Responses of academe to quality reforms in higher education: A comparative study of england and Sweden   总被引：1，自引：2，他引：1  

Marianne Bauer  Mary Henkel 《Tertiary Education and Management》1997,3(3):211-228

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Editorial: On Behalf of Children     

Mary?Renck?JalongoEmail author 《Early Childhood Education Journal》2005,33(1):1-2

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Institutional and departmental satisfaction of women faculty     

Dr. Corinna A. Ethington  John C. Smart  Mary L. Zeltmann 《Research in higher education》1989,30(3):261-271

Using the exploratory data analysis method of median polishing, this study examined the institutional and departmental satisfaction of women who relatively recently entered the academic profession. Results indicated that women's satisfaction with both department and institution differed by institutional type (Carnegie classifications) and discipline type (pure versus applied). Women in applied fields in Research II and Doctoral-Granting II institutions were much less satisfied with both their departments and their institutions than would be expected given their institutional and discipline types. Similarly, the institutional satisfaction of those women at Research I institutions and the departmental satisfaction of women in pure fields at Doctoral-Granting I's was lower than would be expected. Higher levels of departmental satisfaction were shown by women in pure fields at Liberal Arts I institutions.An earlier version of this paper was presented at the meeting of the Association for the Study of Higher Education, St. Louis, November 1988.  相似文献   

Notes on Classroom Practice and the Ownership and Use of Personal Computers Amongst Egyptian Science and Mathematics Teachers     

Martin Monk  Julian Swain  Mary Ghrist  Wendy Riddle 《Education and Information Technologies》2003,8(1):83-95

This paper reports a study of the acquisition and use of personal computers by Egyptian science and mathematics teachers. Self-report data was collected from the same teachers on how they had changed their classroom activities and professional practice since their return to Egypt following a twelve-week in-service course in the United Kingdom. The data from this sample of teachers is compared with that from a second sample, who also attended the same in-service programme, but did not report the purchase of a personal computer. Analysis indicates that the Egyptian teachers with personal computers have tended to concentrate on improving the quality of current practice, through better preparation and student testing, rather than introducing major, paradigmatic, changes to their teaching.  相似文献   

Aptitude treatment effects of laboratory grouping method for students of differing reasoning ability     

Frances Lawrenz  Theodore W. Munch 《科学教学研究杂志》1985,22(3):279-287

This study examines aptitude treatment effects in an inquiry/learning cycle based physical science class for elementary education majors. The aptitude was formal reasoning ability and the students were arranged into three groups: high, middle, and low ability reasoners. The treatment was method of forming groups to work in the laboratory. Students in each of three classes were grouped according to reasoning ability. In one class the laboratory groups were homogeneous, i.e., students of similar reasoning ability were grouped together. In the second class the students were grouped heterogeneously, i.e., students of different reasoning ability were grouped together. In the third class, the student choice pattern, the students chose their own partners. The findings were that there were no aptitude treatment interaction for achievement or for gain in formal reasoning ability, that grouping students of similar cognitive ability together for laboratory work in the class was more effective in terms of science achievement than grouping students of differing cognitive ability together or than allowing students to choose their own partners, and that students at different levels of reasoning ability experienced differential gains in that ability over the semester.  相似文献   

Counterintuitive effects of online feedback in middle school math: results from a randomized controlled trial in ASSISTments     

Patrick McGuire  Shihfen Tu  Mary Ellin Logue  Craig A. Mason  Korinn Ostrow 《Educational Media International》2017,54(3):231-244

This study compared the effects of three different feedback formats provided to sixth grade mathematics students within a web-based online learning platform, ASSISTments. A sample of 196 students were randomly assigned to one of three conditions: (1) text-based feedback; (2) image-based feedback; and (3) correctness only feedback. Regardless of condition, students solved a set of problems pertaining to the division of fractions by fractions. This mathematics content was representative of challenging sixth grade mathematics Common Core State Standard (6.NS.A.1). Students randomly assigned to receive text-based feedback (Condition A) or image-based feedback (Condition B) outperformed those randomly assigned to the correctness only group (Condition C). However, these differences were not statistically significant (F(2,108) = 1.394, p = .25). Results of this study also demonstrated a completion-bias. Students randomly assigned to Condition B were less likely to complete the problem set than those assigned to Conditions A and C. To conclude, we discuss the counterintuitive findings observed in this study and implications related to developing and implementing feedback in online learning environments for middle school mathematics.  相似文献   

The Stressfulness of Separation among Nine-Month-Old Infants: Effects of Social Context Variables and Infant Temperament     

Megan R. Gunnar  Mary C. Larson  Louise Hertsgaard  Michael L. Harris  Laurie Brodersen 《Child development》1992,63(2):290-303

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A study of urban middle school students with high and low attitudes toward science     

Mary M. Atwater  John Wiggins  Catherine M. Gardner 《科学教学研究杂志》1995,32(6):665-677

Scientific literacy is essential to survive in this technological world, but it appears that scientific literacy is not of high priority for many students. This research project was undertaken to gather demographic data, intentions to engage in science, and attitudes of urban, middle school students. Scores on the Simpson-Troost Attitude Instrument were analyzed using the Statistical Analysis System. Results indicate less than 50% of the students come from high-school-graduated parents who work full-time to support the family. Less than 50% of these students indicate any interest to engage in science at the high school level, yet many plan to enter a science-related career. A majority of the students possess an uncertain attitude toward their science teachers and science curricula. However, all possessed high achievement motivations, strong positive attitudes toward their families, and high self-concepts.  相似文献   

Dyslexia: Anomaly or normal variation?     

T. R. Miles  Mary N. Haslum 《Annals of dyslexia》1986,36(1):103-117

This paper is an interim report on a large-scale survey. The background to the authors’ research into dyslexia is briefly outlined. Next comes an explication of the contrast between “anomaly” and “normal variation.” Some details are then provided of a survey of 12,905 children, age ten, who were given a variety of educational and cognitive tests relevant to a diagnosis of dyslexia. It is shown that the resultant distributions of scores are incompatible with the hypothesis of normal variation. The counter-hypothesis, viz. that dyslexia involves some kind of anomaly, has, therefore, to that extent resisted refutation. The 1980 CHES follow-up study was funded by grants from the Department of Health and Social Security, the Joseph Rowntree Memorial Trust, the Department of Education and Science, and the National Institutes of Health in the USA.  相似文献   

Adapting Secular Post-Graduate Education in Counseling to Meet the Needs of Ministers     

Mary G. Eberdt 《Counselor Education & Supervision》1970,9(2):122-125

As the demand for counseling within a religious setting increases, clergymen are expressing a need for more counselor education. If pastoral counseling is considered distinctly different from other counseling, then pastoral counseling education is the province of the seminaries. If the pastoral counselor is not considered basically different from other counselors, a secular counselor education program can serve the needs of ministers as well as other counselors by having a central core of required professional courses and then optional branches for specialization in counseling. Finding appropriate instructors for the pastoral counseling courses could be a problem. Candidates for pastoral counseling should be as carefully screened and tested as other graduate students in counseling. The counseling program should offer ministers the opportunity to learn about group work and, ideally, the opportunity for supervised practicum work in several different settings. There should be some provision for individual and group therapy for the pastoral counselors themselves as a means of enhancing their own effectiveness. When a secular institution feels that it cannot adapt its regular program to fit the needs of pastoral counselors, it can be of service by arranging special workshops and conferences for the clergymen of the area, and counselor educators can be available as consultants to seminaries and churches that request assistance.  相似文献