同心学术联合会
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作者:Lesley Ljungdahl
来源:[J].The International Journal of Learner Diversity and Identities, 2014, Vol.20 (3), pp.11-23CGRN
摘要:... Increasing learner diversity has implications for universities as students from different ethnic backgrounds, socio-economic status, and gender adjust to tertiary study. Reasons for attrition and retention are multidimensional and the current study shows how issues are interr...
作者:John Brian Power
来源:[J].The International Journal of Learner Diversity and Identities, 2014, Vol.20 (3), pp.45-56CGRN
摘要:... The more skills, knowledge, and ideas a learner has, and the greater the persistence with which they are applied in areas of opportunity, the better the chance of creative realization. Therefore, the encouragement and development of appropriate enabling behaviors are inte...
作者:Jelia Domingo
来源:[J].The International Journal of Learner Diversity and Identities, 2015, Vol.22 (2), pp.1-8CGRN
摘要:Research of the use of creativity in instruction focuses largely on educating intellectually gifted students. However, learning disabilities, and other emotional, intellectual, and physical/brain impairments are not mutually exclusive to giftedness. Rather, many conditions may co...
作者:Maria-Ana Tupan
来源:[J].The International Journal of Learner Diversity and Identities, 2015, Vol.22 (4), pp.29-41CGRN
摘要:The notion of “cultural relativism” refers to the constructed nature of scientific discourse at any time in history, which implies changes in the epistemological regimes of different phases that block collocation in explanatory narratives, and even among various theoretical ...
作者:Guanze Liao
来源:[J].The International Journal of Learner Diversity and Identities, 2015, Vol.23 (1), pp.1-19CGRN
摘要:Memory is a human feature, and is the accumulation of an individual’s sensations, feelings, and life experiences from the past; it is a factor many people commonly possess. According to Harnish (2002), memory is a kind of mind activity. Because of the memory ability, humans ...
作者:Sara Cook , Anita Wood
来源:[J].The International Journal of Learner Diversity and Identities, 2014, Vol.22 (1), pp.13-18CGRN
摘要:Case study analysis is a pedagogical tool that enables the student to take on the role of a decision maker in analyzing and solving a problem. With the increasing number of Chinese students studying in the U.S. and the growing number of partnerships between Chinese and U.S. unive...
作者:Yi-an Hou , Wei-yu Chung , Yen-ju Hou ...
来源:[J].The International Journal of Learner Diversity and Identities, 2014, Vol.21 (1), pp.1-11CGRN
摘要:The study was conducted to investigate students’ learning styles, strategy use, and English performance. Participants were 121 Taiwanese college students from six departments, including fifty-one males and seventy females. They were all arranged to take an English proficienc...
作者:Ernest Solar
来源:[J].The International Journal of Learner Diversity and Identities, 2016, Vol.23 (2), pp.9-29CGRN
摘要:Research has shown evidence that mindfulness-based meditation may be an effective treatment intervention for mental and emotional disabilities in the adult population. However, there are a limited number of quantitative research studies showing the effectiveness of mindfulne...
作者:Scott Meyer , Leo Sandy , Krisan Evenson
来源:[J].The International Journal of Learner Diversity and Identities, 2014, Vol.21 (1), pp.13-30CGRN
摘要:We can best promote peace and social justice in classrooms when we understand and respectfully engage in cognitive conflict. The sociopolitical culture of the U.S. appears to socialize people to equate disagreement with disrespect instead of as a learning opportunity. The ne...
作者:Hosin Shirvani
来源:[J].The International Journal of Learner Diversity and Identities, 2015, Vol.22 (3), pp.17-23CGRN
摘要:This study included 113 high schools students from the southern part of the United States. The study examined whether student experienced mathematics anxiety. It also investigated whether there were any significant differences between male and female students with respect to math...

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