森林体验教育活动对城市公众环境负责任行为的影响   总被引：1，自引：0，他引：1  

赵敏燕  董锁成  吴忠宏  李宇  马红  邵丹  高宁  夏冰 《资源科学》2020,42(3):583-592

全球可持续发展和中国生态文明教育对激发公众环境意识、引导公众环境负责任行为提出了更高要求,尤其对于城市公众的影响意义重大。北京市率先引入森林体验教育理念,发挥森林生态系统文化服务功能,开展丰富多彩的森林体验教育活动。本文基于心流理论及其他文献,构建了森林体验教育活动对引导公众环境负责任行为影响的概念模型,以北京为例调查了676位参与活动的公众,运用结构方程模型方法验证了参与动机（活动前）、活动体验（活动中）对环境负责任行为（活动后）的影响机理。研究结果表明活动体验对引导公众环境负责任行为的影响是显著且正向的,并且是参与动机和环境负责任行为之间关系的完全中介变量。这一结论说明了森林体验教育活动的有效性和必要性,为进一步提升北京市活动效果和推动中国其他地区类似活动提供了理论支撑和实践参考。  相似文献   

Developing Social Media to Engage and Connect at the University of Liverpool Library     

Zelda Chatten  Sarah Roughley 《New Review of Academic Librarianship》2016,22(2-3):249-256

ABSTRACT

This case study presents the Liverpool experience of using social media as an academic library to enhance audience engagement and create a community of users. It looks at the development of social media in the library, focusing on the concerted effort to grow followers and develop a meaningful use of these tools. It considers the value of taking a team approach, ensuring a diversity and breadth of output. Using social media effectively enables libraries to connect with users in a space they already occupy and bring added value to existing activities. A strong, well maintained social media presence enhances a library's national and international profile and ensures good on campus relationships with main stakeholders. This case study demonstrates the relevance of social media as a communication channel and the importance of selecting the correct platform depending on audience or aims. A literature review and recommendations based on experience are included.  相似文献   

A content analysis of research published in the Journal of Research in Science Teaching from 1985 through 1989     

Phillip B. Horton  Andrew A. McConney  Amanda L. Woods  Kevin Barry  Homer L. Krout  Barbara K. Doyle 《科学教学研究杂志》1993,30(8):857-869

To determine if actual practice was consistent with commonly recommended research methods and procedures, this study examined 130 studies reported over a 5-year period in three volumes of the Journal of Research in Science Teaching (JRST). The results were consistent with similar previous analyses (Shaver & Norton, 1980a, 1980b; Wallen & Fraenkel, 1988a) and indicate that appropriate generalizations beyond the confines of the reported studies may be impossible for most (64%) of the JRST studies surveyed. The findings also show that replication studies, which could be employed to offset deficiencies in generalizability, were not commonly encountered (3%) in these 130 reports. In addition, the study results indicate that many researchers (48%) do not properly restrict their conclusions based on the limits imposed by the accessible populations and samples used; nor do they typically provide possible alternative explanations for the outcomes obtained (76%). These findings prompt the following recommendations: 1. A greater awareness and use of replication as a check on generalizability should be encouraged by the science education community. 2. Clearly defined populations (target and accessible) and fully described samples warrant increased attention as report components from authors, reviewers, and editorial board members of JRST. 3. In light of the difficulties inherent in effecting random selection in educational settings, a greater emphasis should be placed on recognizing the limits that the underlying assumptions of inferential statistics place on research conclusions. The results of this study indicate that the methodological quality of published science education research should remain a concern for both practitioners and readers.  相似文献   

Multiple description coding with spatial-temporal hybrid interpolation for video streaming in peer-to-peer networks     

YAO Jason  CHEN Homer H 《浙江大学学报(A卷英文版)》2006,7(5):894-899

INTRODUCTION Multimedia services over the Internet are be- coming popular due to the widespread deployment of broadband access. However, the conventional cli- ent-server architecture severely limits the number of simultaneous users, especially for bandwidth inten- sive applications such as video streaming. P2P net- works, on the other hand, offer a solution to the scalability problem. As a node joins a P2P network, it not only consumes resources but also contributes its bandwidth or comp…  相似文献   

A value‐added study of the impact of science curriculum reform using the National Pupil Database     

Jacqueline Bell  Jim Donnelly  Matt Homer  Godfrey Pell 《British Educational Research Journal》2009,35(1):119-135

This article compares the examination performance of students following General Certificate of Secondary Education Applied Science and Double Award science on a value‐added basis. It uses data from the National Pupil Database, which are analysed by a variety of methods, including multilevel modelling. It argues that the claims made within Office for Standards in Education reports on the impact of the new Applied Science course are inaccurate, and in some cases positively wrong. The authors' analysis, based on the second (2003–05) cohort of students following the course, shows that students of lower attainment at Key Stage 3 appear to perform better than would have been predicted from their Key Stage 3 attainment, but that higher attaining pupils perform less well. Schools offering Applied Science show greater diversity in the value‐added effects they produce than they do with Double Award science. The article argues that analyses of this kind are of value in seeking to understand the impact of curriculum reform, but that they are dangerous as a generalized guide for policy. They must be complemented by work in schools in which the sources of the effects observed and of school diversity are examined.  相似文献   

Students' comprehension of science textbooks using a question‐based reading strategy     

Betty Lou Smith  William G. Holliday  Homer W. Austin 《科学教学研究杂志》2010,47(4):363-379

Despite the heavy reliance on textbooks in college courses, research indicates that college students enrolled in first‐year science courses are not proficient at comprehending informational text. The present study investigated a reading comprehension questioning strategy with origins in clinical research based in elaboration interrogation theory, which outlines how to encourage readers to recall relevant background knowledge while reading text materials. The theory suggests that the strategy increases the likelihood that readers will integrate what they read with what they know to make new knowledge. The setting for the study more closely resembled classroom conditions compared to similar studies in the past. Unlike previous studies on reading comprehension, students read a challenging passage from the textbook used in a science course in which they were enrolled. In addition, the text was longer than that used in clinical research. The college students (n = 294) in this study were randomly assigned to either a questioning strategy treatment or a rereading placebo‐control. While reading, treatment students were presented with statements taken from regular intervals in their textbook (about every 150 words) and asked a simple why question about each of these statements. Significant differences were found favoring elaborative interrogation theory and its question strategy treatment over the placebo‐control in terms of science comprehension even after significant estimated predictors of prior knowledge and verbal ability were statistically controlled or accounted for by removing the statistical contributions of these predictors to the main effects. © 2010 Wiley Periodicals, Inc. J Res Sci Teach 47: 363–379, 2010  相似文献   

Stimulus Velocity,Duration and Uncertainty as Determiners of Response Structure and Timing Accuracy     

Charles H. Shea  John B. Krampitz  Homer Tolson  Alan A. Ashby  Rose M. Howard  William S. Husak 《Research quarterly for exercise and sport》2013,84(1):86-99

Abstract

The present experiments examined the effects of stimulus velocity, stimulus duration, and stimulus uncertainty on the spatial-temporal structure and timing accuracy of coincident timing responses. The results of Experiment 1 indicated that the response structure for aimed movements differed from that of ballistic movements but response accuracy was comparable for both movement conditions. However, when information concerning the stimulus velocity was provided, the responses to the faster stimuli (i.e., stimuli of shorter duration) appeared to be “speeded up” copies of those to slower stimuli and response accuracy increased as the stimulus velocity increased (i.e., stimulus duration decreased). When the stimulus velocity was not known, subjects initiated a common response for approximately 260 msec and response accuracy appeared to decrease as the stimulus velocity increased (i.e., stimulus duration decreased). Experiment 2 indicated that the stimulus duration rather than the stimulus velocity was the major determiner of both the spatial-temporal structure and timing accuracy and that a very fast and a very slow stimulus will be responded to similarly when the stimulus duration remains constant.  相似文献   

The Differential Effect of Indirect Instruction in the Teaching of Sport Skills on Critical Thinking and Self-esteem of Early Adolescent Boys Placed at Risk     

Randy Bonnette  Ron E. McBride  Homer Tolson 《Sport, Education and Society》2013,18(2):183-198

The purpose of this study was to examine the differential effect of sport skills instruction (SSI) and sport skills instruction plus initiative games (SSI +) on the critical thinking (CT) and self-esteem scores of early adolescent boys placed at risk. Students in the SSI + group ( n = 36) participated in initiative games classes in addition to their sport skills activities. Students in the SSI group (n = 44) participated in the sport skills activities only. Since the boys were divided by age (10-11 & 12-13), the influence of age on the dependent variables was also investigated. Classes taught by the initiative games teacher were student-centered while the sport skills classes were teacher-centered. Significant differences between teacher behaviors occurred in interaction patterns, instructional strategies, and management concerns. There were no differences on self-esteem scores. The results supported the addition of initiative games to SSI to foster CT with this group of participants.  相似文献   

Organizational responses to the labor market     

Ted I. K. Youn  Zelda F. Gamson 《Higher Education》1994,28(2):189-205

Shifts in the labor market require adaptive responses on the part of formal organizations. Such organizational responses are shown in changes in recruitment strategies. This study examines how departments in comprehensive colleges and universities formulate their faculty recruitment strategies and set standards for new faculty personnel. Comprehensive institutions are neither research universities nor liberal arts colleges. Even though most offer graduate degrees at the master's level in such areas as teacher training and business programs, they are predominantly devoted to undergraduate education. Lacking strong ties to distinctive beliefs and identities, these institutions have become increasingly vulnerable to environmental changes.Based on extensive fieldwork at four institutions, this paper focuses on twenty faculty searches conducted over a period of substantial changes in academic labor markets. Several common search episodes are identified.The general pattern of recruitment strategies is shaped by the rule of status competition in a prestige hierarchy: less prestigious organizations compete for institutional legitimacy by adopting the norms of more prestigious organizations. Search-related practices in these comprehensive institutions are, therefore, organized around the institutional rituals that conform to the standards of more prestigious research universities and elite liberal arts colleges. Search and recruitment practices often reflect a ritualized form of preoccupation with credentials, specialities, and procedures. Despite their initial emphasis on specific goals, those involved in the search were less concerned about search outcomes than about processes.  相似文献   

A Study Relating to the Change in the Newspaper Reading Interests of Secondary School Students Since the Entrance of the United States into World War Ii     

Homer F. Tangney 《Journal of Experimental Education》2013,81(4):195-199

The personality characteristics and self-concept of teachers-in-training related to their pupil control orientation were investigated. The humanistically oriented educators tended to be emotionally stable, expedient, happy-go-lucky, imaginative, venture-some, outgoing, relaxed, self-assured, and have a high self-concept. The authoritarian educators were more affected by feelings, conscientious, sober, practical, shy, reserved, tense, apprehensive, and had a low self-concept.  相似文献