INNOVATIONS IN TEACHING COMPUTER LITERACY: A CLASSROOM RESEARCH PROJECT     

Bob Spear 《Community College Journal of Research & Practice》2013,37(4):407-418

In Fall 1989, the author revamped his coursse syllabus for Computer Literacy by introducing individualized learning contracts, along with journal writing and journal sharing. This self‐study summarizes the author's experiences with that new syllabus, examines student outcomes in terms of student satisfaction and student success rates, and compares these results with those obtained by the same instructor in the same course the previous year. The results suggest that students are more satisfied with the new format and that some student subgroups, especially females and blacks, were more successful.  相似文献   

Making Sense of Bali: Unintended outcomes of study abroad programs     

Bob Hill  Noel Thomas 《Teaching Education》2013,24(3):197-211

Study abroad programmes for teacher education students are increasingly being evaluated to determine their effectiveness in achieving intended outcomes. There is a danger, however, that such evaluations will ignore valuable but unintended and serendipitous outcomes of such programmes. This paper investigates an example of such an outcome, the development of a critical perspective towards media constructions of ‘otherness’. In 2002 a group of Australian teacher education students undertook an intensive in‐country Indonesian language programme. The course included mornings of formal immersion language classes and afternoons of cultural experiences with local students. Throughout and following the programme the students were interviewed and wrote about their changing perceptions of Indonesia and the implications of the experience for their professional development. Soon after their return Indonesian–Australian relations were challenged by the terrorist attack in the tourist heart of Bali. Two hundred and two people, including many Australian tourists, were killed in the bomb blast. In some cases the students were personally acquainted with Australian victims. As part of their reflection upon their in‐country experience the students were asked to comment upon whether, and in what ways, the Bali bombings might have affected their perceptions of Indonesia. The students were highly critical of the ethnocentric and stereotyped way in which the Australian media depicted Indonesians in their reporting of the bombing. These students were concerned with the effect that such media constructions might have upon Australian attitudes towards Indonesia and were prepared to challenge such media constructions in the classroom.  相似文献   

Getting to Know Marvin Mudrick     

Bob Blaisdell 《Changing English: An International Journal of English Teaching》2008,15(2):145-156

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Lingtong the Model     

Bob Blaisdell 《Changing English: An International Journal of English Teaching》2008,15(4):381-385

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鲍勃·帕森斯的16条成功法则     

Bob Parsons  田原 《英语沙龙》2008,(Z1)

世界最大的域名注册商GoDaddy公司的CEO鲍勃·帕森斯在自己的博客中总结了自己事业和生活成功的16条法则,其中也包含了一些中国的古谚语和哲学,帕森斯给这些流传千年的古谚语注入了新时代的含义。  相似文献   

A New Discourse: cultural politics of education     

Fazal Rizvi  Bob Lingard 《Discourse: Studies in the Cultural Politics of Education》1995,16(1):3-4

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What are Middle School Students Talking About During Clicker Questions? Characterizing Small-Group Conversations Mediated by Classroom Response Systems     

Lauren A. Barth-Cohen  Michelle K. Smith  Daniel K. Capps  Justin D. Lewin  Jonathan T. Shemwell  MacKenzie R. Stetzer 《Journal of Science Education and Technology》2016,25(1):50-61

There is a growing interest in using classroom response systems or clickers in science classrooms at both the university and K-12 levels. Typically, when instructors use this technology, students are asked to answer and discuss clicker questions with their peers. The existing literature on using clickers at the K-12 level has largely focused on the efficacy of clicker implementation, with few studies investigating collaboration and discourse among students. To expand on this work, we investigated the question: Does clicker use promote productive peer discussion among middle school science students? Specifically, we collected data from middle school students in a physical science course. Students were asked to answer a clicker question individually, discuss the question with their peers, answer the same question again, and then subsequently answer a new matched-pair question individually. We audio recorded the peer conversations to characterize the nature of the student discourse. To analyze these conversations, we used a grounded analysis approach and drew on literature about collaborative knowledge co-construction. The analysis of the conversations revealed that middle school students talked about science content and collaboratively discussed ideas. Furthermore, the majority of conversations, both ones that positively and negatively impacted student performance, contained evidence of collaborative knowledge co-construction.  相似文献   

Europe debates the ownership of life     

MacKenzie D 《New scientist (1971)》1992,133(1802):9-10

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Must one twin die?     

MacKenzie D 《New scientist (1971)》2000,168(2259):18-19

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Risky gene tests face tight controls     

MacKenzie D 《New scientist (1971)》1995,147(1990):9

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