Guide to New Resources     

Ming Fang He  Maria José Botelho  Betty Christine Eng  William F. Dejean  Jill Aguilar  Isabel Nuñez 《Multicultural Perspectives》2013,15(3):175-186

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Using Workflow for Projects in Higher Education     

Jan van der Veen  Val Jones  Betty Collis 《Computer Science Education》2013,23(3):283-301

The WWW is increasingly used as a medium to support education and training. A course at the University of Twente in which groups of students collaborate in the design and production of multimedia instructional materials has now been supported by a website since 1995. Workflow was integrated with other components in the website to investigate whether workflow can help instructors and students to have a better overview of group progress. Our evaluation shows that the introduction of workflow does provide added value. Another outcome of the experiment is that the transfer of a business application (workflow) into the educational domain has highlighted some differences and similarities between educational and business processes. This article explores some of these issues as highlighted by the application of workflow in education.  相似文献   

Testing Teachers for Merit Pay Purposes in Florida     

Thomas H. Fisher  Betty V. Fry  Kenneth L. Loewe  Garfield W. Wilson 《Educational Measurement》1985,4(3):10-12

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The Samuel T. Orton Award for 1976 Presented by The Orton Society to Roger E. Saunders     

Betty Wells 《Annals of dyslexia》1977,27(1):1-6

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Review article: ‘Child‐minding and Day Nurseries: What Kind of Care? by Betty Mayall and Pat Petrie     

Betty Perry 《Cambridge Journal of Education》1984,14(1):30-32

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INTERNATIONAL EDUCATION AND TEACHER PREPARATION     

Betty Reardon 《Higher Education in Europe》1984,9(2):34-39

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Recipes for fun     

Ann Cole  Carolyn Haas  Betty Weinberger 《Early Childhood Education Journal》1977,4(4):41-42

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Networking and Distance Learning for Teachers: a classification of possibilities     

Betty Collis 《Technology, Pedagogy and Education》2013,22(2):117-135

ABSTRACT

Computer based communication technologies, or what could be more conveniently called networking, are bringing new possibilities into teacher education in many different ways. As with distance education more generally they can facilitate flexibility in time and place of learning, but the range of persons and resources that they can bring to the teacher's computer screen are also introducing many new scenarios into what is meant by ‘teacher education’. In this review, nine cases of such new scenarios are briefly considered. Issues common to them are also discussed and the paper concludes with a suggestion of a problem area for teacher education in contemporary Europe in which currently available networking could play a particularly important role.  相似文献   

A framework for reviewing teacher professional development programmes in information technology     

Betty Collis 《Technology, Pedagogy and Education》2013,22(2):115-125

Abstract

There are very few credible frameworks for evaluation of teacher education programmes. The authors advocate the application of a paradigm originally designed for educational software assessment as a framework for reviewing teacher professional development. The framework is based on a situated view of cognition and this ensures an authentic approach. Five commonly observed foci for teacher professional development are considered in terms of the paradigm, leading to consideration of the comprehensiveness of professional development programmes. The analysis is illustrated by discussion of the professional development programme in place in a school. The analysis strongly suggests that a school-focused approach is appropriate for teacher professional development in the information technology area.  相似文献   

Editorial     

Betty Collis  Jan Ring 《Interactive Learning Environments》2013,21(2-3):87-92

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