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1.
d Visual Basic 3.0,design and realize the communication system of numerical control machine tools based on PDA.It has the capability of low cost,flexibility and it can use in differe 相似文献
2.
Catherine Mcloughlin 《Learning, Media and Technology》2000,25(3):229-241
Designing educational resources for disadvantaged groups living in rural and remote communities presents a number of challenges. In this paper, the design processes involved in the development of an online unit for Indigenous Australian learners preparing to enter university are outlined. Several design issues that impact on the creation of learning tasks and styles of communication to promote equity and access are described including ownership of learning, cultural inclusivity and community based learning. The paper argues for cultural maintenance, which means incorporating the values, styles of learning and cognitive preferences of the client group in decision making. It also means going beyond surface‐level design considerations to achieving ownership of learning and the creation of multiple perspectives that anchor learners both to their local community and to other global networks. Examples of tasks, activities and forms of community‐based learning are provided in the context of a multiple‐cultural model of learning that recognises inclusivity and different orientations to learning. It is recommended that when creating WWW‐based course sites to achieve equity and access, systematic attention must be given to particular design issues that recognise diversity, utilise an appropriate instructional design approach and involve community input in the design process 相似文献
3.
Social justice in education refers to the expectation that the education system provides fairness in its access to opportunities and results. Proponents of educational privatisation believe this would not only open up opportunities for those that otherwise are restricted from attending good schools, but that it would also improve overall efficiency in the education system through pressures of market competition. This article first provides a framework for analysing a quasi-market in education and for considering the potential effects of privatisation. It then applies this framework to the Netherlands, a school system premised completely on choice where two thirds of the schools are privately sponsored. We conclude that the Dutch system, thanks to a series of policies and regulations in place, performs relatively well on social justice, when looking at freedom of choice and overall productive efficiency. However, for equity and social cohesion, despite clear policy efforts, the privatised system seems to undermine social justice for certain groups in the population. The dilemma observed here is that some private benefits of education must be compromised to achieve greater equity and social cohesion. It is an open question whether policy makers are willing to make such tradeoffs. 相似文献
4.
Ally Dunhill 《Education 3-13》2018,46(1):16-26
The purpose of the article is to demonstrate how the United Nations International Children’s Emergency Fund (UNICEF) Rights Respecting Schools Award makes positive contributions to children’s lives and experiences at school. Within the overall context of education as a right, the Award supports children to learn about their rights and the rights of others. By learning through a rights-based framework, children experience a rights-based approach to education and start to become active rights thinkers and rights holders. This article presents findings regarding the lived experiences of children participating in a rights education programme from a primary school in England. The results are consistent with previous rights education research and confirm that teaching and supporting the human rights of children to children, through a rights education programme, encourages children to practice, protect and promote the rights of others within their school. 相似文献
5.
Do classroom exemplars promote the application of principles in teacher education? A comparison of videos,animations, and narratives 总被引：2，自引：1，他引：1
Roxana Moreno Ludmila Ortegano-Layne 《Educational technology research and development : ETR & D》2008,56(4):449-465
Students learned about teaching principles with a multimedia program that either did not include a classroom exemplar illustrating
how to apply the learned principles to the teaching practice (control group) or included a classroom exemplar in video, animation,
or text format. Across two experiments, video and animation groups reported more favorable attitudes towards learning and
were better able to apply the learned principles than the control group. Text and control groups did not differ in their learning
or attitudes towards learning, suggesting that format is an important factor in determining the effectiveness of classroom
exemplars as pedagogical tools for teacher education. Results encourage the use of visual classroom exemplars to promote the
application of theory into practice. 相似文献
6.
Matthew T. McCrudden 《Instructional Science》2011,39(6):865-879
This study examined whether specific relevance instructions affect transfer appropriate processing. Undergraduates (n = 52) were randomly assigned to one of three pre-reading question conditions that asked them what-questions, why-questions,
or to read for understanding (i.e., control condition). There were no differences in reading time across conditions for sentences
targeted by the pre-reading questions. There were three main findings with respect to cued recall. First, participants in
the experimental conditions did better on questions that had greater similarity to relevance instructions than questions that
had lesser similarity to relevance instructions. Second, participants in the experimental conditions did better on questions
that had greater similarity to relevance instructions than the participants in the other conditions on those same questions.
Third, participants in the control condition recalled equal amounts of information for both question. The results suggest
that specific relevance instructions promote transfer appropriate processing and affect the quality of memory for text. 相似文献
7.
Cross-age tutoring is characterised by status and age differences between tutors and tutees. Tutees are often inactive in this setting, because responsibility for effective learning is transferred to the more experienced tutors. This study focused on improving the outcomes of cross-age tutoring for tutees by providing tutors with a tutor training session that emphasised knowledge-building instead of knowledge-telling. The tutors learned to encourage tutees’ autonomy, competence and active knowledge construction. In a quasi-experimental design, an experimental group of 74 tutors, who were 8th-grade secondary school students, received the tutor training in knowledge-building, and a control group of 82 tutors received no training. The students in both groups subsequently tutored 583 3rd-grade primary school students in small groups on elementary aspects of electric circuits. The tutoring process was videotaped and coded. Trained tutors showed more knowledge-building and less knowledge-telling behaviour. In the tutoring interaction with trained tutors, tutees showed more active behaviour and tutors showed more restrained behaviour. Tutees coached by trained tutors reported more experiences of autonomy, competence, and intrinsic motivation and learned more than tutees instructed by untrained tutors. The study showed that cross-age tutoring can be improved by providing tutors with training that focused on knowledge-building. 相似文献
8.
Toshiki Matsuda 《美中教育评论》2008,5(3):24-30
NIER （National Institute of Educational Research, 2004） survey revealed that the most common attitude of Japanese high school students to mathematics is that ＂it is not useful in daily life but must be learnt for entrance examinations＂. It was also clarified that only 3.2 percent of mathematics teachers use computers in their classes. Therefore, a training system to improve teachers＇ professional competence through the design of lessons which will improve students＇ ability to solve problems in daily life was developed using ICT （Information and Communication Technology） in conjunction with mathematical thinking processes. The lAG （Instructional Activities Game） system developed by Matsuda （2004） was used to provide a platform for the execution of several game boards, which were designed to achieve different objectives for different conditions of teaching. Herein, the design of the STG （Simulate Teaching Game） game board and data sets of teaching materials and menu items for lesson plans are described, together with the means of elaborating the lAG system if new functions are required. 相似文献
9.
In 2015, the United Kingdom government harnessed Early Childhood Education and Care (ECEC) providers to its anti-terrorism strategy by placing them within the scope of the Counter Terrorism and Security Act 2015. They became subject to the ‘Prevent Duty’ which requires them to have due regard to prevent people from being drawn into terrorism. However, the promotion of Fundamental British Values (FBV), as a specific measure to prevent young children being drawn into terrorism, has raised questions about the role of the ECEC sector as an instrument of counter terrorism policy. This paper analyses the ways in which early childhood practitioners mediated the requirement to promote FBV through their pedagogical practice. Although practitioners are commissioned to mediate specific values formulated in the political arena their response was complex and multi-layered. Whilst a public display of compliance to FBV was performative values education was an everyday pedagogical practice unconstrained by the instituted definitions of FBV. Practitioners deployed a contextual moral pedagogy where children construct understandings of moral values and practices characterised by rich democratic dialogues. 相似文献
10.
CAI Cui-yun 《美中教育评论》2007,4(9):30-32,45
IEDC is an acronym from interaction of English dormitory and class teaching. It is a new, student-centered teaching approach intended for non-English majors in China. This articles states that communicative competence can be developed through various means of cooperative learning. 相似文献
11.
David Coniam 《欧洲师范教育杂志》2015,38(3):408-427
This paper explores issues related to teacher educators publishing in journals. They do so for obvious reasons such as tenure, career advancement, personal satisfaction and university prestige. In order to offer an extra means of helping teacher educators achieve these publishing goals, the paper explores how using one’s own professional experiences in a number of spheres may offer substantial opportunities for publishing. Using a Grounded Theory analysis, the author presents an analysis of his own publications. These are laid out in five categories in which his professional pursuits with teacher trainees have led to a considerable number of publications, 34 of which have appeared in international journals, 25 of them in international Grade A and B journals. The author calls for academics to examine their own practices, suggesting that there is much in one’s own professional experiences that can be of worth to the international community. 相似文献
12.
Bryan A. Brown Kihyun Ryoo Jamie Rodriguez 《International Journal of Science Education》2013,35(11):1465-1493
This study examines the impact of Disaggregate Instruction on students’ science learning. Disaggregate Instruction is the idea that science teaching and learning can be separated into conceptual and discursive components. Using randomly assigned experimental and control groups, 49 fifth‐grade students received web‐based science lessons on photosynthesis using our experimental approach. We supplemented quantitative statistical comparisons of students’ performance on pre‐ and post‐test questions (multiple choice and short answer) with a qualitative analysis of students’ post‐test interviews. The results revealed that students in the experimental group outscored their control group counterparts across all measures. In addition, students taught using the experimental method demonstrated an improved ability to write using scientific language as well as an improved ability to provide oral explanations using scientific language. This study has important implications for how science educators can prepare teachers to teach diverse student populations. 相似文献
13.
针对我国目前词汇教学只重视词形与语义的现象,本文从词汇的构造,语法、意义、搭配、频率及语体特征等方面探讨了词汇教学的层面问题,并尝试利用语料库对“Promote”一词在以上几方面开展相应的教学活动。 相似文献
14.
Resilience is understood to be the ability to adapt positively in the face of adversity. In relation to new students on a distance learning module, this can mean how they adapt and make sense of the demands of their chosen study to enable them to persist in their studies. This article reports a small-scale study involving semi-structured telephone interviews with students on a level 1 distance learning module at the UK Open University. Students identified the challenges they experienced such as carving out time to study alongside other commitments, as well as developing their academic writing. Students also identified factors that enabled them to adapt to these challenges and be successful in continuing to study. Students rated highly the support they received from tutors in the form of tailored, detailed feedback on their assignments. Other factors that enabled students to persist in their studies were time management, self-belief and motivation. 相似文献
15.
Will birth attendants need to promote high-tech intervention to afford malpractice insurance? 
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下载免费PDF全文 Humenick SS 《The Journal of perinatal education》2004,13(1):iv-iv
In this column, the author examines the trends of the midwifery model of care versus nonmedically indicated cesarean births and their effect on malpractice insurance rates. Childbirth educators are encouraged to support a health-care system that promotes normal birth. 相似文献
16.
The purpose of this study was to evaluate students’ perceptions of clickers as an instructional tool to promote active learning in a Physical Geography undergraduate class. A convenience sample of 24 undergraduate students registered in a physical geography course was assigned clickers to answer chapter quizzes in class for 15 weeks during the semester. Data from student interviews, student surveys, and exam grades were used to analyze the findings. Overall, students were satisfied and gave high approval ratings for the use of clickers, particularly for enhancing their participation and engagement in class lectures. The study findings show that clickers promote student engagement in the teaching and learning process. However, students did not find clickers to be a motivating factor to study more for the course. The implications for the use of clickers as instructional tools to improve active teaching and learning in technology-rich classrooms are also discussed. 相似文献
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R. Alan Wight Heidi Kloos Catherine V. Maltbie Victoria W. Carr 《Environmental Education Research》2016,22(4):518-537
This paper investigates young children’s exploratory play and inquiry on playscapes: playgrounds specifically designed to connect children with natural environments. Our theoretical framework posits that playscapes combine the benefits of nature and play to promote informal science exploration of natural materials. This, in turn, is expected to lead to environmental science literacy, which in turn is likely to strengthen a child’s ecological identity and lead to environmentally responsible behaviors (ERBs). The following questions are of specific interest: to what extent do children go beyond observations and explorations and use science-specific representations and language during their play on playscapes? What locations on the playscape afford science-specific activities? And how do these activities relate to their play on the playscape? In an attempt to answer these questions, we describe data obtained from a video analysis of preschoolers visiting a playscape. As a means of initial comparison, we also analyzed data obtained from a traditional playground. We examine the intersection of children’s play and inquiry within specific areas of interest at the two sites. The two sites vary in many dimensions, including size, familiarity, and access to natural materials. Nevertheless, our data provide initial support for our hypothesis that natural environments promote explorations and inquiry, fostering ERBs. 相似文献
19.
Rong Hui Choi Ikseon Schmiedt Chad Clarke Kevin 《Educational technology research and development : ETR & D》2020,68(5):2121-2146
Educational technology research and development - Failure is an inevitable human experience, which can offer great learning opportunities. Yet, in current educational contexts, failure has largely... 相似文献
20.
Enabling children and young people to act as researchers is increasingly viewed as useful in supporting their increased “participation” within settings where they live, work or receive services. This paper reports upon a project conducted by two educational psychologists (EPs) with two primary school class groups, in which the children and their teachers were provided with direct teaching and guidance to develop and undertake their own school‐based research projects. The work of each class group produced significant developments of educational provision across the whole school, showing that the EPs’ work had directly enabled the children to “make a positive contribution”. In addition, teachers and psychologists observed several social, cognitive and personal benefits to the children brought about by their engagement in the processes of questioning, data gathering, analysis, knowledge generation, and dissemination. The authors emphasise the potentially valuable contribution of EPs in promoting children and young people’s understanding and application of research skills, and in working directly alongside teachers within the classroom. Furthermore, the project represents a successful example of EPs and teachers engaging in joint direct work with children. 相似文献