排序方式： 共有76条查询结果，搜索用时 31 毫秒
51.
Jennifer G. Cromley Tony C. Perez Shannon L. Fitzhugh Nora S. Newcombe Theodore W. Wills Jacqueline C. Tanaka 《Journal of Experimental Education》2013,81(4):511-537
The authors tested whether students can be taught to better understand conventional representations in diagrams, photographs, and other visual representations in science textbooks. The authors developed a teacher-delivered, workbook-and-discussion–based classroom instructional method called Conventions of Diagrams (COD). The authors trained 1 experienced teacher to deliver COD to two 10th-grade biology classes (n = 31) and compared gains in diagram comprehension from COD to those from a business-as-usual control condition (n = 30) in 2 classrooms taught by the same teacher. Students in the COD condition showed statistically significantly greater growth in comprehension of literal and inferential biology diagrams. The control condition in some cases advantaged high-spatial, high-knowledge students, whereas the COD condition for the most part did not. Entries in the COD workbooks were analyzed for amount of student effort. Students with a combination of low pretest biology knowledge and low effort showed much lower gains from pretest to posttest on the inferential biology diagrams measure than did other students in the COD condition. 相似文献
52.
Saori Donkai Atsushi Toshimori Chieko Mizoue 《International Information and Library Review》2011,(4):215-220
Since the beginning of the 1990s, new types of learning spaces at academic libraries have emerged mainly in North America. They are called “information commons” or “learning commons.” They provide various kinds of services, facilities, and materials in one location to support students’ learning. The idea of learning commons has been introduced to colleges and universities in Japan as well. The purpose of this study is to examine the present condition of learning spaces in university libraries in Japan. A questionnaire was sent to 755 main or central libraries at colleges and universities. The response rate was 69.4%. The results of the survey are as follows: (a) simple collaborative learning spaces with desk/desks and chairs have become modestly widespread, while advanced spaces with equipment for information and communication technology, such as computers or projectors, are not common; (b) many libraries provide computer clusters; and (c) cafés and/or beverage vending machines in libraries are still few in number. The survey also reveals that learning commons in Japan are in the early stage of development. Various types of learning spaces are recognized as learning commons. They range from a group learning room with Wi-Fi access to an entire learning commons, where several kinds of facilities, services, and information resources to support students’ learning in one location are provided. This diversification may be based on the confusion caused by the rapid introduction of learning commons in Japan. Many learning spaces may rebuild their own services in the near future because of their students’ needs. 相似文献
53.
Atsushi Makino 《比较教育学》2013,49(1):42-56
Japanese community is falling apart. This is caused by the combination of two problems: on the one hand, people are feeling their existence to be less and less stable and their reality is being shaken; on the other hand, the sense of values in the society is becoming more and more diversified and fluid. In the background of the two problems are three issues facing society: the rapidly declining birth rate and aging and dwindling population; the prolonged economic depression and destabilised employment; and the destruction of communal ties among inhabitants due to change in grassroots communities and the increasing isolation of individuals comprising the so-called no-bondage society. What is attracting more and more attention by policymakers addressing the two crises is lifelong learning. Challenges facing lifelong learning in Japan do not simply mean the acquisition of competency as often discussed in Western countries. More importantly, they are about how we can link learning activities to the formation of a new community. What is required of us is to seek how we can build up a community that creates a constant equilibrium by being dynamic, ensures the lifestyle of community residents by changing itself and recognises their human dignity. ‘Learning’ no longer means distributing rights to education through a uniform system like school education. Now, it means the style of residents' existence to create a new community. There, ‘learning’ has become the government's critical task in the field of residents' autonomy. 相似文献
54.
SoongHee Han Atsushi Makino 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》2013,59(4):443-468
Lifelong learning cities emerged in Japan in the 1980s and 1990s; in the Republic of Korea in the 2000s and 2010s; and in China mostly from 2000 onwards. They were a countermeasure to the increasing challenges of global as well as post-industrial uncertainties at the turn of the century, when cities were trying to find governmental instruments to engage in cultural processes, community building and personal development as the new way of urban life. Learning was perceived to be a panacea to solve the social problems occurring in overwhelming processes of modernisation and industrialisation. The authors of this paper assert that the practice of and research on learning cities, especially in the East Asian region, need to go beyond the technical rationalities which are guiding government tools, and explain the realities to which they are meant to be applied. In order to do this, the authors investigated three separate but inter-connected scenes found in Japan, the Republic of Korea and China, revealing that the learning city is a phenomenon which reflects complex social dynamics and the interaction of many minds. While the cases in this region are distinctive, they do share some common characteristics. The authors place these within what they term a “community relations model”, which they contrast with the “individual competence model” which is usually found in initiatives of the Organisation for Economic Co-operation and Development (OECD) and schemes implemented in the area of the European Union (EU). 相似文献
55.
Bioconversions of lipophilic compounds are currently attracting much interest in both the academic and the industrial world. To carry out these conversions effectively, it is essential to introduce water-miscible organic solvents into the reaction Systems or to use water-containing organic solvents as reaction solvents in order to improve the poor solubility of substrates in aqueous solutions. However, biocatalysts are in general liable to lose their activity in the presence of organic solvents. It is expected that enzyme immobilization will be the most general and promising means of reconciling these opposing demands. 相似文献
56.
Tomoko Yoshida David Matsumoto Satoko Akashi Tsuyoshi Akiyama Atsushi Furuiye Chikako Ishii Naoko Moriyoshi 《Int J Intercult Relat》2009,33(4):265-276
This study examined how returnees who experienced more adjustment difficulties (Bumpies) differed from those who experienced fewer (Smoothies). Three open-ended items from 512 returnees1 were analyzed. Ward et al.’s [Ward, C., Bochner, S., & Furnham, A. (2001). The psychology of culture shock. East Sussex: Routledge] adjustment model was used as the theoretical framework for this study.Prior to examining the open-ended items, preliminary analyses were conducted to confirm that these two groups, in fact, differed from each other in their returnee experience. Results suggested that one function, which we named “Lack of Acceptance,” differentiated the two groups; Smoothies felt more accepted by others compared to Bumpies.In the next stage, the open-ended questions related to the items that loaded significantly on the function identified by the discriminant analysis were coded and analyzed. Results suggested that the two groups’ experiences were similar in some respects (e.g., being stereotyped as a returnee, language-related problems) and different in others (e.g., Smoothies felt more accepted by others compared to Bumpies, Bumpies reported more incidents of discrimination and bullying). Results underscored Ward et al.’s [Ward, C., Bochner, S., & Furnham, A. (2001). The psychology of culture shock. East Sussex: Routledge] assertion that adjustment is a result of a two-way interaction between individual and societal variables. 相似文献
57.
This paper reports on a case study of schools in Vietnam wherein teachers are engaged in school reform activities known as
professional teacher meetings (PTMs), which is based on an approach called lesson study for learning community (LSLC). The
PTMs under LSLC were introduced in 2006, but the teachers involved are still conducting the activities despite scarcity of
resources, particularly technical ones. This study addresses the following research question: Why have teachers continued
to organize PTMs after the project ended? Three aspects will help address the research question. First, teachers had faith
in the effectiveness of the PTMs. Second, enthusiasm and support of seniors and authorities such as school principals could
have also helped sustain the PTMs. Third, the need to maintain a respectable reputation before external parties could also
be an important factor. 相似文献
58.
Does Gaze Direction Modulate Facial Expression Processing in Children With Autism Spectrum Disorder?
Hironori Akechi Atsushi Senju Yukiko Kikuchi Yoshikuni Tojo Hiroo Osanai Toshikazu Hasegawa 《Child development》2009,80(4):1134-1146
Two experiments investigated whether children with autism spectrum disorder (ASD) integrate relevant communicative signals, such as gaze direction, when decoding a facial expression. In Experiment 1, typically developing children (9–14 years old; n = 14) were faster at detecting a facial expression accompanying a gaze direction with a congruent motivational tendency (i.e., an avoidant facial expression with averted eye gaze) than those with an incongruent motivational tendency. Children with ASD (9–14 years old; n = 14) were not affected by the gaze direction of facial stimuli. This finding was replicated in Experiment 2, which presented only the eye region of the face to typically developing children ( n = 10) and children with ASD ( n = 10). These results demonstrated that children with ASD do not encode and/or integrate multiple communicative signals based on their affective or motivational tendency. 相似文献
59.
Noriaki Suetake Go Tanaka Jyohei Matsuoka Eiji Uchino 《Journal of The Franklin Institute》2012,349(7):2357-2368
One of the important image processing tasks is to effectively reduce a noise from a digital image while keeping its features intact. In this paper, a new noise removal method for color images corrupted by the mixture of the impulsive and Gaussian noises is proposed. In the proposed method, firstly, a tentative output image, in which the noise is removed almost perfectly, is obtained by using the iterative robust switching vector median-based vector , which is realized by hybridizing the robust switching vector median filter and the vector and is newly proposed here. Then the residual components between the input and the tentative output images are calculated, and image components constituting edges, corner and other image details are extracted from the residual components by using the correlation characteristic in RGB components. Consequently, a final output is obtained by adding the extracted image components into the tentative output image. The effectiveness and the validity of the proposed method are verified by some experiments using the natural color images. 相似文献
60.
Atsushi Tsukui Eisuke Saito Masaaki Sato Megumi Michiyama Masatsugu Murase 《Teachers and Teaching》2017,23(6):689-703
This study uses the grounded theory approach (GTA) to investigate the value and characteristics of teacher observations, when used to understand student learning. Earlier studies have analysed the act of observation, defining it as a combination of joint observation and interpretation activities. By contrast, this analysis of 28 primary school teachers in remote areas of Vietnam reveals that the act of observation is mediated by underlying values. This study develops a discussion about the way in which the inherent ‘compliance-with-a-plan’ value restricts teachers’ ability to develop knowledge, as proposed in the literature, while the value of ‘exploration’ encourages teachers to develop a broader interpretation of classroom interactions. Figures and tables illustrate these GTA-based results. 相似文献