Suchergebnisse

"Over the past several hundred years, many women have made major, significant contributions to society, to their countries and to their field of endeavor-be it literature, music, art, politics or the enhancement of women in general. Many of these women have not received the acknowledgement and recognition that they deserve. This book is an attempt to rectify that deficiency. In a warm, storytelling fashion, the authors lay out the scenarios and contributions of fifty of the most famous women of history. These individuals have accomplished great things, not only in their time period, but often against great odds and difficulties. Students of history and students in general need to be aware of the contributions of these women. Certainly there are others that arguably could be included, but this is a first attempt to sensitize the students of this century to the great accomplishments of the women who came before them, and established a foundation for a just, equitable society wherein all women are valued, recognized and acknowledged. Students of history will find this panoramic overview a rich robust source of knowledge and proponents of women's issues will tend to recognize the grandeur and splendor of women's contributions to civilization and humanity in general"--

Anita Woolfolk Hoy received her BA in Psychology in 1969 and her PhDin Educational Psychology both from the University of Texas at Austin. Sheworked briefly as a school psychologist in Texas, and then joined the facultyin Department of Educational Psychology of the Graduate School of Educationat Rutgers University in 1979. She remained there until 1993 and servedas Chair of the department from 1990 to 1993. Presently she is a Professorin the College of Education at The Ohio State University. Her professionaloffices include Vice-President for Division K (Teaching and Teacher Education)of the American Educational Research Association and President of Division 15 (EducationalPsychology) of the American Psychological Association.

While online learning has been with us now as an educational, pedagogical device for a few years, there is scant research on the factors that contribute to success in this endeavour. This very brief exploratory investigation explores the thinking and perspectives and attributes of faculty, students (undergraduate and graduate) and instructional technologists via a brief Qualtrics survey. Preliminary results are discussed and implications offered.