeducational programmes are organised in ratherrigid operational formats that seem to restrictflexibility. The issue of developing newoperational models that allow for more flexibleeducational programme formats is discussed.Operations management and educationaltechnology are considered as potential domainsfor a re-engineering of educational systems.  相似文献   

Timing of Information Presentation in Learning Statistics   总被引：4，自引：0，他引：4  

Liesbeth Kester  Paul A. Kirschner  Jeroen J.G. van Merriënboer 《Instructional Science》2004,32(3):233-252

This study in the domain of statistics comparesfour information presentation formats in a 2 × 2factorial design: timing of supportiveinformation (before or during taskpractice) × timing of procedural information(before or during task practice).Seventy-two psychology and education students(7 male and 65 female; mean age 18.5 years,SD = 2.85) participated. Theeffectiveness of the learning material wasmeasured by test performance. The instructionalefficiency was measured by a combination ofmental effort during practice and testperformance (i.e., a high test performancecombined with a low mental effort duringpractice denotes a high instructionalefficiency). ANOVA showed a main effect fortiming of supportive information: presentationduring practice led to more efficient learning than presentationbefore practice. Moreover, an interactioneffect was found. Simultaneous presentation ofprocedural information before andsupportive information during practiceled to the most efficient learning.  相似文献   

Pain reduction and treatment of sore nipples in nursing mothers          下载免费PDF全文

Cadwell K  Turner-Maffei C  Blair A  Brimdyr K  Maja McInerney Z 《The Journal of perinatal education》2004,13(1):29-35

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Seeking optimal confusion: a review on epistemic emotion management in interactive digital learning environments     

Amaël Arguel  Lori Lockyer  Gregor Kennedy  Jason M. Lodge  Mariya Pachman 《Interactive Learning Environments》2019,27(2):200-210

Emotions play a significant part in students’ learning experiences within complex educational environments. However, the impact of emotional experiences on effective learning is not straightforward. For example, being confused during learning may be perceived as an adverse event. There is, however, considerable research evidence suggesting that confusion can also be a productive aspect of a student's learning processes. Despite this, research also suggests that when confusion is persistent it can become harmful, promoting learner frustration or boredom. Key challenges for the design of interactive digital learning environments (IDLEs) are to detect and assess students’ emotions and to tailor the environment accordingly. In this paper we examine, from a review of the literature, the implications of learners’ confusion that can occur in IDLEs. Strategies for managing students’ confusion will then be discussed and examples of features enhancing learning in IDLEs will be suggested.  相似文献   

Effects of self-assessment feedback on self-assessment and task-selection accuracy     

Raaijmakers  Steven F.  Baars  Martine  Paas  Fred  van Merriënboer  Jeroen J. G.  van Gog  Tamara 《Metacognition and Learning》2019,14(1):21-42

Metacognition and Learning - Effective self-regulated learning in settings in which students can decide what tasks to work on, requires accurate self-assessment (i.e., a judgment of own level of...  相似文献   

No shared vision for achieving Education for All: Turkey at risk     

Batuhan Aydagül 《Prospects》2008,38(3):401-407

Turkey is still far from realizing any of the six EFA goals. Since the Dakar Conference there have been many policy initiatives aiming at improving the quality of Turkish education. The impact and effectiveness of those policy initiatives are yet to be evaluated. The deficit of high quality analytical and empirical research constitutes a major weakness. So does the level of attention on monitoring and evaluation from policymakers. The recent introduction of strategic planning and performance-based budgeting could promote more emphasis on evaluation and monitoring in the coming years. In addition, a transparent, overarching education policy could foster policy dialogue among stakeholders. Overall, this article draws attention to the following critical factors for the EFA success in Turkey: political and economic support for education reform; the need to adopt strategy-oriented sector policies; increased capacity and emphasis on evaluation and accountability of educational policy-making; the need for a new national impetus to improve quality in education.

Batuhan AydagülEmail:

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