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1.
Instructional designers object to developing learning solutions without being given the time and resources to conduct adequate analyses and evaluations. Instructional design books seldom dedicate enough content to address this common problem. However, in Training That Delivers Results (2014), Dick Handshaw not only guides practitioners to manage analysis and evaluation constraints, he helps them improve training design while adding value for clients. The structure of the book is a logical orientation to the Handshaw instructional design model: an integration of human performance technology (HPT) principles with the ADDIE (analysis, design, development, implementation, and evaluation) model. Training That Delivers Results: Instructional Design That Aligns With Business Goals (2014; ISBN: 978–0–8144–3403–1) is published by AMACOM (paperback).  相似文献   

2.
Indoor days     
Winter days can be long and dreary, causing restless, cranky children. These activities will help to fill the hours with fun, and learning too.Carolyn Haas is co-author of the new bookPurple Cow to the Rescue published by Little, Brown and Co., as well as many other creative activity books for parents, teachers, and children. These activities are excerpted from the bookRecipes For Fun and Learning by Carolyn Haas, Ann Cole, and Betty Weinberger, CBH Publishing, Box 236-D, Glencoe, IL 60022. For a copy of the book, send $4.95 plus $1.00 for postage and handling to the above address.  相似文献   

3.
Despite the popular belief that fun has a positive impact in learning contexts, empirical research on fun in the classroom has been limited. To extend research in this area, the goal of this study was to develop and validate a new scale to assess fun in the classroom and examine its relationship with student engagement. The multi-stage scale development effort resulted in a two-dimensional measure, including fun activities and fun delivery. Fun activities reflect a variety of hands-on exercises and ways to promote social involvement among students. Fun delivery is more instructor-focused, including the use of humor, creative examples, and storytelling. Interestingly, fun delivery, but not fun activities, was positively related to student engagement. These findings suggest that not all fun is equal and highlight the need for additional research to validate the impact of fun on meaningful student outcomes.  相似文献   

4.
All children enjoy using crayons, chalk and clay, especially during the cold winter months when they may be confined indoors. These basic art materials can be expensive, so why not take the time to make your own. With careful supervision, even young children can help with the measuring, stirring and kneading ... and what fun you'll have together, while they are learning about math, science, colors, textures and so forth, and developing their small muscle coordination too. The following pages provide recipes for making these basic art materials, as well as creative projects to keep kids productively busy and happy for hours! Carolyn Haas is co-author of the new book Purple Cow to the Rescuepublished by Little, Brown and Co., as well as many other creative activity books for parents, teachers, and children. These activities are excerpted from the book Recipes For Fun and Learningby Carolyn Haas, Ann Cole, and Betty Weinberger, CBH Publishing, Box 236-D, Glencoe, IL 60022. For a copy of the book, send $4.95 plus $1.00 for postage and handling to the above address.  相似文献   

5.
Research Findings: Shared book reading provides opportunities for adults to engage in literacy-related interactions with children in meaningful ways. Research has examined various dimensions of adult and child behavior during shared book-reading interactions with some focus on how book type affects the reading experience. Little research, however, has examined systematically the use of shared book reading in a mathematical context. Thus, the purpose of the study was twofold: (a) to examine the effect of book type on teacher use of mathematical talk during shared book reading in preschool classrooms and (b) to examine the effect of training teachers specifically to use mathematical talk during shared book reading. A multielement design with 2 female preschool teachers who taught in inclusion classrooms in an urban school district was used. Results generally indicated that the use of mathematical storybooks resulted in increased teacher mathematical talk compared to the use of nonmathematical storybooks. Training and instructional supports resulted in an increase in mathematical talk over that achieved by mathematical storybooks alone. Practice or Policy: Because shared book reading is a common practice in preschool classrooms, strategically choosing books to address mathematical skills can increase attention to mathematics throughout daily routines and provide a means of increasing teacher mathematical talk.  相似文献   

6.
This is a review of the intriguing and captivating Corporation 2020: Transforming Business for Tomorrow's World by Pavan Sukhdev. This book will provide you with a new vision necessary to gauge the next steps toward the expanded future of the corporation including the need for training and development. This review has summaries of the chapters, a discussion, and notes about the applications for training and performance improvement. Corporation 2020: Transforming Business for Tomorrow's World (2012; ISBN: 9781610912389; 235 pages; $22.00) is published by Island Press, Washington DC.  相似文献   

7.
This book examines strategic curriculum change through a study of change activities within a group of international research‐based universities. It echoes a range of concepts, processes and tools relevant to curriculum change by way of real world (even if occasionally rarefied) case studies from each of these institutions. The target readers include university leaders at all levels and academic curriculum developers. Sara Hammer  相似文献   

8.
This paper deals with the mission of the Journal of Science Education and Technology; the people who are helping to further this mission; our review philosophy, policies, and electronic review process; and important information for authors, readers, practitioners, students, and administrators to know. It also includes announcements about new features in the Journal, and two book series: Innovations in Science Education and Technology and Classics in Science Education and calls for papers and book ideas to be submitted to cohenka@aol.com.  相似文献   

9.
This most helpful book supports action learning practitioners in organising collaborative working and knowledge generation and implementation. The case studies help inspire and motivate readers to take action, and the book as a whole leans towards practical guidance rather than being loaded with theory. It's a readable text for aspiring action learning practitioners aiming to drive forward and implement such ideas, and to share learning at system‐wide scale. It also serves as a quick reference guide for the personal libraries of more seasoned practitioners and other leaders and developers. If the content of this book is likely to be relevant to you, I recommend that you buy a copy for your own use. Nancy El‐Farargy  相似文献   

10.
The author of Revelation, acting as a rhetorical change‐agent, created an experience of transcendence for his readers during the course of the book by discerning in history a divine plan and showing the proper place of his readers in that plan. His invitation to experience transcendence strategically compensated for an apparent gap in the early Christian worldview.  相似文献   

11.
The aim of this research was to develop and evaluate tools and supports for self-regulated learning with hypertext information structures, such as Web pages. Two kinds of supports for self-regulated learning were developed and tested experimentally: Prompting and Prompting with Training. In Experiment 1, Prompting was tested with a pre-post-test between subject design, including thinking-aloud data. Students of the experimental group (n = 20) were prompted for self-regulation activities that had to be followed while learning basic learning theory. No self-regulation support was offered in the control group (n = 20). In Experiment 2 (Prompting with Training), the experimental group (n = 20) received a short training, in addition to the prompting: the self-regulated learning activities were explained in detail, demonstrated and practiced right before the learning session. Again, no self-regulation support was offered in the control group (n = 20). Analyses of learning processes and learning outcomes confirm partly the positive effects of both measures of self-regulated learning prompts. The more extended measure (with training) had superior effects on students’ learning transfer performance and acceptance. Implications for the design of instructional support to improve self-regulated learning with computer-based learning environments are discussed.  相似文献   

12.
Paulo Freire’s work is often characterized and used in terms that seek to produce widespread political and economic changes across societies. Peter Roberts, however, in his book Paulo Freire in the twenty-first Century, offers readers a much different way of approaching Freire’s work. Throughout his book, Roberts presents Freire as recognizing the limitations of educational initiatives, as not seeking specific macro-political objectives, and as emphasizing openness to alternative discourses. These themes weave throughout each chapter of the book, in which Roberts examines a wide range of topics, from Freire and Dostoevsky to reason and emotion to political correctness to Freire and the Tao Te Ching. In this review essay, I engage a number of purposes. I elucidate and trace these three themes as they weave throughout and support the various topics that Roberts examines in his book. I illustrate how Roberts’s treatment of these themes challenges many of the interpretations of Freire’s work found within the critical literature, and, through this critique, it offers readers new ways of thinking about Freire’s thinking. Lastly, I discuss how Roberts’s thoughts suggest new ways that Freire’s work, and critical education in general, might begin to make more meaningful and practical inroads into public education and might develop new avenues of scholarship on Freire’s work.  相似文献   

13.
Here is detailed advice to those who strive to enhance schools’ educational provision through the exercise of their leadership. This is a valuable text for such readers, one in which educational technology in its broad sense is implicit throughout. If the content of this book is likely to be relevant to you, I recommend that you buy a copy for your own use. John Cowan  相似文献   

14.
Fun Folds is a creative format for teaching language. Through use of this paper-folding art form, language teaching gains a new dimension. Learning becomes active, rather than passive. This multisensory, multidimensional program helps children develop temporalspatial concepts and expand oral expression, auditory and visual memory and sequencing skills, visual-motor proficiency, and receptive and expressive language skills as they participate in an enjoyable, stimulating and interesting paper-folding activity.This article is excerpted fromFun Folds available from Communication Skill Builders, 3130 N. Dodge Blvd., P.O. Box 42050, Tucson, AZ 85733.  相似文献   

15.
This clearly written and pertinent text provides a comprehensive, detailed and critical overview of current peer review practice in higher education. Its effective Introduction should enable readers to identify and move quickly to the contributions they are likely to find useful or stimulating—or both! Is the content of this book likely to be relevant to you? If it is, I recommend you buy your own copy. John Cowan  相似文献   

16.
In this article, we want to present and analyse the picture book The World has no Corners (2006/1999) by the Norwegian author and illustrator Svein Nyhus. The book represents a new trend in Norwegian picture books for children by inviting the readers into a world of thinking and wondering about existential topics such as life and death, growing up and getting old, God, children’s relationship to nature, etc. The picture book does not give clear answers to the questions that are raised, but has a potential for exploratory dialogues between child and adult readers. In our analyses of verbal text and images—and the relation between these—we build on social semiotic theory by Halliday, Kress and van Leeuwen, reception theory by Eco and Iser, and aesthetic theory represented by Dewey and Rorty. Through analyses of some selected spreads, we want to show both the framework keeping the readers inside the text, and the indeterminacies inviting the readers to wonder and speculate about the questions raised. We also want to draw attention towards a special way of co-reading of the spreads. Compared with the process of reading picture books where the adults often confirm or correct the child readers’ way of putting their interpretation into spoken language, the co-reading between children and adults in this picture book seems to be rather existential and poetic as well as democratic. We will shed light upon this reading process, as we consider it as a way of the readers fortifying themselves into the world.  相似文献   

17.
Since Melvin Burgess published his first childrens book, The Cry of the Wolf (1989) he has had the reputation of being a powerful and challenging writer, discussing issues that many other writers have shunned. But it was with Junk (Smack in the US) in 1996 that he became a notorious media figure. This Carnegie winning novel showed teenagers not only taking drugs, but enjoying them, and sex, too! As a whole, though, this book also showed the dangers of hard drugs, and did anything but glamorise addiction. The book was also innovative in using multiple narrative voices, so that moral certainties are continually being challenged, shown to be but partial. Burgess continued this technique in Bloodtide (1999), which is undoubtedly his most powerful book yet (a second volume is on its way), updating the Icelandic Volsunga saga in a bleak, futuristic London. Lady: My Life as a Bitch (2001) and Doing it (2003) also brought much media attention, both dealing explicitly with teenage sex. These are the main books that Burgess talks about in his article. However, his range is far wider, and his other texts should not be forgotten: he has written several novels for younger readers, a picture book, The Birdman (2000) and an excellent novelisation of the film Billy Elliot (2001). His ability to write gripping, absorbing stories with memorable characters is always foremost, whatever other issues might be addressed.  相似文献   

18.
This ten chapter volume intends to approach a number of current issues “from well‐established web‐based learning environments to mobile learning, through current web 2.0 applications such as blogs, which foster intercultural contexts and/or diverse means of computer‐mediated interaction”. In this sense, the valuable book aims to enable readers to gain a deep understanding of the field and to provide research procedures and processes to facilitate the learning of foreign languages through the use of information technology. If you expect the content of this book to be relevant to you, I recommend that you buy a copy for your own use. Jesús García Laborda  相似文献   

19.
This ten‐chapter volume aims to approach a number of current issues “from well‐established web‐based learning environments to mobile learning, through current web 2.0 applications such as blogs, which foster intercultural contexts and/or diverse means of computer‐mediated interaction”. In this sense, this valuable book aims to enable readers to gain a deep understanding of the field and to provide research procedures and processes to facilitate the learning of foreign languages through the use of information technology. If the content of this book is likely to be important to you, I recommend you buy a copy. Jesús García Laborda  相似文献   

20.
Literature that vividly and explicitly describes (often in the form of testimonies from one or more characters) traumatic and/or catastrophic events of human history poses particular challenges for readers. This article proposes testimonial response as one approach to responding to these “risky historical texts.” By way of introducing testimonial response, the article outlines a three-part framework. After considering how testimonial response extends and complements other traditional approaches to literature response to give readers a fuller experience of risky historical literature, the article applies the framework of testimonial response to the picture book, From Slave Ship to Freedom Road. The article concludes with implications for bringing risky historical literature and testimonial response into the classroom.
James DamicoEmail:
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