动态在线讨论：交互式学习环境中的深层学习   总被引：3，自引：0，他引：3  

杜建霞  范斯·A·杜林汤  安东尼·A·奥林佐克  王茹 《开放教育研究》2006,12(4):75-79

本文阐述了在远程教育中进行面向深层学习的动态在线讨论的一个框架。该框架建立在信息、方法和认知等三个普遍性过程的基础上。在本框架中进行动态讨论的结构包括三种在线讨论的类型,即灵活的同伴、结构化的主题和协作性任务讨论。该框架在一门有关教学多媒体设计的在线研究生课程中使用过两个学期。创建动态讨论的策略是为了促进不同学习者之间的在线交互,并有助于设计能实现有效交互的任务。学生通过设计的任务产生了接受性学习,在此基础上促进了适应性学习,并且激发了他们促进深层学习的认知能力。该框架及动态讨论的策略提供了一个在线学习环境,在这样的环境中学生的学习超越了既定的课程目标。  相似文献   

Activity frames and complexity thinking: Honoring both public and personal agendas in an emergent curriculum     

Steve Collins  Anthony Clarke 《Teaching and Teacher Education》2008

This article which is largely conceptual in nature, explores the possibilities provided by embracing complexity thinking that are attentive to, but not confined by, externally imposed curriculum mandates while simultaneously honoring the interests and needs of individual students and the classroom collective. From this perspective, the ideas of negotiating authority, adopting a holistic view, engaging in participatory democratic practices, and using a project-based approach to learning are examined. In doing so, the concept of ‘activity frames’ is introduced and developed as a useful way of responding to curriculum mandates while being responsive to and respectful of individual and collective student learning agendas.  相似文献   

Killing off the Competition     

Anthony Keating 《Media History》2016,22(1):85-100

In August 1929, James W. Upton, Editor of the republican newspaper, Honesty, discovered that that Seán Lemass and Gerald Boland, the Secretaries of the Fianna Fáil party, had issued a circular to their members that blackballed Honesty and promoted the sales of The Nation, a publication that Fianna Fáil's leader, Éamon de Valera, had recently brought under his control. The event that triggered this action was Upton's decision to publish an article critical of the Fianna Fáil leadership, something Upton did in the interest of freedom of speech. Upton, who was sympathetic to the Fianna Fáil cause, dubbed Lemass and Boland, ‘the Dublin Junta’ and accused them of launching an underhand attack to further their own careers and party ambitions. Fianna Fáil retaliated in the pages of The Nation, declaring that Honesty was no longer a republican journal and thereby destroying Honesty's readership. An exploration of these events reveals political duplicity and a fundamental misfit between the views of a republican idealist and hardheaded professional politicians. Upton believed that republicanism without journalistic freedom was no republicanism at all, whilst Lemass and Boland focused on building a disciplined party machine intent on suppressing dissent, within and without of its ranks.  相似文献   

The Sociology of Education and the Education of Teachers: arguments for a reconsideration of the relationship     

Anthony Hartnett 《British Journal of Sociology of Education》1983,4(1):85-98

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Pedagogy of the Spirit: Comparing Evangelical and Latter-day Saint Youth Self-Reported In-Class Spiritual Experiences     

Arch Chee Keen Wong  Anthony Sweat  Ryan Gardner 《Religious education (Chicago, Ill.)》2017,112(5):569-584

This study statistically analyzes data from 756 evangelical and Latter-day Saint youth regarding their perceived in-class spiritual experiences of twenty items related to Christian theology. The data indicates similar spiritual outcomes between the two groups, with no statistically significant differences between eleven of the twenty spiritual experience items. However, evangelical participants most highly reported affective spiritual outcomes and least commonly reported action-oriented spiritual outcomes, while Latter-day Saint youth most highly reported action-oriented spiritual outcomes and least commonly reported cognitive spiritual outcomes. Action-oriented spiritual outcomes constitute the greatest difference between the two groups. We explore how the differences between evangelical and Latter-day Saint pedagogy and theology might account for these differences.  相似文献   

Concrete and formal thinking abilities in high school biology students as measured by three separate instruments     

Anton E. Lawson  Anthony J. D. Blake 《科学教学研究杂志》1976,13(3):227-235

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Savage and barbaric themes in Victorian children's writing     

Anthony Kearney 《Children‘s Literature in Education》1986,17(4):233-240

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STUDENTS' UNDERSTANDING OF ALGEBRAIC NOTATION: 11–15     

Mollie MacGregor  Kaye Stacey 《Educational Studies in Mathematics》1997,33(1):1-19

Research studies have found that the majority of students up to age 15 seem unable to interpret algebraic letters as generalised numbers or even as specific unknowns. Instead, they ignore the letters, replace them with numerical values, or regard them as shorthand names. The principal explanation given in the literature has been a general link to levels of cognitive development. In this paper we present evidence for specific origins of misinterpretation that have been overlooked in the literature, and which may or may not be associated with cognitive level. These origins are: intuitive assumptions and pragmatic reasoning about a new notation, analogies with familiar symbol systems, interference from new learning in mathematics, and the effects of misleading teaching materials. Recognition of these origins of misunderstanding is necessary for improving the teaching of algebra.  相似文献   

Preservice teachers’ learning with Yuin Country: becoming respectful teachers in Aboriginal education     

Anthony McKnight 《Asia-Pacific Journal of Teacher Education》2016,44(2):110-124

The ownership of Aboriginal knowledge and the Aboriginal perspective presented in school curriculum is always with Country. A number of preservice teachers were taken to a sacred story, “Gulaga a Living Spiritual Mountain,” to participate in an elective subject to engage in respectful reciprocal relationship with Country. The spirituality of Country is unknown to many preservice teachers, consequently the concept of Country as teacher in a respectful reciprocal relationship was unfamiliar. Engaging in Aboriginal ways of knowing, learning, and behaving provides an opportunity for preservice teachers to initiate a relationship with Country to respectfully implement Aboriginal perspectives in their own teaching. This article not only examines how preservice teachers developed a relationship with Country, but also importantly demonstrates how a relationship between Country, researcher, all the participants, and the research can inform respectful behaviour in reculturalising Aboriginal perspectives.  相似文献   

Investing in high quality preschool: lessons from an urban setting     

Rebekah L. Dorman  Elizabeth Anthony  Billie Osborne-Fears  Robert L. Fischer 《Early Years: An International Journal of Research and Development》2017,37(1):91-107

Abstract

Large numbers of children of low income families in the United States arrive at kindergarten already far behind their more affluent peers on measures of school readiness. In the absence of any federal preschool policy and amidst alarm about this growing divide, universal prekindergarten (UPK) programs have been launched around the United States, at both the state and local levels, to address the school readiness gap. Invest in Children, a public/private partnership in Cuyahoga County (Cleveland, OH) launched a UPK program of high quality, affordable preschool nine years ago. The program’s creation, implementation and challenges are discussed along with evaluation findings that document its positive impact on school readiness. Lessons learned are discussed in terms of the impact of political and economic shifts, as well as state policy changes, on this local program. The program’s planned expansion and enhancements to program design and evaluation are also described.  相似文献