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Cynthia Nicol Narthabbe Yusyp Janet Moore Marise Sasges Sandra Zappa 《Educational Action Research》2013,21(3):311-328
This article examines the authors’ experiences living action research through an art therapy activity known as YaYa that involved creating and sharing visual representations of themselves as beginning researchers. This activity was part of a graduate course on education action research and students in the course found the activity transformative. The article first explores how four students in the course created and presented their YaYas. It goes on to discuss how the activity provided opportunities for students to imagine and re-imagine authored identities in the figured worlds of teaching and research. The role that visual arts play in transforming consciousness is also used to help understand the powerful impact of the YaYa activity. The YaYa as a visual artistic process opened students up to meaning-making and reconstructing identities that involved not only the mind, but also the emotions, body and spirit. The authors claim that learning action research can itself be a process of action research, and that living such practice is about involving and imagining the whole self in multiple figured worlds. 相似文献
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The 161 students enrolling in a beginning psychology course were taught using a variant of Keller’s personalized instructional procedures. Course material was divided into twelve units and complete mastery of the material in each unit was demonstrated with a short written examination and a brief interview conducted by a more advanced student. Students could progress through the course material at their own rate. Data are reported on the number of students who withdrew from the course, when they withdrew, and characteristics of their performance prior to withdrawal. For students who completed the course, data on rate of completion of course requirements and level of mastery of course material are presented. Furthermore, student evaluation of various facets of the course are summarized. Of special interest is the finding that student test evaluators were rated as a very favorable feature of the course, and that there was no apparent distinction made between graduate-student and undergraduate evaluators. This suggests that the instructional manpower pool might be extended through the careful use of undergraduates in the college classroom. 相似文献
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Improving Biology Performance with Workshop Groups 总被引：1，自引：1，他引：1
Born Wendi K. Revelle William Pinto Lawrence H. 《Journal of Science Education and Technology》2002,11(4):347-365
This 2-year quasi-experiment evaluated the effect of peer-led workshop groups on performance of minority and majority undergraduate biology students. The workshop intervention used was modeled after a program pioneered by Treisman (1992). Majority volunteers randomly assigned to workshops (n = 61) performed significantly better than those assigned to the control group (n = 60, p < 0.05) without spending more time studying. Workshop minority students (n = 25) showed a pattern of increasing exam performance in comparison to historic control minority students (n = 21), who showed a decreasing pattern (p < 0.05). Volunteers (n = 121) initially reported that biology was more interesting and more important to their futures than to nonvolunteers' (n = 435, p < 0.05). Volunteers also reported higher levels of anxiety related to class performance (p < 0.05). The relationship of anxiety to performance was moderated by volunteer status. Performance of volunteers was negatively associated with self-reported anxiety (r = –0.41, p < 0.01). Performance of nonvolunteers was unrelated to self-reported anxiety (r = –0.02). Results suggest elevated anxiety related to class performance may increase willingness to participate in activities such as workshop interventions. In addition, students who volunteer for interventions such as workshops may be at increased risk of performance decrements associated with anxiety. Even so, workshop programs appear to be an effective way to promote excellence among both majority and minority students who volunteer to participate, despite the increased risk of underperformance associated with higher levels of anxiety. 相似文献
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More Effective Consolidation of Episodic Long‐Term Memory in Children Than Adults—Unrelated to Sleep 
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下载免费PDF全文 Jing‐Yi Wang Frederik D. Weber Katharina Zinke Marion Inostroza Jan Born 《Child development》2018,89(5):1720-1734
Abilities to encode and remember events in their spatiotemporal context (episodic memory) rely on brain regions that mature late during childhood and are supported by sleep. We compared the temporal dynamics of episodic memory formation and the role of sleep in this process between 62 children (8–12 years) and 57 adults (18–37 years). Subjects recalled “what–where–when” memories after a short 1‐hr retention interval or after a long 10.5‐hr interval containing either nocturnal sleep or daytime wakefulness. Although children showed diminished recall of episodes after 1 hr, possibly resulting from inferior encoding, unlike adults, they showed no further decrease in recall after 10.5 hr. In both age groups, episodic memory benefitted from sleep. However, children's more effective offline retention was unrelated to sleep. 相似文献
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Little is known about the evaluation practices of environmental educators. Questionnaires and discussion groups with a convenience sample of UK-based practitioners were used to uncover their evaluation methods. Although many report that they are evaluating regularly, this is mainly monitoring numbers of participants or an assessment of enjoyment. There may be a difference between practitioners’ and evaluation experts’ understandings of what constitutes evaluation, with many practitioners appearing to see “data collection” and “evaluation” as synonymous. In addition, evaluators would not consider many of the methods used for data collection appropriate. More robust methods for collecting data and longer-term evaluations are often impractical for environmental educators to conduct themselves, and mechanisms are suggested for improving interaction between practitioners, researchers, and evaluators, which could enhance evaluation practice. 相似文献
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Nevra Cem Ersoy Marise Ph. BornEva Derous Henk T. van der Molen 《Int J Intercult Relat》2011,35(3):356-367
This study investigated the relationship between employees’ beliefs about their social world (social axioms: reward for application, social cynicism, religiosity, social flexibility, and fate control), their relational identification with their supervisor, and their organizational citizenship behavior (OCB; i.e., interpersonal facilitation, job dedication and organizational support) within collectivistic Turkish society. We expected OCB to depend upon one's relational identification with the supervisor and also to depend on several social axioms, given their salience in collectivistic cultures. We also investigated these relationships across white- and blue-collar workers, as this has not been studied much. To this end, we conducted a survey among 376 Turkish blue-collar and 147 white-collar factory employees. A series of hierarchical regression analyses confirmed our expectations that for both blue- and white-collar workers the reward for application belief was positively related to job dedication and organizational support. Religiosity was positively related to job dedication and organizational support only among blue-collar employees. As hypothesized, relational identification with the supervisor related positively to all dimensions of OCB in blue-collar employees and to interpersonal facilitation and organizational support in white-collar employees. However, the relationship between relational identification with the supervisor and organizational support appeared stronger for blue-collar than for white-collar employees. Apparently, relational identification with the supervisor is an important antecedent of OCB, particularly for blue-collar employees. Theoretical and practical implications of the study findings are discussed. 相似文献
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Dominik Meffert Craig O’Shannessy Philipp Born Ralph Grambow Tobias Vogt 《European Journal of Sport Science》2018,18(8):1151-1157
Tennis comprises specific match situations when winning the next point is crucial. These big points can decide about a win or loss and, thus, reasonably arouse mental stress. Break points (BPs) are considered as big points and the outcome is influenced by, among a variety of other factors, the serve, which is well accepted being one of the dominant strokes in Men’s tennis. In this study, we examined the serve behaviour for male players in the Wimbledon tournament 2016 to investigate the possible impacts of presumed mental stress within the situation of BPs, and further, if winning players perform better than losing players. A total of 28.843 points were analysed and divided into BP (n?=?2.035) and non-break points – referred to as regular points (RP; n?=?26.808). 相似文献
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Learning Environment, Interaction, Sense of Belonging and Study Success in Ethnically Diverse Student Groups 总被引：1，自引：0，他引：1
Marieke Meeuwisse Sabine E. Severiens Marise Ph. Born 《Research in higher education》2010,51(6):528-545
The purpose of this paper was to investigate a model for describing the relationships between the extent to which learning
environments are activating and students’ interaction with teachers and peers, sense of belonging, and study success. It was
tested whether this model holds true for both ethnic minority students and ethnic majority students. A total of 523 students
from four different universities completed a questionnaire. Structural equation modeling (Amos) was used to test the model.
The model that best describes the relationships in the group of ethnic minority students (N = 145) was shown to be different than the model that best fits the group of majority students (N = 378). Ethnic minority students appeared to feel at home in their educational program if they had a good formal relationship
with teachers and fellow students. Ethnic minority students’ sense of belonging to the institution nevertheless did not contribute
to their study progress. On the other hand, in majority students, informal relationships with fellow students were what led
to a sense of belonging. In these students, the sense of belonging did further academic progress. 相似文献
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创新创业教育培养新时代事业的开拓者——中国高等教育学会创新创业教育研讨会纪要 总被引：5，自引：0，他引：5
为使创新创业教育的一些理论和实践问题更加清晰,中国高等教育学会分别在清华大学创业研究中心以及成都西南交通大学召开了创新创业教育座谈会。本文就两次会议探讨的主要问题进行了综述,主要体现为六个方面:创新创业教育的内涵与界定:在中国加强大学生创新创业教育具有特殊的重要意义;要努力突破制约我国高校开展创新创业教育的“瓶颈”;实施以创新创业为导向的课程体系的改革;高校要建立起开展创新创业教育的平台;高校应该结合当地经济发展实际开展创新创业教育。 相似文献