An Environment for Play     

Roland Howarth 《Early Years: An International Journal of Research and Development》1988,9(1-2):38-63

  相似文献   

Some Thoughts on Research and the Teaching of English     

Roland Harris 《English in Education》1967,1(1):24-27

  相似文献   

Beyond automation and control: Manufacturing information systems from a strategic perspective     

Xian-Zhong M. Xu  G. Roland Kaye 《International Journal of Information Management》1997,17(6):437-449

This paper reviews the application of computer-based information systems for manufacturing, which has found a lack of strategic orientation. Critical factors for a strategic-oriented information system, i.e. external information scanning, data refining and information reporting, are discussed. A strategic-oriented system model that incorporates information scanning-refining-reporting into manufacturing automation and control systems is proposed. A case study of a corporate strategic information processing system in a UK company is explored. Limitations of the study and suggestions for future research are made.  相似文献   

Cognitive neuroscience meets mathematics education: It takes two to Tango     

Bert De Smedt  Daniel Ansari  Roland H. Grabner  Minna Hannula-Sormunen  Michael Schneider  Lieven Verschaffel 《Educational Research Review》2011,6(3):232-237

  相似文献   

Gerechtigkeit und Studienabbruch. Die Rolle der wahrgenommenen Fairness von Benotungsverfahren bei der Entstehung von Abbruchsintentionen     

Roland Burger  Martin Groß 《Zeitschrift für Erziehungswissenschaft》2016,19(3):625-647

This article investigates the relationship between grading fairness and university students’ dropout intentions. Our focus is on the extent to which students assess the grading procedures as fair from a procedural justice perspective. We distinguish between control-related and validity-related aspects of procedural justice. The fairness of grading procedures is incorporated into a rational choice model on educational decision-making. We theorize that students consider questions of procedural justice in determining their chances of success. Thus, unfair grading practices lead to an increased risk of the students developing dropout intentions. Further, we investigate the relationship between students’ socioeconomic characteristics and procedural justice. Data from the first wave of the CampusPanel are used (n = 1393). Results show that dropout intentions are significantly affected by evaluations of procedural justice. Further, there is evidence that students with low parental socioeconomic status as well as students with an immigrant background are especially prone to exhibit dropout intentions when confronted with low procedural justice.  相似文献   

Believing in Neuromyths Makes Neither a Bad Nor Good Student‐Teacher: The Relationship between Neuromyths and Academic Achievement in Teacher Education     

Georg Krammer  Stephan E. Vogel  Roland H. Grabner 《Mind, Brain, and Education》2021,15(1):54-60

Neuromyths have been discussed to detrimentally affect educational practice, but the evidence for this assumption is still very scarce. We investigated whether 255 student‐teacher' beliefs in neuromyths are related to their academic achievement (overall grade point averages and first‐year practical courses). Believing or rejecting neuromyths that make no direct assumptions about learners' educability was not related to academic achievement. Believing in neuromyths that explicitly deny the educability of learners was only marginally related to academic achievement. We conclude that self‐reported beliefs in neuromyths do not differentiate between high‐ and low‐achieving initial teacher education students.  相似文献   

The Ideal of the Educated Person*     

Jane Roland Martin 《Educational theory》1981,31(2):97-109

  相似文献   

Supervision Training for Professional Counselors: An Exploratory Study     

Mary McMahon  Roland Simons 《Counselor Education & Supervision》2004,43(4):301-309

Enhanced interest in supervision training has corresponded with recognition of supervision as a profession in its own right. For many practicing professional counselors, supervision training has traditionally been unavailable. The present research used the Clinical Supervision Questionnaire to evaluate the effect of a supervision training program on the supervision scores of 16 practicing professional counselors who participated in a supervision training program. Participants completed a pretraining and posttraining questionnaire. The findings revealed a significant difference between the pre‐ and posttraining results for the experimental group. This difference was maintained over a 6‐month period. Practical and research implications are discussed.  相似文献   

Looking Back,Looking Forward     

Roland Sintos Coloma 《Educational Studies A Journal of the American Educational Studies Association》2018,54(1):34-36

  相似文献   

NONINTELLECTUAL LEARNING FACTORS AS DETERMINANTS FOR SUCCESS IN COLLEGE     

Larose  Simon  Robertson  Donald U.  Roy  Roland  Legault  Frederic 《Research in higher education》1998,39(3):275-297

This article presents the results of two studieshypothesizing that nonintellectual learning dispositionsare as important as intellectual assets in predictingthe success of college students. The first study was conducted with a low-risk francophonepopulation (N = 298) and indicated that the Test ofReactions and Adaptation in College (TRAC:nonintellectual dispositions) predicts the collegesuccess of first-year students above and beyond thatpredicted by the high school rank (academicdispositions) and a French-language measure of aptitude(intellectual dispositions). The latter measure added noadditional variation to the high school rank in predictingsuccess. These results were replicated in a second studyconducted with an American student population who wereacademically at risk (N = 179) and using the Scholastic Aptitude Test as a measure ofintellectual dispositions. Findings are discussed interms of their implications for selection, screening,and intervention for first-year collegestudents.  相似文献