A historical overview of educational psychology     

Don C Charles 《Contemporary educational psychology》1976,1(1):76-88

A historical review of educational psychology might improve understanding of current status and problems. Before American development of the field, the Greeks, Juan Vives in the 16th century, and Pestalozzi and Herbart in the 19th century applied psychological views to educational problems. Despite the absence of scientific psychology in 19th century America, normal schools offered courses purporting to be psychological in content; these courses were supported by textbooks on the subject. James began, and Thorndike developed, the discipline that by the mid-1920s had assumed much of its current form. Journals and academic departments appeared in the first quarter of the century also. The continuing search through the middle of the century for a satisfying professional organization reflected educational psychology's difficulties in establishing an identity. It is not clear even today that the field has “crystallized,” as one writer described it in the 1920s.  相似文献   

Considerations for Faculty Preparing to Develop and Teach Online Criminal Justice Courses at Traditional Institutions of Higher Learning     

Don Hummer  Barbara Sims  Alese Wooditch  K. S. Salley 《Journal of Criminal Justice Education》2013,24(3):285-310

Criminal justice programs at traditional institutions of higher learning have been moving toward offering courses online and, in some cases, placing entire programs online for the better part of the past decade. In competition with for‐profit institutions, many traditional colleges and universities have expanded their distance education programming to include online courses and programs to attract students. As a result, the number of criminal justice students has increased, as have the profits for home institutions. With this growth in the online education market, the criminal justice faculty member has been thrust, willingly or unwillingly, into the world of online teaching—a method of instruction foreign to many instructors. From the authors’ experience at their current (and in the case of the lead author a second) institution, this paper addresses many issues that must be considered by faculty members before embarking on this type of time‐intensive initiative.  相似文献   

Schools Are Responsible     

Don J. Hager 《Equity & Excellence in Education》2013,46(2):36-37

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TWO‐YEAR COLLEGE ATTRITION: DO STUDENT OR INSTITUTIONAL CHARACTERISTICS CONTRIBUTE MOST?     

Anne G. Gates  Don G. Creamer 《Community College Journal of Research & Practice》2013,37(1-4):39-51

This study examined certain effects of seven student pre‐enrollment characteristics and three student‐institutional characteristics on retention status. Path analysis of these longitudinal data was unable to compare favorably with other studies using similar determinants. Certain practical implications of the study also are presented, emphasizing the burden of evidence that suggests that entering student characteristics cannot be used alone to explain the retention decision, that retention programs should be strategically rather than generically focused, and that program holding power may be related to student career consciousness and goal specificity.  相似文献   

Technology-enhanced learning: Rethinking the term,the concept and its theoretical background     

Don Passey 《British journal of educational technology : journal of the Council for Educational Technology》2019,50(3):972-986

This theoretical paper is concerned with problematising the rethinking of theoretical backgrounds associated with one of the commonly used educational technology terms (fields)—technology-enhanced learning—in the wider context of scholarship. Examples will show that the term itself is now used beyond its apparent, stated scope, that it is used in a number of varied ways, and that this is in itself problematic. The ways in which the term is used will be identified, and from these a strategic categorisation to rethink the use of the single term in areas of scholarship (particularly research and teaching) will be proposed, offering terms specifically encompassing the realms in which technologies are being used. From this categorisation, it will be shown that each specific category is based on different conceptions related to or arising from practice. Consequently, ways that theoretical backgrounds should be considered will be explored in each case. While existing theoretical backgrounds enable conceptual underpinnings in some of those cases, in other cases it will be shown that there are currently no fully developed theories or limited theoretical frameworks available. The paper will conclude by identifying key research areas needed if we are to develop and take pertinent aspects of scholarship further forward.  相似文献   

The peritextual literacy framework: Using the functions of peritext to support critical thinking     

Melissa Gross  Don Latham 《Library & information science research》2017,39(2):116-123

The peritextual literacy framework (PLF) is a tool for accessing, evaluating, and comprehending the content of media using elements that frame the body of a work and mediate its content for the user. Paratextual elements are the focus of research in classification, bibliometrics, reader’s advisory work, and in studies of authorship and publication. However, paratextual theory is just beginning to be acknowledged in LIS. The PLF closes a gap in paratext theory by categorizing the functions of peritext into six types: production, promotional, navigational, intratextual, supplemental, and documentary. The PLF is unique that it provides both a framework for further research on peritext, as well as a pedagogical tool that supports teaching in the areas of information literacy, media literacy and analysis, critical thinking, reading, and media design and production.  相似文献   

Differences in science students' view of ideal and actual role behavior according to success and gender     

Don Kauchak  Ken Peterson 《科学教学研究杂志》1983,20(6):565-570

Information about how success and gender affect students' views of ideal and actual classroom role behavior can help both researchers and teachers better understand classroom components such as achievement and curriculum. A 20-item double Q sort was used to measure differences in perceptions of high school science students according to letter grades and gender. Individual Q sort item rankings of 160 students were tested for significant differences according to letter grade received; item ratings were compared according to gender for 215 students. Differences in perception according to success were found for both ideal and actual behavior; 8 and 5 items, respectively, out of each 20-item sort were found to be significant at the p = < 0.05 level. No such overall patterns of difference in view were found between boys and girls, although three ideal student items and one actual self-report item were found to be significantly different at the p = < 0.05 level.  相似文献   

The student departure puzzle: do some faculties and programs have answers?   总被引：1，自引：1，他引：0  

P.A. Danaher  Don Bowser 《高等教育研究与发展》2008,27(3):271-280

University attrition prevention strategies are typically generic, centrally managed, whole of university strategies that have emerged from an examination of whole of university attrition data. This paper takes an intra‐organisational comparative approach, through the examination of faculty and program attrition rates of students who joined an Australian university in the first term of 2004. The faculty with the highest attrition had a rate two‐and‐a‐half times that of the faculty with the lowest rate, and in programs with 40 or more students enrolled the program with the highest attrition had a rate over five times that of the program with the lowest rate. The paper identifies five practical implications of these findings and concludes that investigating the causes of these differences will help in understanding student attrition. It also suggests that universities wishing to reduce student attrition may benefit from adopting integrated and situated strategies that take into account faculty and program differences.  相似文献   

Prepracticum Service‐Learning: Examining the Relationship With Counselor Self‐Efficacy and Anxiety     

Phillip W. Barbee  David Scherer  Don C. Combs 《Counselor Education & Supervision》2003,43(2):108-119

Prepracticum service‐learning is an integral part of the curriculum for counselor education students at a large southwestern university. Service‐learning is accomplished by placing novice students in school or community agency settings to acquire early, practical, field‐based experience. Activities are more structured and supervised than in an internship or practicum. Analysis indicated that prepracticum service‐learning had a positive significant relationship with counselor self‐efficacy and a significant negative relationship with student anxiety. However, substantial counseling course work and experience with counseling‐related work both had a stronger influence than did prepracticum service‐learning, indicating that the latter is more appropriate for novice students.  相似文献   

Google Pack: BETA and Better     

Don E. Descy 《TechTrends》2006,50(6):3-4

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