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R. ST CLAIR 《International Journal of Lifelong Education》2013,32(1):81-94
Understanding the influences upon curriculum formation is an ongoing challenge for adult educators. This discussion describes one approach to curriculum analysis—the aspirational myth—based on the notion that instructors and learners co‐construct an idealized identity representing the end point of learning. The aspirational myth is described with reference to an empirical case study of a training programme, and implications for teaching and research discussed. 相似文献
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Jinju Duan Kui Xie Nathan A. Hawk Shengquan Yu Minjuan Wang 《British journal of educational technology : journal of the Council for Educational Technology》2019,50(1):199-217
This study adds a new perspective to the observations about connectivist interaction behavior in cMOOCs by extending the notion of network building from the perspective of individuals. We explore the possibility of building a learning network named Personal Social Knowledge Network (PSKN) to support in the monitoring of learning performance and interaction in cMOOCs. The sample in this study included 284 preservice teachers and their learning lasted approximately 12 weeks. Data were primarily gathered by PSKN graphs. The results revealed a correlation between connectivist interaction measured by the PSKN (including density structure) and learning performance. The results also revealed differences in connectivist interaction behavior and patterns, indicated by PSKN (densities and structures), for high- and low-performing learners in cMOOCs. The high-performing learners show deeper knowledge interaction and social communication in addition to simple knowledge sharing and social communication. Additionally, as time passed and the PSKN of high-performing learners extended further, their interaction behavior became more complex and their role had gradually changed from “learning” to “teaching” as well as from knowledge acceptance to knowledge creation in cMOOCs. 相似文献
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Tiffany Hawk 《今天．双语时代》2010,(9):34-41
我数月前结婚了,但我的丈夫——格鲁吉亚小镇的一位英姿魁梧的空军飞行员——并不知道我们怎么就相遇了。而且。他也不知道我是怎么接近他的。在他单膝下跪。拿着订婚戒指的那一刻。我还担心。告知生命中的挚爱,我们走在一起并不是命运。而是源自于我在全国寻找一个飞行员的结果。是否为时已晚。 相似文献
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The emergence of numerous learning style models over the past 25 years has brought increasing attention to the idea that students learn in diverse ways and that one approach to teaching does not work for every student or even most students. We have reviewed five learning style instruments (the Kolb Learning Style Indicator, the Gregorc Style Delineator, the Felder–Silverman Index of Learning Styles, the VARK Questionnaire, and the Dunn and Dunn Productivity Environmental Preference Survey) in this article in order to describe the learning style modes or dimensions measured in the instruments; find the common measures and the differences; report on research on instrument validity, reliability, and possible improvement in student performance; suggest classroom activities that work with the different student learning styles; and recommend selection of models under several conditions. We also review one additional learning style instrument, the Revised Approaches to Studying Inventory, as a complementary approach to using one or more of the first five learning style instruments. 相似文献
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Herbert C. Hawk 《Clearing house (Menasha, Wis.)》2013,86(3):149-152
Advanced Placement (AP) Chemistry and the National AP Chemistry Examination are both critical to secondary level institutions nationwide. The use of a national embossing stamp to attest to successful completion of an AP Chemistry course and exam to ensure college credit is a novel idea worth consideration. Moreover, the concept could be expanded to all AP science disciplines conducting laboratory exercises. 相似文献
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Melissa M. Patchan Brandi Hawk Christopher A. Stevens Christian D. Schunn 《Instructional Science》2013,41(2):381-405
The use of peer assessment to evaluate students’ writing is one recommended method that makes writing assignments possible in large content classes (i.e., more than 75 students). However, many instructors and students worry about whether students of all ability levels are capable of helping their peers. We examine how ability pairing (e.g., high-ability student with high-ability student versus high-ability student with low-ability student) changes key characteristics of feedback to determine which pairings are likely to benefit students most. A web-based reciprocal peer-review system was used to facilitate the peer review of students’ writing of two papers. Over 1,100 comments given to writers from their peers were coded for several relevant categories: type of feedback, type of criticism, focus of problem, focus of solution, and implementation. Overall, creating peer-review groups such that students receive feedback from someone of a dissimilar ability appeared to be most beneficial. High-ability writers received similar kinds of feedback from high-ability versus low-ability peers. By contrast, the low-ability writers received more comments that identified problems focusing on substance issues from high-ability reviewers. In addition, the low-ability writers implemented a higher percentage of the comments from the high-ability reviewers. 相似文献
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Forbidden friends as forbidden fruit: parental supervision of friendships, contact with deviant peers, and adolescent delinquency 总被引：1，自引：0，他引：1
Keijsers L Branje S Hawk ST Schwartz SJ Frijns T Koot HM van Lier P Meeus W 《Child development》2012,83(2):651-666
Spending leisure time with deviant peers may have strong influences on adolescents' delinquency. The current 3-wave multi-informant study examined how parental control and parental prohibition of friendships relate to these undesirable peer influences. To this end, annual questionnaires were administered to 497 Dutch youths (283 boys, mean age = 13 years at baseline), their best friends, and both parents. Cross-lagged panel analyses revealed strong longitudinal links from contacts with deviant peers to adolescent delinquency, but not vice versa. Parent-reported prohibition of friendships positively predicted contacts with deviant peers and indirectly predicted higher adolescent delinquency. Similar indirect effects were not found for parental control. The results suggest that forbidden friends may become "forbidden fruit," leading to unintended increases in adolescents' own delinquency. 相似文献
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