Evaluating Instructor Technology Integration in Community and Technical Colleges: A Performance Evaluation Matrix     

Marietta Del Favero  Janice M. Hinson 《Community College Journal of Research & Practice》2013,37(5):389-408

The press for implementing technology based instructional delivery systems in community and technical colleges is well documented. Yet faculty face numerous challenges in integrating technology into instruction (AL-Bataineh & Brooks, 2003 AL-Bataineh , A. & Brooks , L. ( 2003 ). Challenges, advantages, and disadvantages of instructional technology in the community college classroom . Community College Journal of Research and Practice , 27 , 473 – 484 .[Taylor & Francis Online] , [Google Scholar]; Groves & Zemel, 2000 Groves , M. & Zemel , P. ( 2000 ). Instructional technology adoption in higher education: An action research case study . International Journal of Instructional Media , 27 ( 1 ), 57 – 66 . [Google Scholar]; Khoury, 1997 Khoury , R. M. ( 1997 ). The unkept promise . Community College Week , 10 ( 1 ), 4 – 6 . [Google Scholar]). Stimulating faculty ownership in technology, diffusion of technology use throughout institutions, and linking technology use to the faculty reward system are key concerns addressed in this proposed tool for evaluating faculty technology integration performance. The tool is based on research on faculty development (Howery, 1997 Howery , C. B. ( 1997 ). Recognizing and rewarding the professional and scholarly work of sociologists . Unpublished report to the Council of the American Sociological Association . [Google Scholar]) and the technology adoption process (Hall, Loucks, Rutherford, & Newlove, 1975 Hall , G. E. , Loucks , S. F. , Rutherford , W. L. , & Newlove , B. W. ( 1975 ). Levels of use of the innovation: A framework for analyzing innovation adoption . The Journal of Teacher Education , 26 ( 1 ), 52 – 56 .[Crossref], [Web of Science ®] , [Google Scholar]). Stimulating development of faculty expertise linked to technology goals is the goal of applying the tool.  相似文献   

Angle between choice alleys as a critical factor in spontaneous alternation     

Robert J. Douglas  Denis Mitchell  Robert Del Valle 《Learning & behavior》1974,2(3):218-220

Rats were tested for spontaneous alternation in a variety of mazes differing in the angle between choice alleys. Uniformly high alternation rates were found at all angles from 330 down to 90 deg. At 45 or 0 deg, the rates approximated a chance 50%, and at angles between 45 and 90 deg the alternation rates were also intermediate. The hypothesis that the spatial distance between goal regions is the critical factor was rejected, and it was concluded that the angle between alleys is the principal factor determining alternation under these conditions. The results support the idea that alternation in the rat is basically a vestibular phenomenon.  相似文献   

More than solutions: Empowering students to think strategically and tactically     

Jason Del Gandio 《Communication Teacher》2017,31(2):63-69

Courses: Communication Activism; Public Advocacy; Social Movements; Public Speaking; Persuasion; Argumentation; Public Sphere.

Objectives: This semester-long activity helps students implement a solutions–strategies–tactics framework into their advocacy work. More specifically, students learn to (1) designate, research, and assess the causes of significant social/political problems; (2) design long-term strategies and chronologically arrange step-by-step tactics to address those problems; (3) devise different kinds of messages for purposes of influencing public opinion/behavior, mobilizing collective action, organizing communities into political constituencies, and swaying decision makers; and (4) develop skills and competencies for becoming agents—rather than observers—of social change.  相似文献   

Book reviews     

Robert D. Tollison  Pasquale L. Scandizzo 《Journal of Cultural Economics》1994,18(4):323-326

  相似文献   

Classroom discussion and individual problem-solving in the teaching of history: Do different instructional approaches affect interest in different ways?     

Laura Del Favero  Pietro Boscolo  Giulio Vidotto  Marco Vicentini 《Learning and Instruction》2007,17(6):635-657

In this study, 100 Italian eighth graders were divided into two groups to compare the effects of two instructional interventions – the first based on problem-solving through discussion, the second on individual problem-solving – on students' learning of two historical topics (World War I and the economic boom), interest and self-perception of competence in history. The intervention based on discussion produced greater situational interest and understanding of the historical inquiry. The topic of World War I turned out to be an effective source of situational interest. Structural equation models showed that situational interest elicited by the use of discussion and by World War I impacted both on students' individual interest and on self-perception of competence in history.  相似文献   

Caffeine improves muscular performance in elite Brazilian Jiu-jitsu athletes     

Francisco Javier Diaz-Lara  Juan Del Coso  Jose Manuel García  Luis J. Portillo  Francisco Areces 《European Journal of Sport Science》2016,16(8):1079-1086

Scientific information about the effects of caffeine intake on combat sport performance is scarce and controversial. The aim of this study was to investigate the effectiveness of caffeine to improve Brazilian Jiu-jitsu (BJJ)-specific muscular performance. Fourteen male and elite BJJ athletes (29.2?±?3.3?years; 71.3?±?9.1?kg) participated in a randomized double-blind, placebo-controlled and crossover experiment. In two different sessions, BJJ athletes ingested 3?mg?kg^?1 of caffeine or a placebo. After 60?min, they performed a handgrip maximal force test, a countermovement jump, a maximal static lift test and bench-press tests consisting of one-repetition maximum, power-load, and repetitions to failure. In comparison to the placebo, the ingestion of the caffeine increased: hand grip force in both hands (50.9?±?2.9 vs. 53.3?±?3.1?kg; respectively p?p?=?.02), and time recorded in the maximal static lift test (54.4?±?13.4 vs. 59.2?±?11.9?s; p?p?=?.02), maximal power obtained during the power-load test (750.5?±?154.7 vs. 826.9?±?163.7?W; p?p?=?.04). In conclusion, the pre-exercise ingestion of 3?mg?kg^?1 of caffeine increased dynamic and isometric muscular force, power, and endurance strength in elite BJJ athletes. Thus, caffeine might be an effective ergogenic aid to improve physical performance in BJJ.  相似文献   

Inter-Relations Between Ethnic-Racial Discrimination and Ethnic-Racial Identity Among Early Adolescents     

Juan Del Toro  Diane Hughes  Niobe Way 《Child development》2021,92(1):e106-e125

The authors examined whether the longitudinal inter-relations between ethnic-racial discrimination and ethnic-racial identity vary according to the perpetrator of discrimination. The authors used three waves of data from early adolescents (n = 387; ages 11–12 at Wave 1) to assess the strength and direction of relations between perceived discrimination from non-school adults and peers vis-à-vis ethnic-racial identity exploration, commitment, private regard, and public regard. Cross-lagged autoregressive path analyses showed that more frequent discrimination, regardless of source, had reciprocal and significant longitudinal inter-relations with exploration and public regard. Peer discrimination predicted lower commitment and private regard 1 year later, whereas non-school adult discrimination did not. Implications are discussed in relation to the role of peers and ethnic-racial identity processes.  相似文献   

The Common Core debate on Twitter and the rise of the activist public     

Jonathan Supovitz  Alan J. Daly  Miguel Del Fresno 《Journal of Educational Change》2018,19(4):419-440

The Common Core State Standards (CCSS) were adopted with broad bipartisan backing in 46 states in 2010. Yet by 2015 they had become a lightning rod for a range of critiques about the education system while public support declined precipitously and became increasingly partisan. Not coincidentally, the CCSS were also the first major education initiative to play out in a social media environment. In this study we used mixed methods to analyze the debate surrounding the Common Core on Twitter for a 6-month period in 2013–2014, with a focus on the central participants in the discussion and the linguistic argumentation they used. We found an active debate about the Common Core on Twitter, consisting of about 190,000 tweets from 53,000 distinct actors. Using social network analysis, we identified three major factions in the debate, which represented supporters of the CCSS, educators who opposed the CCSS, and a large contingent of opponents from outside of the education industry. We also detected that many of the most prolific participants from outside of education were individual activists, rather than members of formal advocacy organizations. Analyzing the content of the debate amongst the most influential participants, we found it to be less about the CCSS themselves than a proxy war about larger education-related social issues. Finally, through an examination of the language of the tweets, we determined that the central members used a form of linguistic argumentation called ‘politicalspeak,’ which they employed to rouse their followers and influence the public discourse. Thus, the tactics of the factions on Twitter, particularly opponents of the CCSS from outside of education, employed both issue framing and linguistic strategies to establish a dominant narrative. Based on these findings, we argue that the discourse on Twitter at the time of the study was less of a means to introduce new ideas and perspectives, then it was amplify the voices of a broader array of public activists seeking to influence the direction of public policy.  相似文献   

On the robustness of Riccati flows to complete model misspecification     

Adrian N. Bishop  Pierre Del Moral 《Journal of The Franklin Institute》2018,355(15):7178-7200

Consider the continuous-time matrix Riccati operator Ricc$\left(Q\right)=AQ+Q{A}^{\prime }?QSQ+R$. In this work, we consider the robustness of this operator to direct perturbations of the matrices (A, R, S) and, in particular, the flow robustness of the corresponding Riccati differential equation. For a given class of perturbation, we show that the corresponding differential equation is well defined in the sense it is bounded above and below, it has a well-defined fixed point, and it converges to this fixed point exponentially fast. Moreover, the flow of the perturbed Riccati flow is close to the nominal Riccati flow when the perturbation is small; i.e. we prove a continuity-type condition in the size of the perturbation.  相似文献   

Integrating Computational Thinking into Elementary Science Curriculum: an Examination of Activities that Support Students’ Computational Thinking in the Service of Disciplinary Learning     

Waterman  Kevin P  Goldsmith  Lynn  Pasquale  Marian 《Journal of Science Education and Technology》2020,29(1):53-64

Journal of Science Education and Technology - Using an example of a grade 3 science unit about population changes during competition for resources, we describe how we integrated computational...  相似文献