排序方式： 共有10条查询结果，搜索用时 15 毫秒
1
1.
Mariya A. Yukhymenko Scott W. Brown 《美中教育评论》2009,6(8):50-61
Information is one of the important assets in today＇s society. Information and communication technologies （ICT） may be particularly important for students as one of the tools shaping global citizens. The objective of this study was to investigate the use of ICT by high school students （n=122） from a developing country, like Ukraine. The Global Citizenship Survey was used and modified for the purpose of this study （Lima, 2006）. Initial analyses indicated that the majority of the students use computers at school at least once per week. However, most of the students do not use the Intemet at school on a weekly basis. At the same time, the majority of students from Ukraine have computers at home and more than half of students have the Internet access at home. A chi-square analysis revealed statistically significant gender differences in the use of computers and the lnternet. 相似文献
2.
Elizabeth B. Rush Jodi A. Quas Ilona S. Yim Mariya Nikolayev Steven E. Clark Rakel P. Larson 《Child development》2014,85(3):1292-1305
Few studies have investigated how stress affects eyewitness identification capabilities across development, and no studies have investigated whether retrieval context in conjunction with stress affects accuracy. In this study, one hundred fifty‐nine 7‐ to 8‐ and 12‐ to 14‐year‐olds completed a high‐ or low‐stress laboratory protocol during which they interacted with a confederate. Two weeks later, they attempted to identify the confederate in a photographic lineup. The lineup administrator behaved in either a supportive or a nonsupportive manner. Participants who experienced the high‐stress event and were questioned by a supportive interviewer were most accurate in rejecting target‐absent lineups. Results have implications for debates about effects of stress on eyewitness recall, how best to elicit accurate identifications in children, and developmental changes in episodic mnemonic processes. 相似文献
3.
Intensive longitudinal data (ILD) have become increasingly common in the social and behavioral sciences; count variables, such as the number of daily smoked cigarettes, are frequently-used outcomes in many ILD studies. We demonstrate a generalized extension of growth mixture modeling (GMM) to Poisson-distributed ILD for identifying qualitatively distinct trajectories in the context of developmental heterogeneity in count data. Accounting for the Poisson outcome distribution is essential for correct model identification and estimation. In addition, setting up the model in a way that is conducive to ILD measures helps with data complexities - large data volume, missing observations, and differences in sampling frequency across individuals. We present technical details of model fitting, summarize an empirical example of patterns of smoking behavior change, and describe research questions the generalized GMM helps to address. 相似文献
4.
Allison S. Kert Robin S. Codding Georgiana Shick Tryon Mariya Shiyko 《Psychology in the schools》2010,47(2):193-204
This study examined whether the definition and use of the word “bully” would result in lower self‐reports of bullying behavior by providing students with one of three versions of a self‐report measure with: (a) no reference to the word bully or its definition, (b) the definition of the word bully followed by use of the word in each item, or (c) the definition of the word bully and no further mention of the word bully in the item stems. Participants (N = 114) completed surveys, and statistical comparisons examined the impact of the word bully on reports of bullying behavior. Analyses indicated that respondents provided with a definition of and repeated exposure to the word bully reported significantly less bullying behavior than those who were not exposed to the word or its definition. © 2009 Wiley Periodicals, Inc. 相似文献
5.
6.
7.
Mariya P. Ivancheva Rebecca Swartz Neil P. Morris Sukaina Walji Bronwen J. Swinnerton Taryn Coop 《British Journal of Sociology of Education》2020,41(5):608-625
AbstractThe advent of massive open online courses and online degrees offered via digital platforms has occurred in a climate of austerity. Public universities worldwide face challenges to expand their educational reach, while competing in international rankings, raising fees and generating third-stream income. Online forms of unbundled provision offering smaller flexible low-cost curricular units have promised to disrupt this system. Yet do these forms challenge existing hierarchies in higher education and the market logic that puts pressure on universities and public institutions at large in the neoliberal era? Based on fieldwork in South Africa, this article explores the perceptions of senior managers of public universities and of online programme management companies. Analysing their considerations around unbundled provision, we discuss two conflicting logics of higher education that actors in structurally different positions and in historically divergent institutions use to justify their involvement in public–private partnerships: the logic of capital and the logic of social relevance. 相似文献
8.
Amaël Arguel Lori Lockyer Gregor Kennedy Jason M. Lodge Mariya Pachman 《Interactive Learning Environments》2019,27(2):200-210
Emotions play a significant part in students’ learning experiences within complex educational environments. However, the impact of emotional experiences on effective learning is not straightforward. For example, being confused during learning may be perceived as an adverse event. There is, however, considerable research evidence suggesting that confusion can also be a productive aspect of a student's learning processes. Despite this, research also suggests that when confusion is persistent it can become harmful, promoting learner frustration or boredom. Key challenges for the design of interactive digital learning environments (IDLEs) are to detect and assess students’ emotions and to tailor the environment accordingly. In this paper we examine, from a review of the literature, the implications of learners’ confusion that can occur in IDLEs. Strategies for managing students’ confusion will then be discussed and examples of features enhancing learning in IDLEs will be suggested. 相似文献
9.
This study evaluates Mankiw, Romer and Weil’s augmented neoclassical growth model with human capital for Iceland. Moreover, we differentiate between the impact of upper-secondary and tertiary education. Both unrestricted and restricted regressions show that human capital stimulates real GDP per capita changes. The value of the elasticity of output with respect to human capital proxies calculated by OLS as well as DOLS ranges between 0.22 and 0.47, which is fully compatible with that calculated by the relevant studies on advanced economies applying the same methodology. The regression output is robust to modifications of the baseline model and the method of estimation. 相似文献
10.
为进一步加强各族女大学生的思想品德与恋爱观教育。作者采用问卷调查法，调查分析了汉维蒙三组女大学生的恋爱观。调查结果表明，三组被试中多数认同“爱情和事业同样重要”，极少数认同“爱情比事业更重要”；多数被试认为，恋爱对学习产生的影响难以预料。对不同民族大学生之间谈恋爱的现象。持否定态度的维吾尔族被试多于汉族与蒙古族被试；多数被试恋爱的主要动机是“丰富个人的精神生活”，而不是“建立婚姻家庭”。 相似文献
1