Writing learning journals: Instructional support to overcome learning-strategy deficits     

Sandra Hübner  Matthias Nückles  Alexander Renkl 《Learning and Instruction》2010,20(1):18-29

Although writing learning journals is a powerful learning tool, instructional support is needed to overcome deficits in the use of self-regulated learning strategies. In a 2 × 2 experimental design with high-school students (N = 70), we analysed the effects of two modes of instruction (namely, informed prompting and learning-journal example) along with prompts. Informed prompting that provided background information on the prompted strategies enhanced learning in the training and transfer session. A learning-journal example that modelled the application of the strategies primarily fostered the strategy used in the training session and learning in the transfer session. Theoretically, the results provide support for the self-regulation view of writing-to-learn.  相似文献   

What sort of science education do we really need?     

Sandra Duggan  Richard Gott 《International Journal of Science Education》2013,35(7):661-679

The research aims to explore the role of science for employees in science-based industries and for members of the public interacting with science in their everyday lives. Case studies were carried out in a small sample of industries, in community action groups and in personal decision making. The methodology, informed by a tentative model of science, included scrutiny of available relevant documentation and semi-structured interviews. The findings suggest that procedural understanding was essential in the higher levels of industry and in interacting effectively with everyday issues, while conceptual understanding was so specific that it was acquired in a need-to-know way. The implications for science education hinge on a substantial reduction in the conceptual content and the explicit teaching of the nature of evidence (procedural understanding). The authors suggest building on primary pupils' enthusiasm for investigative work at UK Key Stage 3 (11-14 years) and developing an issues-based curriculum at Key Stage 4 (14-16 years).  相似文献   

Student Loans: are the Policy Objectives being Achieved?     

Sandra Winn  & Richard Stevenson 《Higher Education Quarterly》1997,51(2):144-163

This paper examines two of the stated objectives of the government's student loans scheme, 'to increase the resources available to students' and 'to increase economic awareness among students, and their self reliance'. Following Farrell and Tapper (1992) we also consider a third, less explicit objective, that of exerting an influence on the shape of higher education itself, through economic pressure on students to select courses that are earnings related and vocationally oriented.
The results of a survey of a random sample of students conducted annually between 1992 and 1996 at the University of Brighton demonstrate a substantial increase in student debt over this period. Among students increasing support for the principles underlying the loan scheme was found, as were high levels of 'economic awareness' and 'self-reliance'. There was no evidence of a demand for changes in the pattern of course provision and it is suggested that this is because of the way in which students have responded to their changed financial situation, in particular the high reliance of many on part-time employment in preference to student loans and a desire to maximise current rather than future earnings.  相似文献   

Opportunity to learn as a policy outcome measure     

Sandra J. Stein 《Studies in Educational Evaluation》2000,26(4):343

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The Kaleidoscopic Concern | The Kaleidoscopic Concern,by Kaetrena D. Davis-Kendrick. 53 p. Free,downloadable digital publication (PDF 2,023 KB). Chicago: Association of College and Research Libraries, 2009.     

Sandra B. Marroquin 《The Journal of Academic Librarianship》2009,35(6):607-608

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Key questions in education: historical and contemporary perspectives     

Sandra Lyndon 《师资教育杂志》2017,43(1):122-124

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Expert systems: aspects of and limitations to the codifiability of knowledge     

Robin Cowan   《Research Policy》2001,30(9)

The creation of expert systems is one way in which knowledge is codified. In creating an expert system, in general there are three aspects to the codification process: creating a model of the knowledge to be codified; creating the language in which to express the model; and writing messages representing the knowledge in that language. These aspects have different relative importance in different contexts. Referring to four case studies, the paper argues further that codification through creating expert systems is not uniformly successful and part of the variation has to do with the nature of the knowledge, or intellectual process or activity being codified, and the difficulty in creating the model. Activities with fixed goals and linear processes lend themselves very well to this form of codification. Processes of categorization and analogy, such as fault detection and repair, are partially successful, tending more often to create systems for experts. Processes involving balancing conflicting goals have, to date, tended to be unsuccessfully codified. These process types involve knowledge or understanding at deeper and deeper levels of abstraction of the overall processes and overarching goals. The more abstract and less concrete the knowledge involved in the task, the more difficult it is to codify it.  相似文献   

The exotic world of Pierre Pomet's A Compleat History of Druggs     

Sherman S 《Endeavour》2004,28(4):156-160

The English translation of Pierre Pomet's A Compleat History of Druggs (1712) demonstrates how the expansion of print culture altered the way that scientific ideas were communicated. Although it makes utilitarian claims, the text of the History departs from the style of contemporary British pharmacopoeias by emphasizing the exotic aspects of drugs. In this sense, the text exemplifies how Enlightenment science could be sold to a cross-over audience interested as much in the fantastical as in the quality and operation of drugs.  相似文献   

Pre-service teachers’ episodic memories of classroom management     

Sandra J. Balli 《Teaching and Teacher Education》2011,27(2):245-251

This study focused on past excellent teachers’ classroom management strategies from the perspective of 148 pre-service teachers. The purpose of the study was to examine how pre-service teachers’ memories reflect classroom management models that are typically taught in teacher education coursework prior to their study of those models, as well as to explore memories that did not fit a particular model. Results indicated that pre-service teachers related episodes that clustered on establishing rules, but were less likely to relate experiences based on other strategies such as withitness, smooth transitions, or formal classroom meetings. Implications for teacher education are explored.  相似文献   

Patterns and predictors of father-infant engagement across race/ethnic groups   总被引：1，自引：0，他引：1  

Cabrera NJ  Hofferth SL  Chae S 《Early childhood research quarterly》2011,26(3):365-375

This study examines whether levels of father engagement (e.g., verbal stimulation, caregiving, and physical play) vary by race/ethnicity using a model that controls for fathers' human capital, mental health, and family relationships. It also tests whether the models work similarly across race/ethnic groups. Its sample of N=5,089 infants and their families is drawn from the Early Childhood Longitudinal Study - Birth Cohort (ECLS-B). We found that, after including controls, African American and Latino fathers had higher levels of engagement in caregiving and physical play activities than White fathers. There were no differences in verbal stimulation activities across race/ethnicity. Fathers' education (college level) predicted more verbally stimulating activities whereas fathers' report of couple conflict predicted less caregiving and physical play. Although levels of engagement differed across the groups, the overall models did not differ by race/ethnicity, except for physical play. African American mothers who reported high levels of depressive symptoms had partners who engaged in more physical play than White mothers with high levels of depressive symptoms.  相似文献