Applying case-based method in designing self-directed online instruction: a formative research study     

Heng Luo  Tiffany A. Koszalka  Marilyn P. Arnone  Ikseon Choi 《Educational technology research and development : ETR & D》2018,66(2):515-544

This study investigated the case-based method (CBM) instructional-design theory and its application in designing self-directed online instruction. The purpose of this study was to validate and refine the theory for a self-directed online instruction context. Guided by formative research methodology, this study first developed an online tutorial based on 13 design assumptions synthesized from the CBM literature. The researchers then formatively evaluated the online tutorial as a design instance of CBM through two iterations of design, evaluation, and revision. The major findings included: (1) perceived value of various CBM design features, (2) benefits and limitations of applying CBM in the tutorial design, and (3) validation and revision of a set of generic and context-specific CBM design assumptions. These findings extend our understanding of CBM to the context of self-directed online instruction and provide useful insights and practical guidance to inform instructional design practices.  相似文献   

Beyond educational semiotics: A response to Cunningham     

Michael Pressley  Marilyn B. Marks  Pamela Beard El-Dinary 《Educational Psychology Review》1992,4(2):241-252

The case is made that the theoretical propositions and instructional recommendations that Cunningham attributes to semiotics are shared with other perspectives. However, the theoretical and instructional positions Cunningham favors must be evaluated more completely if they are to be acceptable to the educational psychology community, which is generally more positivist in its orientation than the semiotics community. Nonetheless, we emphasize that the methodological approaches favored by Cunningham have the potential for permitting rapid progress in understanding and evaluating the instructional beliefs and practices consistent with semiotic analyses.  相似文献   

Understanding Older Adults’ Perceptions of Internet Use: An Exploratory Factor Analysis     

Robert Zheng  Jeffrey Spears  Marilyn Luptak  Frances Wilby 《Educational gerontology》2015,41(7):504-518

The current study examined factors related to older adults’ perceptions of Internet use. Three hundred ninety five older adults participated in the study. The factor analysis revealed four factors perceived by older adults as critical to their Internet use: social connection, self-efficacy, the need to seek financial information, and the need to seek health information. Key differences were found between previous research and the factors extracted in this study. The regression analysis demonstrated that variables like health condition, financial status, computer experience, and life satisfaction significantly predict, at various levels, factors perceived by the older adults to affect Internet use. The significance of the study as well as its implications for research and practice are discussed. Suggestions are made for future research and practice.  相似文献   

Cultural values at the individual level and the malleability of ways of knowing     

Marlene Schommer-Aikins  Marilyn Easter 《教育心理学》2014,34(2):171-184

This research tested the relationship between individuals cultural values and the malleability in their ways of knowing in two social contexts. Two hundred and ninety-two college students majoring in either business or social sciences initially received two priming conditions (two weeks apart) where they reflected on either their in-group or their out-group. Then, their adherences to ways of knowing: separate knowing (SK, being a devil’s advocate) and connected knowing (CK, being perspective taker) and cultural values: collectivist-horizontal, collectivist-vertical, individualist-horizontal and individualist-vertical were assessed. Analyses revealed a priming condition X ways of knowing X cultural values interaction. When students had their in-group in mind, their CK score was significantly higher than their SK score in all cultural categories. When students had their out-group in mind, their CK scores decreased to comparable levels of their SK score in all cultural values except horizontal-collectivist. Students with a dominant collectivist-horizontal values maintained higher CK scores compared with their SK scores in the out-group condition. Implications for perspective-taking and critical thinking are discussed.  相似文献   

Student perceptions of the classroom environment: Relations to motivation and achievement in mathematics     

Melissa C. Gilbert  Lauren E. Musu-Gillette  Michael E. Woolley  Stuart A. Karabenick  Marilyn E. Strutchens  W. Gary Martin 《Learning Environments Research》2014,17(2):287-304

This study examined the relationship of 979 middle school students’ perceptions of their mathematics classroom environment to their motivation and achievement. Structural equation modeling indicated that motivational variables (utility, personal achievement goals, efficacy) mediated the influence of perceived teacher expectations, teacher support and use of reform practices on mathematics standardised test scores. Our study provides empirical evidence that students’ perceptions that their teachers believe that they are capable of learning and understanding mathematics positively relate to their Mastery and Performance Goal orientations and mathematics Utility. Further, we found an interaction between students’ perceptions of the frequency of reform practice use in their mathematics classroom and mathematics efficacy. For students with lower mathematics efficacy, their perceptions of more frequent use of reform practices in their mathematics class related to higher standardised test performance. For students with higher mathematics efficacy, perceived use of reform practices did not significantly relate to standardised test performance. These data suggest that frequent exposure to reform practices is especially critical for students who judge themselves as being less capable in mathematics and who are lower performers. This finding differs from prior research that has suggested that reform practice use benefits higher achievers but not lower achievers. An important implication of our study is the need for coordinated, ongoing professional development that highlights reform pedagogy and beliefs while also focusing on student motivation theories and strategies.  相似文献   

Conscientious Consumerism Project in an Undergraduate Quality Management Class     

Marilyn M. Helms 《Decision Sciences Journal of Innovative Education》2014,12(1):21-31

This article describes a “conscientious consumerism” project that involves the student as the consumer to either commend or complain to a company about a recent product or service experience. This activity and presentation helps students develop an understanding of the commendation/complaint management process within organizations while adding realism with the student as the customer. Students initiate communication with an organization and maintain a timeline of all contacts, calls, e‐mails, letters, and visits to the company as they work to resolve or report their issue. The project begins early in the semester and concludes with a final registered, certified letter to the company CEO where students summarize the class project and praise processes or recommend any needed changes. When the project is presented, students learn how organizations manage and process customer feedback and complaints. Students have insightful comparisons of the implementation and execution of such processes within organizations. The project contributes to student learning and understanding of numerous key objectives of quality management including: how quality is managed in organizations, the strategic focus customer feedback can play in organizations, process management, voice of the customer, and benchmarking best compliment/complaint management practices.  相似文献   

‘Getting the pieces together’: negotiating the transition from pre-service to in-service teacher     

Marilyn Pietsch  John Williamson 《Asia-Pacific Journal of Teacher Education》2010,38(4):331-344

For beginning teachers to make the transition to full professional membership they need to increase their professional knowledge of the art and science of teaching. This paper explores the difference in knowledge growth between beginning teachers who commence teaching in fragmented teaching situations in the first two years of teaching, and their colleagues who have stable, secure and continuing employment during this time. This paper argues that the employment context in which beginning teachers take up their profession has a significant, but hitherto largely unacknowledged, effect on the capacity of teachers to develop the craft of teaching (Elbaz, 1983 Elbaz, F. 1983. Teacher thinking: A study of practical knowledge, London: Croom Helm.  [Google Scholar]); on their continuing commitment to the profession; and on their self-confidence and self-image as teachers It is concluded that long-term, secure employment in one school, with full responsibility for a class of students and access to effective mentoring, is necessary if beginning teachers are to move beyond ‘survival’ to developing competency in the first two years of teaching.  相似文献   

Picture Partners: A Co-creative Journey into Visual Literacy     

Cathleen S. Soundy  Marilyn F. Drucker 《Early Childhood Education Journal》2010,37(6):447-460

This article describes an integrated art and early literacy project entitled, ‘Picture Partners’. The main purpose of the project was to explore how young children create and express meaning through art. Children’s responses, both written and spoken, were included because accompanying modes of expression expand the nature and content of their drawings and inform teachers about children’s intentions and processes of thinking. A secondary purpose was to investigate how children use illustrations from familiar picture books as models for their own creations and whether children’s responses to stories might be enhanced through their collaboration with peers. Partnerships were formed and participants worked in close proximity as they drew pictures in response to a teacher directed prompt. Using qualitative, interpretative analysis, a small subset of drawings produced by kindergarten and first grade children was examined. The results revealed that the process of drawing was influenced by illustrations in picturebooks, peer interactions, and the artwork of partners in close proximity. The shift in emphasis away from the interpretations of visual realism in children’s drawings towards their own purposes allowed readers to focus on the way drawings represent meaning within children’s socio-cultural worlds.  相似文献   

Clinical cytogenetics and molecular cytogenetics     

Li M  Pinkel D 《Journal of Zhejiang University. Science. B》2006,7(2):162-163

The short report will be focused on helping our students to understand commonly used conventional and cutting edge cytogenetic techniques and their clinical applications, the advances and drawbacks of each technique, and how to pick the right test（s） for a specific patient in order to achieve a proper diagnosis efficiently and economically.  相似文献   

Childhood Maltreatment and Early Developmental Vulnerabilities at Age 5 Years          下载免费PDF全文

Melissa J. Green  Stacy Tzoumakis  Brooke McIntyre  Maina Kariuki  Kristin R. Laurens  Kimberlie Dean  Marilyn Chilvers  Felicity Harris  Merran Butler  Sally A. Brinkman  Vaughan J. Carr 《Child development》2018,89(5):1599-1612

This study examined associations between maltreatment and early developmental vulnerabilities in a population sample of 68,459 children (M_age = 5.62 years, SD = .37) drawn from the Australian state of New South Wales, using linked administrative data for the children and their parents (collected 2001–2009). Associations were estimated between (a) any maltreatment, (b) the number of maltreatment types, and (c) the timing of first reported maltreatment and vulnerability and risk status on multiple developmental domains (i.e., physical, social, emotional, cognitive, and communication). Pervasive associations were revealed between maltreatment and all developmental domains; children exposed to two or more maltreatment types, and with first maltreatment reported after 3 years of age, showed greater likelihood of vulnerability on multiple domains, relative to nonmaltreated children.  相似文献