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This study applied expectancy theory to integrate the numerous and disparate explanations that researchers and educators have proposed to account for teacher resistance to implementing cooperative learning as an educational innovation. The cooperative learning implementation questionnaire (CLIQ) contained 48 items grouped under three broad motivational categories: perceived value of the innovation, expectancy of success, and perceived cost. These items accounted for 42.3% of the total variance in self-reported use of cooperative learning among 933 teachers. Expectancy of success issues were most important in differentiating users and non-users, suggesting that increased emphasis on professional development should be used to enhance teachers' beliefs that they can succeed in implementing an innovation in their own context. This may require both follow-up support and adaptation of the innovation. 相似文献
3.
ADHD children may have social skill deficits in at least three main areas: social communication, poor emotional regulation, and social-cognitive biases. They also have cognitive difficulties which have implications for their learning. Based on a review of the literature, it is argued that maladaptive classroom peer interactions for ADHD children may disadvantage their learning on collaborative tasks. Although the literature is sparse in the area of peer interactions and collaborative learning for ADHD children, some suggestions for practice and future research are suggested. © 1996 John Wiley & Sons, Inc. 相似文献
4.
Carl C. Chambers 《Journal of The Franklin Institute》1934,218(4):463-484
The results of Del Rosario on cold emission are shown to result from the fact that, through the attainment of specially good vacuum conditions and freedom from contamination, the cold electron current from the wire was suppressed up to field strengths greater than those at which measurable current was obtained in the work of previous observers. It was in fact suppressed beyond the point at which discharge started from points on the welding of the support. The results of Del Rosario are thus probably characteristic of conditions other than those pertaining to the wire, a conclusion which accounts for his current voltage curves. The formula of Fowler and Nordheim is found to apply in the measurable regions in form directly and in magnitude only if irregularities of the surface are such as to raise the field at the surface to a sufficiently high value. Breakdowns after intense heat treatment are studied and found to be caused by immeasurably small currents of electrons knocking ions from the anode. The erratic original curves obtained by previous investigators are found to be caused by successive breakdowns similar to those found after intense heating. 相似文献
5.
Cynthia R. Chambers Michael L. Wehmeyer Yumiko Saito Kerry M. Lida Youngsun Lee Vandana Singh 《Exceptionality》2013,21(1):3-15
Abstract Promoting self-determination has become an important aspect of the educational programs of students with disabilities. There is now a sufficient literature base to support some syntheses that enable researchers to judge their progress in this area to date and to provide direction for future research and practice. For this study, we conducted a literature review of studies that measured or examined global self-determination. 相似文献
6.
Yucheng Liu Aaron Artigue Jeremy Sommers Terence Chambers 《European Journal of Engineering Education》2011,36(2):187-198
Objectives of a project-oriented mechanical engineering course, Engineering Design, were achieved through a design project, where students designed, built and demonstrated an extreme version of a basic Theo Jansen device. Through this project, junior students in the University of Louisiana fully developed the capability of applying mathematic and kinematic knowledge in the analysis and design of mechanisms. Students also developed oral and written communication skills, which would be used in design environments, through the presentation of results in both oral and written forms. An assessment of the design project indicated that effective teaching and learning spread through the semester, with the junior students acting as project managers and experiencing design practices. An example of a student-designed Theo Jansen device is presented in this paper to show the study results achieved by the students. 相似文献
7.
Noah Weeth Feinstein Jeppe Læssøe Nicole Blum Dianne Chambers 《Environmental Education Research》2013,19(2):198-205
In 2009, a think tank called the International Alliance of Leading Education Institutes (IALEI) announced the results of a study entitled Climate Change and Sustainable Development: The Response from Education. Intended for a policy audience, the study offered a glimpse into the status of Education for Sustainable Development (ESD) and an early look at the emergence of Climate Change Education (CCE), in 10 different nations. As with most international reports, the IALEI report provoked many questions, some of which are more broadly relevant to scholarship and practice. This paper introduces a review symposium that addresses three such questions: (1) How coherent is the concept of ESD across national contexts and what conceptual tensions continue to surround ESD and CCE? (2) Can nation-level analyses tell us anything useful about countries where education is not centrally governed? and (3) In light of the evolving relationship between educational research and policy, how should researchers engage with ongoing policy debates? 相似文献
8.
J Chambers 《British journal of educational technology : journal of the Council for Educational Technology》1987,18(1):21-24
A combination of high production and hardware costs, limited programme demands and cheap and easy videotape alternatives are likely to restrict severely the progress of interactive videodisc in schools and possibly elsewhere. These reservations are discussed. 相似文献
9.
Lydia Plowman Philip Chambers 《British journal of educational technology : journal of the Council for Educational Technology》1994,25(2):125-134
A preliminary evaluation of classroom use of CD-I and CDTV in five schools is described. Information is provided on the pedagogical, operational, and logistical characteristics of these interactive media technologies compared to interactive video. A number of benefits are described, but it is suggested that poorly designed or inappropriate software and technology fatigue amongst teachers contribute to the low take-up of these systems in the classroom. 相似文献
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