A survey of proportional reasoning and control of variables in seven countries     

Robert Karplus  Elizabeth Karplus  Marina Formisano  Albert-Christian Paulsen 《科学教学研究杂志》1977,14(5):411-417

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Fitting in and feeling good: the relationships among peer alignment,instructor connectedness,and self-efficacy in undergraduate satisfaction with engineering     

Marina Micari  Pilar Pazos 《European Journal of Engineering Education》2016,41(4):380-392

This study examined the relationships among peer alignment (the feeling that one is similar in important ways to one's engineering peers), instructor connectedness (the sense that one knows and looks up to academic staff/faculty members in the department), self-efficacy for engineering class work (confidence in one's ability to successfully complete engineering class work), and engineering students' satisfaction with the major. A total of 135 sophomore (second-year university students) and junior (third-year students) engineering students were surveyed to measure these three variables. A multiple regression analysis showed that self-efficacy, peer alignment, and instructor connectedness predicted student satisfaction with the major, and that self-efficacy acted as a mediator between both peer alignment and instructor connectedness on the one hand, and satisfaction on the other. The authors offer suggestions for practice based on the results.  相似文献   

The impact of university incorporation on college lecturers     

L.R. Becker  L.D. Beukes  A. Botha  A.C. Botha  J.J. Botha  M. Botha  D.J. Cloete  J.L. Cloete  C. Coetzee  L.J. De Beer  D.J. De Bruin  L. De Jager  J.J.R. De Villiers  C.M. Du Toit  A. Engelbrecht  R. Evans  M.M.C. Haupt  D. Heyns  L.M. Howatt  A.P. Joubert  J.C. Joubert  A.C. Niemann  N.C. Phatudi  E. Randall  W.J. Rauscher  W.C. Rautenbach  S. Scholtz  J.C. Schultz  R. Swart  H.J. Van Aswegen  J.C. Van Heerden  W.J. Van Vollenhoven  E.M. Van Wyk  J.G.U. Van Wyk  C.A. Van der Walt  C.N. Van der Westhuizen  D. Vermeulen  A. Vorster 《Higher Education》2004,48(2):153-172

In South Africa, recent government plans tochange the institutional landscape of highereducation have resulted in mergers of collegesinto universities or technikons. The researchreported in this article focuses solely on theimpact of a ``college-into-university'incorporation as manifested in the personal,emotional and career experiences of thesecollege staff members. It traces the changes intheir perceptions and emotions during and afterthe incorporation process. It also identifiesrecurring themes and issues evident in thepersonal lives of those affected by thisincorporation.A unique research methodology was engaged: TheCollege staff who had been appointed to theuniversity after the merger, identified sevencritical themes and then designed and conducted30 semi-structured interviews among themselves.This article thus documents the impact ofincorporation into a university on theindividual and collective lives of theresearchers themselves.The data suggest that the emotional impact ofincorporation was intense and that theuncertainty, especially, led to considerabletrauma. The most important concern emanatingfrom this joint research project is that whilea certain degree of distress is unavoidable inany institutional merger, inattention to themanagement of human resources, emotions andaspirations could linger on, possibly having anegative effect on the ambitions for thetransformation of the new entity.  相似文献   

Wild Soul     

Marina C 《中学生英语》2005,(24)

There’s a wild soul inside me waiting to show its self to the world There‘s a wild soul inside me with fire in it’s eyes, and danger in it’s claws. There’s a wild soul in side me with a voice that no one can’t hear and a presence no one can’t feel There’S a wild soul inside me waiting for me to let it run to let it turn into, wind,fire,and rain There’s a wild soul inside me that is coming ou to ignight a fire in us a11 it will spread like a brush fire. My wild soul, Your wild soul, a flame that can not die....  相似文献   

Realizing Relevance: The Influence of Domain‐Specific Information on Generation of New Knowledge Through Integration in 4‐ to 8‐Year‐Old Children          下载免费PDF全文

Patricia J. Bauer  Marina Larkina 《Child development》2017,88(1):247-262

In accumulating knowledge, direct modes of learning are complemented by productive processes, including self‐generation based on integration of separate episodes. Effects of the number of potentially relevant episodes on integration were examined in 4‐ to 8‐year‐olds (N = 121; racially/ethnically heterogeneous sample, English speakers, from large metropolitan area). Information was presented along with unrelated or related episodes; the latter challenged children to identify the relevant subset of episodes for integration. In Experiment 1, 4‐ and 6‐year‐olds integrated in the unrelated context. Six‐year‐olds also succeeded in the related context in forced‐choice testing. In Experiment 2, 8‐year‐olds succeeded in open‐ended and forced‐choice testing. Results illustrate a developmental progression in productive extension of knowledge due in part to age‐related increases in identification of relevant information.  相似文献   

Sensation seeking and risk-taking propensity as mediators in the relationship between childhood abuse and HIV-related risk behavior     

Bornovalova MA  Gwadz MA  Kahler C  Aklin WM  Lejuez CW 《Child abuse & neglect》2008,32(1):99-109

OBJECTIVES: Although a wealth of literature suggests that childhood physical, emotional, and sexual abuse are related to later-life HIV-related risk behaviors, few studies have explored disinhibition (e.g., impulsivity, risk-taking propensity, and sensation-seeking) as a risk factor in this relationship. METHOD: This cross-sectional study examined impulsivity, risk-taking propensity, and sensation seeking as mediators in the relationship between abuse history and engagement in HIV-related risk behaviors among a sample of 96 inner-city African American adolescents. RESULTS: Findings indicated that abuse history was positively related to self-reported engagement in HIV-related risk behaviors (B=.027, SE .008, beta=.32, sr(2)=.105, p=.001), as well as risk-taking propensity (B=.35, SE .11, beta=.30, sr(2)=.090, p=.003) and sensation seeking (B=.17, SE .05, beta=.35, sr(2)=.124, p=.0004). Abuse history was not related to impulsivity. Further, while sensation-seeking and risk-taking propensity (to a lesser extent) mediated this relationship, impulsivity did not. CONCLUSIONS: These findings provide an initial step in the examination of the mechanisms underlying the relationship between childhood abuse and engagement in HIV-related risk behaviors.  相似文献   

Effect of productive discussion on written argumentation in earth science classrooms     

Rachel A. Short  Marina Y. Van der Eb  Susan R. McKay 《The Journal of educational research》2020,113(1):46-58

Abstract

Active teachers noted persistent problems in their classrooms, including low levels of student engagement and gaps in students’ use of evidence in forming arguments. Earth Science students provided written responses to two questions using the previously implemented Claim, Evidence, Reasoning (CER) framework. The first question was answered without a preceding discussion whereas the second question was answered following a discussion protocol—no discussion, discussion without Talk Science, and discussion with Talk Science. A ninth grade teacher more comprehensively implemented Talk Science by incorporating statements from all four goals whereas a seventh grade teacher did not. As a result, ninth grade students improved their use of evidence, reasoning, and content, but seventh graders did not show the same improvements. All students valued the discussion, but this study shows that Talk Science discussions can be used to improve students’ content knowledge and CER argumentation skills.  相似文献   

TechCheck: Development and Validation of an Unplugged Assessment of Computational Thinking in Early Childhood Education     

Relkin  Emily  de Ruiter  Laura  Bers  Marina Umaschi 《Journal of Science Education and Technology》2020,29(4):482-498

Journal of Science Education and Technology - There is a need for developmentally appropriate Computational Thinking (CT) assessments that can be implemented in early childhood classrooms. We...  相似文献   

Go-no go avoidance discriminations in rats with simple “go” and compound “no go” signals: Stimulus modality and stimulus intensity     

Marina Frontali  Giorgio Bignami 《Learning & behavior》1973,1(1):21-24

Four groups of 16 rats were trained in a go-no go discrimination with symmetrical negative reinforcement (active-passive avoidance task). A 2 by 2 design was used with stimulus combinations as one factor [light-go, noise/light-no go, (L⁺ NL^?) vs noise-go, light/noise-no go (N⁺ LN^?)] and noise intensity as the other factor (90 dB, high, vs 70 dB, low). The two N⁺ LN^? groups learned both active and passive avoidance responses much more rapidly than the L⁺ NL^? groups. In later phases of training, high noise intensity facilitated passive avoidance in the L⁺ NL^? condition and exerted a slight effect in the opposite direction in the other condition. While the differences in active avoidance learning were the same as in previous work on light and noise CSs, the interactions between stimuli of different modalities appeared to be more important than stimulus modality or stimulus intensity per se in determining rate of passive avoidance learning.  相似文献   

Can agricultural research and extension be used to challenge the processes of exclusion and marginalisation?     

Michelle Jane Rice  Jane Marina Apgar  Anne-Maree Schwarz  Enly Saeni  Helen Teioli 《The Journal of Agricultural Education and Extension》2019,25(1):79-94

Purpose: This paper examines if and how agricultural researchers and extension officers can see, understand and change processes that exclude some people and influence marginalisation.

Design and methodology: We used participatory action research (PAR) in a programme building sustainable farming practices for nutrition and income in Solomon Islands as our case study. Two qualitative PAR data streams were analysed: (i) documentation of community activities over three years including action planning, learning activities, training workshops, focus group discussions, key informant and informal interviews and (ii) documentation of the research teams’ own learning and reflection sessions.

Findings: Agricultural research and learning activities facilitated through PAR can help researchers and extension officers see, understand and challenge processes that cause social exclusion and marginalisation and lead to inequitable access to agricultural opportunities. A combination of (i) starting with a collective vision; (ii) facilitating systematic reflection exercises; and (iii) having locally tuned facilitators creating safe spaces; makes processes of social exclusion tangible, discussable and ultimately actionable, illustrating the potential of the research and extension processes to facilitate social change in real time.

Theoretical Implications: The paper makes a contribution to the growing body of theory and literature on innovation systems and people-centred approaches to agricultural development, by highlighting the facilitation challenges and opportunities that can create more learning focused and power-aware agricultural programming.

Practical Implications: Our approach, examined in this paper, can improve implementation of policies such as the Solomon Islands Agriculture and Livestock Sector Policy (2015–2019), which aims for active participation of women and youth in agricultural development.

Originality: Using a PAR approach to discover how agricultural research and extension activities can help transform the processes that cause social exclusion and create disadvantage and marginalisation.  相似文献