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Lida Harmer Haggerty 《Journal of Experimental Education》2013,81(1):78-90
Seventy-two subjects, classified as to school, grade, sex, and level of arithmetic achievement were given a 30 item test to measure their knowledge of three probability concepts before any formal school instruction. A repeated-measurements analysis of variance was used; significant F-ratios were observed for main effects of grade, level of achievement, and concept. Significant interaction between level of achievement and co nc ept was also observed. Estimated fixed effect of level of achievement was 7. 2 times as large as estimated fixed effect of grade, leading to the conclusion that mental age is much more important in mental concept development than chronological age. Results also indicated that subjects possessed considerable knowledge of the concepts involved before receiving formal instruction. 相似文献
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Terry R. Haggerty 《Quest (Human Kinetics)》2013,65(3):254-269
The rapid advances made in information technologies over the past few years and the belief that technological change is neither additive nor subtractive to our state of affairs but that it generates total change, suggests that it is timely to consider the implications of these technologies for teaching, research, and professional activity. The task of trying to understand the future influence of information technologies is a challenging one because technology is shaped by an array of forces that includes tradition, politics, economic interests, history, philosophy, and competing technologies. The paper addresses the influence of technology under the following general topics: (a) Promise or peril? Two views on information technology; (b) The difficulty of accurately predicting the future role of information technology; (c) An overview of technological advances and some predictions; and (d) Aspects of special interest—virtual reality, Information Highway, thinking “better” with computers, and devaluation of the body. 相似文献
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Carmel E. Haggerty 《Distance Education》2015,36(2):196-209
Academic workloads in online learning are influenced by many variables, the complexity of which makes it difficult to measure academic workloads in isolation. While researching issues associated with academic workloads, professional development stood out as having a substantive impact on academic workloads. Many academics in applied health degrees commence their educational careers as specialists or experts within their profession, rather than as professional educators. New educators may have limited access to professional development when orientating to their new role. The available professional development focuses on technological and presentation aspects, rather than pedagogy in practice, increasing workloads and adding complexity without the understanding. This study argues that academics become empowered to better understand and manage their workloads through the implementation of targeted professional development, as well as the use of clear institutional frameworks for instructional design. A framework for course design (LATARE) is presented as part of this study. 相似文献
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Sharon L. Mitchell Mahrin Kader Melinda Z. Haggerty Yogesh D. Bakhai Calvert G. Warren 《Journal of College Counseling》2013,16(1):49-63
The authors sought to identify college students at risk for experiencing a mental health crisis that warranted a psychiatric evaluation at a hospital and/or a psychiatric hospitalization. A retrospective chart review of college students evaluated at a comprehensive psychiatric emergency program during a 1‐year period was conducted. Demographic variables, mental health treatment history, diagnosis, and hospital discharge plans were found to predict those students likely to be hospitalized and those likely to have positive discharge outcomes. 相似文献
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This study investigated the prevalence of increasingly popular animal-assisted stress relief programs at higher education institutions across the United States. Although research on animal-assisted programs is increasing, there is still a lack of information documenting implementation of these programs. Therefore, the purpose of this study was to explore the prevalence, structure, and policies around animal-assisted programs. Data from 68 schools across the U.S. revealed that animal visitation at higher education institutions is popular, and some schools have instituted formalized programs. However, there is an overall lack of knowledge regarding standards and requirements that would increase the safety and effectiveness of these programs. 相似文献
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Sharon M. Haggerty 《International Journal of Science Education》2013,35(3):271-279
Upon completion of a science unit on heat and temperature, the students in a Canadian 9th grade science class wrote two different achievement tests. On a unit test which required students to answer questions that were based on facts students had studied, grades obtained by girls and boys were not significantly different. Conversely, on a post‐test, which required that students apply their knowledge to novel situations, boys achievement was significantly greater than that of the girls, particularly on higher level questions. Classroom observations revealed that few girls contributed to class discussions, whereas most of the boys participated in discussions. It is suggested that the more active class participation by boys may have contributed to their making greater gains in the understanding of heat and temperature concepts. 相似文献
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Recent education policy analysis has revealed the standardisation of education systems and an intensified focus on learners and learning to meet the requirements of the global economy and neo-liberalism. In this paper we analyse the way that early childhood education in Aotearoa New Zealand has become increasingly entangled with school sector priorities and international discourses of lifelong learning as it has encountered these requirements. We trace the shift from an explict rejecting and countering of school sector pedagogy to the promoting of increasing continuity with school sector priorities. We draw attention to dynamic, contrasting and competing interests and entities that have shaped the construction of learning and learners and curriculum and assessment priorities. We argue the need to attend to the complex mix of constitutive forces at work in the formulation and enactment of early childhood sector priorities, in particular to these crucial entanglements with school sector priorities, international discourses of lifelong learning and neo-liberal economic rationalities. 相似文献
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《加拿大社会学期刊》（Canadian journal of sociology）在整个国际社会学期刊中有着重要的地位,但随着读者更多地通过图书馆来获取资源,它的订阅量不断下降,编辑的地位和职责也发生了改变,这些引发了人们对该行业评价体系的重新思考。开放获取可以增加期刊的可见度和使用量,这对学者来说是很有益的,但实现印刷版学术期刊的开放获取必须考虑到期刊编辑和出版过程中的所有环节。文章呈现了《加拿大社会学期刊》在开放获取的转变过程中,其主编个人的思考和总结。 相似文献
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