Differences in Student Outcomes by Types of Living–Learning Programs: The Development of an Empirical Typology     

Karen Kurotsuchi Inkelas  Matthew Soldner  Susan D. Longerbeam  Jeannie Brown Leonard 《Research in higher education》2008,49(6):495-512

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Individual assignments and academic dishonesty — Exploring the learning Conundrum   总被引：1，自引：0，他引：1  

Valorie Leonard  Rolland LeBrasseur 《The Australian Educational Researcher》2008,35(1):37-56

A survey of university business professors¹ focused on their use of individual assignments in courses and their views on cheating and its impact on student learning. Based on responses from 456 professors (37% response rate) from Ontario, Canada. it was concluded that most facult² believe that individual assignments are effective learning tools and that cheating on these assignments is a serious offence. They believe that cheating occurs widely, but continue to use these assessments, with some alterations, to ensure that students obtain learning benefits. The survey findings varied across disciplines and tenure status. A framework is proposed to explain the faculty perspective and the outcomes that professors experience. The adjustments they make to individual assignments are influenced by multiple factors that are internal (university policies and regulations) and external (internet usage) to the university. The discussion centres on the three stakeholders — faculty, students and administration — the need for culture change, and the role of honor codes in controlling cheating and supporting a learning environment.  相似文献   

Reviews     

John Hedley Brooke  Terry Dartnall  Celia Roberts  Sally Newcomb  Rafe Champion  Andrew Milne  Martin Kelly  Wendy Varney  Orin Thomas  Craig R. Stillwell  Leonard G. Wilson  Peter Anstey  Jay L. Garfield  Mark Colyvan  Mark Cortiula  John Merson  Nicolas Rasmussen  Nickolas Vakas  John Forge  Sunny Y. Auyang  Clair Scrine  Katharina Rowold 《Metascience》1999,8(3):444-514

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Focused Multisensory Anatomy Observation and Drawing for Enhancing Social Learning and Three-Dimensional Spatial Understanding     

Leonard Shapiro  Kathryn Bell  Kallpana Dhas  Toby Branson  Graham Louw  Iain D. Keenan 《Anatomical sciences education》2020,13(4):488-503

The concept that multisensory observation and drawing can be effective for enhancing anatomy learning is supported by pedagogic research and theory, and theories of drawing. A haptico-visual observation and drawing (HVOD) process has been previously introduced to support understanding of the three-dimensional (3D) spatial form of anatomical structures. The HVOD process involves exploration of 3D anatomy with the combined use of touch and sight, and the simultaneous act of making graphite marks on paper which correspond to the anatomy under observation. Findings from a previous study suggest that HVOD can increase perceptual understanding of anatomy through memorization and recall of the 3D form of observed structures. Here, additional pedagogic and cognitive underpinnings are presented to further demonstrate how and why HVOD can be effective for anatomy learning. Delivery of a HVOD workshop is described as a detailed guide for instructors, and themes arising from a phenomenological study of educator experiences of the HVOD process are presented. Findings indicate that HVOD can provide an engaging approach for the spatial exploration of anatomy within a supportive social learning environment, but also requires modification for effective curricular integration. Consequently, based on the most effective research-informed, theoretical, and logistical elements of art-based approaches in anatomy learning, including the framework provided by the observe–reflect–draw–edit–repeat (ORDER) method, an optimized “ORDER Touch” observation and drawing process has been developed. This is with the aim of providing a widely accessible resource for supporting social learning and 3D spatial understanding of anatomy, in addition to improving specific anatomical knowledge.  相似文献   

How Adults’ Actions,Outcomes, and Testimony Affect Preschoolers’ Persistence     

Julia A. Leonard  Andrea Garcia  Laura E. Schulz 《Child development》2020,91(4):1254-1271

Across four experiments, we looked at how 4- and 5-year-olds' (n = 520) task persistence was affected by observations of adult actions (high or low effort), outcomes (success or failure), and testimony (setting expectations—“This will be hard,” pep talks—“You can do this,” value statements—“Trying hard is important,” and baseline). Across experiments, outcomes had the biggest impact: preschoolers consistently tried harder after seeing the adult succeed than fail. Additionally, adult effort affected children’s persistence, but only when the adult succeeded. Finally, children’s persistence was highest when the adult both succeeded and practiced what she preached: exerting effort while testifying to its value.  相似文献