Exploring the effects of personality type on perceived satisfaction with web-based learning in continuing professional development     

Heather Kanuka  Norma Nocente 《Distance Education》2003,24(2):227-244

The purpose of this study was to determine if there is a relationship between learner personality types and perceived satisfaction when using Web-based instruction for mandatory and self-regulated continuing professional development. Two hundred and four real estate practitioners who participated in a Web-based professional development course completed the Millon Index of Personality Styles (MIPS) instrument and a survey to compare personality type and satisfaction. No relationship was found between personality types and satisfaction when using Web-based instruction. The majority (97%) of participants were satisfied with the course regardless of their personality characteristics.  相似文献   

Initial returns on mail questionnaires: A literature review and research note   总被引：1，自引：1，他引：1  

Joseph L. Horowitz  William E. Sedlacek 《Research in higher education》1974,2(4):361-367

The effects of method of reproduction, status of researcher, and personalization of signature on the initial rate of return of mail questionnaires were investigated, using a one-page combination cover letter and questionnaire mailed to 600 professors at the University of Maryland, College Park. The levels of each experimental variable were: Status — professor, graduate student; signature — hand signed in ink, mimeographed facsimile; reproduction — typed, photocopied, mimeographed.A response rate of 69% was obtained without using any follow-up procedures. Chi square analyses indicated no significant differences in the rate of returns for the levels of any of the experimental variables.It appears that initial return rate will not be significantly affected by using the most efficient, least expensive method available.  相似文献   

Models and Paradigms in Kuhn and Halloun     

Paul Joseph Wendel 《Science & Education》2008,17(1):131-141

In Modeling Theory in Science Education, Halloun (2004) adopts the word ‘paradigm’, but his use of the term is radically different from that of Kuhn. In this paper, I explore some of the differences between Kuhn’s paradigms and Halloun’s paradigms. Where Kuhn’s paradigms are public, community-defining exemplars of practice, Halloun’s paradigms are private, individualized ways of thinking. Where Kuhn writes of the paradigm shift as a revolutionary, vision-altering conversion experience, Halloun writes of a gradual evolution from one way of thinking to another and an easy back-and-forth switch between paradigms. Since Kuhn’s paradigms are self-enclosed and incommensurable, there is no objective standard by which one paradigm can be shown to be superior to the other. But Halloun uses ‘viability’ as a standard for paradigm choice. Underlying all of this is the more basic question of whether the history of science is an appropriate metaphor for student progress in the classroom. I conclude with some brief thoughts on this question.  相似文献   

Gentrification,Charter Schools,and Enrollment Patterns in Washington,DC: Shared Growth or New Forms of Educational Inequality?     

Bryan Mann  Heather Bennett  Annah Rogers 《Peabody Journal of Education》2020,95(3):211-228

ABSTRACT

Cities in the United States and across the world have experienced gentrification at the same time as school choice policies have become more popular. This research examines the relationship between gentrification and charter schooling, seeking to understand how together they affect demographic composition of schools across Washington, DC. This study uses geographic information systems (GIS) mapping and statistical techniques to show that gentrified neighborhoods are more likely to have charter schools. Additionally, the demographic compositions of charter schools and traditional public schools differ depending on the gentrification classification of the census tract in which the schools are located. While a handful of diverse charter schools exist in gentrified neighborhoods and some diverse public schools exist in traditionally affluent neighborhoods, schools in Washington, DC remain racially and economically isolated overall.  相似文献   

A Framework for Further Research: A Review of Two Edited Collections on Video Gaming     

Heather Paquette 《Technical Communication Quarterly》2016,25(4):322-325

  相似文献   

The Experiences of Low-Income Latina/o Families in an Urban Voucher,Parochial School     

Tatiana Joseph  William Vélez 《Journal of Latinos & Education》2017,16(2):143-155

Catholic schools have become a popular choice for many low income families Latino/a families. Families enrollment in these schools are often faced with the mandate to participate. However, regardless of the mandate, some schools often experience low parental participation. The purpose of this study is to document the experiences of low income, Latino/a families around parental involvement in hopes of understanding the reasoning for participating (or not) in their child’s school. The researchers conclude that families do not participate for a number of reasons including lack of opportunities, and an unwelcoming environment. The implications for Latina/o urban education are discussed.  相似文献   

Evaluating elements of career planning centers: Eight critical issues     

Mary J. Heppner Ph.D.  Joseph A. Johnston 《Journal of Career Development》1994,21(2):175-183

  相似文献   

Interaction and learning: Theorizing on the art of teaching   总被引：1，自引：0，他引：1  

Raymond J. Simpson  Joseph J. Galbo 《Interchange》1986,17(4):37-51

  相似文献   

Team Hyena Puppet: An Interdisciplinary Approach to Making and Teaching Science Through Art     

Heather Trommer-Beardslee  Ann Dasen  Wiline Pangle  Jay Batzner 《Teaching Artist Journal》2019,17(1-2):45-50

In 2016, professors representing Biology, Dance, Music, and Theatre and dance program students created Dunes, a performance piece that depicts the ecological succession of Michigan's sand dunes. The process used to make this work is a direct representation of the steps that Team Hyena Puppet, a collective of teaching artists and scientists, takes in their science-based art collaborations, which are used to reflect on and depict scientific research and simultaneously teach student participants and audience members science through the performing arts.  相似文献   

DISCRIMINATORY ORGANIZATIONAL CONTEXTS AND BLACK SCIENTISTS ON POSTSECONDARY FACULTIES     

Kulis  Stephen  Chong  Yinong  Shaw  Heather 《Research in higher education》1999,40(2):115-148

Severe underrepresentation of African-Americansamong postsecondary faculty is often linked toeducational pipeline supply problems,while institutional variations in demandfor black faculty labor and barriers to theirrecruitment and retention receive less empiricalattention. Using a nationally representative sample ofcollege faculty from a wide array of institutions andscience disciplines, this study investigates linksbetween internal organizational conditions and blackfaculty representation. Hypotheses derive from competingexplanations of the role of race in academicorganizations: institutionalized discrimination to protectdominant group privileges; statistical discriminationbased on expectations of racial group differences inacademic preparation; labor supply and politicalconstraints on black faculty recruitment. A multivariateanalysis examines organizational conditions that promoteor curb these dynamics and their relationship to blackappointments at different tenure levels. Results indicate that although the discipline-specificblack doctoral labor supply is a powerful constraint onthe representation of black faculty, selectiveorganizational contexts are substantial influences as well. Although we find little evidence thatinsulation from competition or segmented faculty labormarkets influence the racial composition of faculties,black faculty are more often found whereinstitutionalized discrimination may be checked by greaterformalization and black constituencies on campus.Consistent with statistical discrimination, blackfaculty are poorly represented at research-orientedinstitutions, even controlling for the scholarly reputationof doctoral credentials.  相似文献