Editors’ Report          下载免费PDF全文

Mark Connolly  Carina Girvan  Sally Power  Chris Taylor 《British Educational Research Journal》2015,41(1):1-5

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Design and development of a cross-cultural disposition inventory     

Randall Davies  Holt Zaugg  Isaku Tateishi 《European Journal of Engineering Education》2015,40(1):81-94

Advances in technology have increased the likelihood that engineers will have to work in a global, culturally diverse setting. Many schools of engineering are currently revising their curricula to help students to develop cultural competence. However, our ability to measure cultural dispositions can be a challenge. The purpose of this project was to develop and test an instrument that measures the various aspects of cultural disposition. The results of the validation process verified that the hypothesised model adequately represented the data. The refined instrument produced a four-factor model for the overall construct. The validation process for the instrument verified the existence of specific subcomponents that form the overall cultural disposition construct. There also seems to be a hierarchical relationship within the subcomponents of cultural disposition. Additional research is needed to explore which aspects of cultural disposition affect an individual's ability to work effectively in a culturally diverse engineering team.  相似文献   

Teacher education students using TPACK in science: a case study     

Rachel Sheffield  Eva Dobozy  David Gibson  Jim Mullaney  Chris Campbell 《Educational Media International》2015,52(3):227-238

Teacher education is in the grip of change. Due to the new Australian Curriculum, no longer is it possible to plan and implement lessons without considering the inclusion of Information and Communication Technologies. Simply knowing about the latest technology gadgets is not enough. Information literacy is essential in today’s information-rich learning and working environment. Students and teachers must be able to engage with diverse learning technologies efficiently and effectively in the search for the “right information” at the “right time” for the “right purpose”. Key information literacy and inquiry skills have been recognised as vital learning goals by the Australian Curriculum Assessment and Reporting Authority and the International Society for Technology in Education and are thus critical in science teacher education. This paper examines the overlap of technology, pedagogy and science content in the Technological Pedagogical and Content Knowledge (TPACK) framework and its affordances for science educators, at the intersection between technology knowledge, science pedagogy (information literacy and inquiry) and science content knowledge. Following an introduction of the TPACK framework for science education, the paper reports the research findings, which illustrate that 90% of pre-service teachers thought the experimental unit improved their understanding of the inquiry process, 88% reported more confidence in their understanding of science concepts and 94% of students reported an increase in their knowledge and confidence of Web 2.0 tools in supporting scientific inquiry in science. The implications of this study are that the online inquiry improved students’ knowledge and confidence in the skills and processes associated with inquiry and in science concepts.  相似文献   

Exploring Ecosystems from the Inside: How Immersive Multi-user Virtual Environments Can Support Development of Epistemologically Grounded Modeling Practices in Ecosystem Science Instruction     

Amy M. Kamarainen  Shari Metcalf  Tina Grotzer  Chris Dede 《Journal of Science Education and Technology》2015,24(2-3):148-167

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Teacher Satisfaction and Turnover in Charter Schools: Examining the Variations and Possibilities for Collective Bargaining in State Laws     

A. Chris Torres  Joseph Oluwole 《Journal of School Choice》2015,9(4):503-528

Charter schools see as many as one in four teachers leave annually, and recent evidence attributes much of this turnover to provisions affected by collective bargaining processes and state laws such as salary, benefits, job security, and working hours. There have been many recent efforts to improve teacher voice in charter schools (Kahlenberg & Potter, 2014), including engaging in some form of collective bargaining, but we know little about the possibilities dictated by state laws. Therefore, this article describes the possibilities and variations for collective bargaining by state and for different charter types (e.g., conversion vs. newly created charters), as well as laws that have the potential to improve teacher satisfaction in charter schools. Ideally, state laws and the collective bargaining process should provide the appropriate balance between flexibility for charter school leaders, teacher voice, and protections for teachers.  相似文献   

Role of maturity timing in selection procedures and in the specialisation of playing positions in youth basketball     

Sanne Cornelia Maria te Wierike  Marije Titia Elferink-Gemser  Eveline Jenny Yvonne Tromp  Roel Vaeyens  Chris Visscher 《Journal of sports sciences》2015,33(4):337-345

This study investigated the role of maturity timing in selection procedures and in the specialisation of playing positions in youth male basketball. Forty-three talented Dutch players (14.66 ± 1.09 years) participated in this study. Maturity timing (age at peak height velocity), anthropometric, physiological, and technical characteristics were measured. Maturity timing and height of the basketball players were compared with a matched Dutch population. One-sample t-tests showed that basketball players were taller and experienced their peak height velocity at an earlier age compared to their peers, which indicates the relation between maturity timing and selection procedures. Multivariate analysis of variance (MANOVA) showed that guards experienced their peak height velocity at a later age compared to forwards and centres (P < .01). In addition, positional differences were found for height, sitting height, leg length, body mass, lean body mass, sprint, lower body explosive strength, and dribble (P < .05). Multivariate analysis of covariance (MANCOVA) (age and age at peak height velocity as covariate) showed only a significant difference regarding the technical characteristic dribbling (P < .05). Coaches and trainers should be aware of the inter-individual differences between boys related to their maturity timing. Since technical characteristics appeared to be least influenced by maturity timing, it is recommended to focus more on technical characteristics rather than anthropometric and physiological characteristics.  相似文献   

Beyond SumBasic: Task-focused summarization with sentence simplification and lexical expansion   总被引：1，自引：0，他引：1  

Lucy Vanderwende  Hisami Suzuki  Chris Brockett  Ani Nenkova   《Information processing & management》2007,43(6):1606

In recent years, there has been increased interest in topic-focused multi-document summarization. In this task, automatic summaries are produced in response to a specific information request, or topic, stated by the user. The system we have designed to accomplish this task comprises four main components: a generic extractive summarization system, a topic-focusing component, sentence simplification, and lexical expansion of topic words. This paper details each of these components, together with experiments designed to quantify their individual contributions. We include an analysis of our results on two large datasets commonly used to evaluate task-focused summarization, the DUC2005 and DUC2006 datasets, using automatic metrics. Additionally, we include an analysis of our results on the DUC2006 task according to human evaluation metrics. In the human evaluation of system summaries compared to human summaries, i.e., the Pyramid method, our system ranked first out of 22 systems in terms of overall mean Pyramid score; and in the human evaluation of summary responsiveness to the topic, our system ranked third out of 35 systems.  相似文献   

短尾猴     

Gavin Davies 《科技新时代》2005,(8):8-9

拍摄者自述：“这张照片是我度蜜月时在马来西亚吉隆坡的黑风洞拍摄的，当时这只四处闲逛的猴子突然顺着台阶跑进了洞中的神殿。”  相似文献   

Early years learning,play pedagogy and social class     

Julie Stirrup  John Evans  Brian Davies 《British Journal of Sociology of Education》2017,38(6):872-886

Despite 50 years and more of ‘progressive education’ in the United Kingdom, classed patterns of educational success and failure stubbornly prevail. So how, where and when does it all go wrong for the many children who continue to fail or underachieve? Drawing on the work of Basil Bernstein, this article centres processes within early years education which are claimed to help launch children into careers as either educational successes or failures. Our data suggest that children more or less happily play their lives away in the progressive play pedagogies of early years education, in the process learning their position in social and ability hierarchies that help define their future careers inside and outside schools. That such hierarchies prevail is the fault of neither teachers nor parents. Indeed, it is what early years education settings are legitimised to do: sieve and sort, and make children ‘school ready’, pliant and prepared for a lifetime of learning to succeed or fail.  相似文献   

Effects of Consistency and Age of Acquisition on Reading and Spelling among Developing Readers     

Brendan S. Weekes  Anne E. Castles  Robert A. Davies 《Reading and writing》2006,19(2):133-169

Three experiments investigated the effects of rime consistency on reading and spelling among developing readers ranging in age from 7 to 11 years. Experiment 1 found that children read words with inconsistent feedforward mappings between orthography and phonology (O → P) less accurately than consistent words. OP consistency interacted with chronological age, word frequency and age-of-acquisition (AoA). The effect of OP consistency on reading was larger for younger children than for older children and OP consistency had an effect for low frequency words and late-acquired words only. Experiment 2 found an effect of feedforward consistency between phonology and orthography (P → O) on children’s spelling but no interaction between PO consistency and AoA. Experiment 3 showed that the effects of feedforward consistency are independent of feedback consistency. Our results challenge models of reading and spelling that assume feedforward consistency effects are influenced by the frequency of exposure to words only and we suggest that interactions between consistency and AoA depends on the ratio of consistent to inconsistent OP mappings.  相似文献