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《Journal of Marketing for HIGHER EDUCATION》2013,23(1):43-63
No abstract available for this article. 相似文献
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Rachael Anderman Lancor 《Science & Education》2018,27(7-8):815-820
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An increasing number of school-age children are dealing with the emotional ramifications of parental divorce. Past studies have shown that the adjustment of these children to the divorce has a direct impact on many facets of their lives, including school performance. The current study assessed the depressive symptomatology of school-age children of divorce (third and sixth graders) using the Children's Depression Inventory. The current study also focused on research regarding actual teacher and parent knowledge concerning the impact of divorce on children. The parental knowledge of the effects of divorce on children prior to and after a court-ordered workshop was assessed. In addition, teacher knowledge of the effects of divorce on children was addressed. Implications for schools in helping students deal with divorce are discussed. 相似文献
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Betty Collis 《Education and Information Technologies》1999,4(1):9-32
The domain of Tele-Learning may be a new one, but it has many roots. In essence, it can be defined as telematics applied for learning-related purposes. Examples of tele-learning may be defined by category relating to purpose. Thus five purposes of using 'Teleware' may be the publication and dissemination of information, such as through Web sites; structured communications through e-mail; collaboration through groupware; information and resource handling through search engines; and specific applications for course delivery and support. An alternative perspective relates to aspects of the user-interface and human- computer interactions, ranging from the software engineering world, to the importance of a cognitive and social fit in terms of potential usability and dissemination. In practice however, evaluating teleware to ensure tele-learning may take place requires an appropriate model. This paper outlines the 3-G model, which hypothesises that an individual's likelihood of using a telematics application in teaching or learning can be expressed as a vector sum of three vectors–'gewin' or perceived pay-off, 'gemak' or level of difficulty or discomfort in making use of the application, and 'genot' or subjective personal interest in and response to the application. This model has the potential to provide a helpful interpretative framework in a number of investigations into the complex relationship between telematics materials and facilities, and the learning they may generate. It can also be used to assess the potential of new developments, such as Cyberlibraries, lesson-support environments, and course- support environments, that are emerging. © 1999 IFIP, published by Kluwer Academic Publishers 相似文献
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Robert A. Hall 《TechTrends》1992,37(3):37-38
Conclusion Strategic Teaching Frameworks couples the experience of a model classroom with expert commentary in a constructivist design
that is unique in teacher development. The system is a dynamic, flexible, nonlinear approach to in-service training and classroom
change. It is a multimedia tool that may prove to be an invaluable electronic tutor for the teacher who feels the need to
change classroom technique and instructional delivery 相似文献
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