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991.
Response rates, response time, and costs of mail and electronic surveys were compared. The survey sample consisted of college faculty in the southeastern United States. Mail surveys yielded a higher response rate and a lower rate of unde-liverable surveys. However, receipt of responses was significantly quicker for those delivered electronically, with over 80% of initial responses arriving before receipt of the 1st returned mail survey. The costs associated with distribution of surveys and preparation of data for analysis were much lower with the electronically delivered surveys. 相似文献
992.
Janine Lim 《Clearing house (Menasha, Wis.)》2013,86(1):35-36
For many reasons, students with disabilities are not as thoroughly represented in science careers as are their nondisabled peers. In this case study, the authors explore the effects an informal education program focused on environmental science and delivered to college-bound students with disabilities had on comfort level with science and interest in science careers. Results indicate that the informal nature of the program was well-received and increased individuals' confidence in their science ability. The authors present suggestions for translating this experience into a traditional classroom setting. 相似文献
993.
T. L. Engle 《Clearing house (Menasha, Wis.)》2013,86(2):82-87
Although the Internet has been touted as a boon to social studies education, little research exists that documents the impact of using it as a contextualizing tool for analyzing primary sources and developing Web sites on high school students' achievement. In this article, the authors address both issues by using a quasi-experimental design to measure impact on student achievement. However, there was no appreciable difference in student achievement, and the provided assignment and amount of content that students were expected to learn in the unit of study may have hindered higher-order thinking. The authors discuss the implications of these findings. 相似文献
994.
Kerry E. Evers James O. Prochaska Deborah F. Van Marter Janet L. Johnson Janice M. Prochaska 《Educational research; a review for teachers and all concerned with progress in education》2013,55(4):397-414
Background Bullying threatens the physical and mental well-being of students across a broad range of schools. Tailored interventions based on the Transtheoretical model and delivered over the Internet were designed to reduce participation in each of three roles related to bullying (bully, victim and passive bystander). Methods Effectiveness trials were completed in 12 middle schools and 13 high schools in the USA. A diverse sample of 1237 middle (6th–8th grade, with 45.1% in the 7th grade; ages 11–14) and 1215 high school (9th–11th grade, with 41.6% in the 9th grade; ages 14–17) students were available for analyses. Results Analyses showed significant treatment effects for both intervention groups when compared to control for both the middle and high school programs. Conclusions Given the relative ease of dissemination, these programs could be applied as stand-alone practices or as part of more intensive interventions. 相似文献
996.
998.
《学校用计算机》2013,30(3-4):65-78
ABSTRACT This study focused on whether Internet use improves skills for practical use of information, which is termed information literacy in Japan. Data from Japanese elementary school children (n = 702) were analyzed in a two-wave panel study in order to estimate the causal relationship between Internet use and information literacy. Structural equation modeling was the specific technique applied in a cross-lagged effect model. Results of the analysis indicated that greater use of the Internet led to higher information literacy in the whole-scale measure of practical use of information, as well as in the subskill areas of collecting, judging, and expressing information. 相似文献
999.
《学校用计算机》2013,30(3-4):37-43
Abstract The Web offers numerous learning resources and opportunities for K-12 mathematics education. This paper discusses those resources and opportunities. Discussion includes (a) asynchronous and synchronous communication tools, (b) the use of data sets to make connections between mathematics concepts and real-world applications, and (c) interactive environments that promote active thinking by allowing students to manipulate mathematical systems, observe patterns, form conjectures, and validate findings. 相似文献
1000.
《学校用计算机》2013,30(3):27-32
Abstract A small rural school in Idaho tried various forms of distance education to broaden the range of subjects offered to students. It gave up on satellite-based coursework because of high cost and synchronization problems. Correspondence courses solved the synchronization problem, but still required expensive adult supervision to keep students on task. IP-based videoconferencing appeared to promise lower costs and better synchronization, but in practice it proved to be difficult to implement and exhausting for course teachers. The school began to view videoconferencing in terms of its enrichment and collaboration values. The Internet, together with other distance education technologies, may one day erase the educational disadvantages of rural isolation. They also promise to make lifelong learning the expected norm. 相似文献