Lecture capture with real‐time rearrangement of visual elements: impact on student performance

The primary goal of this study is to create and test a lecture‐capture system that can rearrange visual elements while recording is still taking place, in such a way that student performance can be positively influenced. The system we have devised is capable of integrating and rearranging multimedia sources, including learning content, the instructor and students' images, into lecture videos that are embedded in a website for students to review after school. The present study employed a two‐group experimental design, with 153 participants (145 females and 8 males) making up an experimental group in which lecture courses were recorded using the new lecture‐capture system, and 149 participants (140 females and 9 males) forming a control group whose lectures were recorded by traditional means. All participants were in the freshman college and studying Introduction to Computer and Information Science in one of six classes, and were randomly assigned to one of the two groups. The participants' midterm examination and final examination scores were collected as indicators of their academic performance, with their mathematics entrance scores used as a pre‐test. The findings obtained from analysis of covariance (ANCOVA) suggest that appropriate rearrangement of visual elements in lecture videos can significantly impact students' learning performance.     

做人贵在清白,做事必须认真,做学问要敢于好高骛远,善于实事求是

结合自身的学习、工作经历，与研究生畅谈如何学会“做人、做事、做学问”。     

Accuracy of teacher judgments in predicting oral reading fluency.

The relationship between teachers' judgments versus actual performance on curriculum-based measures in reading was examined. A total of 30 regular education teachers were asked to predict the oral reading fluency score of students along with a rating scale of reading subskills. Correlations between teacher judgment measures and student performance found that teachers were accurate reporters of student performance levels in reading. However, some questions were raised whether teachers were accurate at predicting the actual level of student oral reading fluency when effect sizes were used to compare teacher judgment and actual student performance. Recommendations for continued research in understanding the parameters of the accuracy of teacher judgment are made. (PsycINFO Database Record (c) 2011 APA, all rights reserved)     

Teachers' brief nonverbal behaviors in defined instructional situations can predict students' evaluations.

Can a few seconds of high school teachers' nonverbal (NV) behavior predict students' ratings of these teachers (SRT)? Yes, but NV-SRT relations varied among various instructional situations. NV behaviors while administering the class and using the board were unrelated to SRT. Positive judgments of NV behavior while disciplining the class and interacting with students were positively related to SRT. NV behaviors in frontal teaching were negatively related to SRT. The most negative NV-SRT relations were found for teachers' differential NV behavior toward high- versus low-achieving students. Teacher differentiality and SRT have rarely been investigated in high school. The structure of SRT seems to differ between high school and college, and students' anger about teachers' differentiality strongly predicted their evaluations. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Substance use as a robust correlate of school outcome measures for ethnically diverse adolescents of Asian/Pacific Islander ancestry.

School psychologists are generally not provided with the knowledge and skills to address both educational and psychosocial issues of Asian American and Pacific Islander students. The present study is the first of its kind in examining 36 independent (i.e., demographic, social, cultural, psychological) variables in association with four school outcomes (i.e., grade point average, absences, suspensions, and school infractions) with a large sample of Caucasian, Filipino, Native Hawaiian, Japanese, mixed/non-Hawaiian, and "other" Hawai'i high school students (N = 2,833). Given the relatively unique sample in question and the sheer number of variables, an exploratory approach was utilized with the goal of determining the most robust independent variables, with the unique inclusion of Hawaiian cultural identification. A cross-validation technique was used, whereby stepwise regressions were performed for each of two cross-validation samples; only common variables were retained in a final stepwise model for each of the four school outcomes. The results indicated that, remarkably, substance use accounted for the most variance (i.e., 8.4% -16.1 %) in the four school measures. Further analyses detailed the relationship, including the finding that smoking cigarettes regularly, accounted for the most variance compared to the other five substance use items. Further research and implications of the findings are discussed, including the need for prevention and intervention programs that incorporate substance use as a component, both within and outside of school environments. (PsycINFO Database Record (c) 2011 APA, all rights reserved)     

论高校图书馆与大学生素质教育

高校对大学生素质教育起到了重要作用,那么作为高校三大支柱之一的图书馆怎么做才能对大学生素质教育起到应有的教育功能,本文就这一问题进行探讨.     

Peer-assisted learning interventions with elementary school students: A meta-analytic review.

A meta-analytic review of group comparison design studies evaluating peer-assisted learning (PAL) interventions with elementary school students produced positive effect sizes (ESs) indicating increases in achievement (unweighted mean ES = 0.59, SD = 0.90; weighted ES, d = 0.33, p     

Barriers to Increased Engineering Graduate Enrollments: Counterforces and Their Implementation

This paper highlights the role of the faculty member in recruiting students currently enrolled in B.S. programs in engineering and the sciences into full-time pursuit of a graduate-level engineering degree. The faculty member is demonstrated to be in a unique position to influence such students, providing strong counterforces to a confluence of attitudes and pressures experienced during the B.S. experience which effectively create a barrier to full-time engineering graduate study. We analyze this barrier via the method of force field analysis, and demonstrate that effective recruitment into full-time graduate study must be based on a four-fold strategy of education, expectations, improved B.S. experience and better control of the B.S. environment. Approaches to implement these strategies are discussed.     

基于.NET架构高校教学资源库系统研究

.NET的架构下的高校教师信息管理的实现,接着讲解.NET的架构下的学生信息管理的实现,最后说明.NET的架构的学生作业管理系统的实现,还介绍了NET的架构的跨校区合作、交流的实现。