Old and new models for office automation.     

E Cole 《Journal of the American Society for Information Science》1983,34(3):234-239

The emerging generation of office automation systems combines new and existing software and procedures. While managers may be able to select from a broad array of software tools, they may also be required to use certain others. This article discusses organization design as the context for office automation; mature computer-based systems as one application of organization design variables; and emerging office automation systems as another application of those variables. The article concludes that Management Information System models developed for mature systems may be helpful where the use of software application is required for the individual worker; diffusion of innovation models recently developed for computing systems may be helpful where the type of software is optional for the individual worker.  相似文献   

Holmes Group Initiative to Create Standards of Entry to the Teaching Profession     

Nancy S. Cole 《Educational Measurement》1987,6(1):25-25

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Recipes for fun     

Ann Cole  Carolyn Haas  Elizabeth Heller  Betty Weinberger 《Early Childhood Education Journal》1973,1(2):50-53

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The Tower in Red and Yellow: Using Children's Drawings in Formative Research for Alum Simsim, an Educational Television Series for Egyptian Children     

Alyaa Montasser  Charlotte Frances Cole  Janice Fuld 《Early education and development》2002,13(4):395-408

Formative Research is an integral part of the development of Sesame Workshop's productions worldwide. It is used to bring children into the television production process and give producers insights into what children like and learn from material as it is being produced. Using examples from a study of six test segments of the television series Alam Simsim, the Egyptian Sesame Street, this paper illustrates how one non-conventional research method-systematic analysis of children's artwork-can be used, in conjunction with other research tools, to gain supplemental feedback from children during formative research of educational television.  相似文献   

“Dancing” Together: Infant–Mother Locomotor Synchrony     

Justine E. Hoch  Ori Ossmy  Whitney G. Cole  Shohan Hasan  Karen E. Adolph 《Child development》2021,92(4):1337-1353

Pre-mobile infants and caregivers spontaneously engage in a sequence of contingent facial expressions and vocalizations that researchers have referred to as a social “dance.” Does this dance continue when both partners are free to move across the floor? Locomotor synchrony was assessed in 13- to 19-month-old infant–mother dyads (N = 30) by tracking each partner’s step-to-step location during free play. Although infants moved more than mothers, dyads spontaneously synchronized their locomotor activity. For 27 dyads, the spatiotemporal path of one partner uniquely identified the path of the other. Clustering analyses revealed two patterns of synchrony (mother-follow and yo-yo), and infants were more likely than mothers to lead the dance. Like face-to-face synchrony, locomotor synchrony scaffolds infants’ interactions with the outside world.  相似文献   

Book reviews     

Prem Udagama  Dietrich Goldschmidt  Harold Blakemore  Mark Bray  Michael Crossley  Eva-Maria Reckert  Cole S. Bermbeck  Robin Usher  T. Neville Postlethwaite 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》1988,34(3):397-407

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Examining a Comprehensive College Transition Program: An Account of Iterative Mixed Methods Longitudinal Survey Design     

Cole  Darnell  Kitchen  Joseph A.  Kezar  Adrianna 《Research in higher education》2019,60(3):392-413

Research in Higher Education - There are few accounts in the higher education literature of mixing methods at the survey design stage and very little guidance targeting higher education researchers...  相似文献   

Emotion Displays in Two-Year-Olds during Mishaps     

Pamela M. Cole  Karen Caplovitz Barrett  Carolyn Zahn-Waxler 《Child development》1992,63(2):314-324

Although it has been shown that toddlers express distress when personal or physical events violate their expectations, there has been little detailed examination of their emotional reactions to such events. In this study, 45 2-year-olds were observed during 2 mishaps: a doll breaking and juice spilling. Their emotional reactions and their attempts to fix the mishap were coded. 2 components to their reactions to mishaps were found: one of tension and frustration, and another of concerned reparation. Mishaps elicited more negative emotions in toddlers than free play, and most toddlers attempted to correct the mishap. Children's styles of emotional response to mishaps may be related to maternal mental health. Symptoms of depression and anxiety in mothers were related to a suppression of tension and frustration in their offspring. Maternal acting out symptoms were not related to toddlers' reactions to mishaps. The findings are discussed in terms of the role of emotion in the formation of individual differences in sociomoral functioning and factors contributing to early differences.  相似文献   

Recipes for fun     

Ann Cole  Carolyn Haas  Elizabeth Heller  Betty Weinberger 《Early Childhood Education Journal》1975,2(5):37-39

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Early science learning with a virtual tutor through multimedia explanations and feedback on spoken questions     

Jarkko Hautala  Doris Luft Baker  Aleksi Keurulainen  Miia Ronimus  Ulla Richardson  Ronald Cole 《Educational technology research and development : ETR & D》2018,66(2):403-428

The purpose of this pilot study with a within-subject design was to gain a deeper understanding about the promise and restrictions of a virtual tutoring system designed to teach science to first grade students in Finland. Participants were 61 students who received six tutoring science sessions of approximately 20 min each. Sessions consisted of a sequence of narrated multimedia science presentations during which a virtual tutor explained science phenomena displayed in pictures. Narrated science explanations were followed by one or more multiple choice questions with immediate feedback about students’ choices and a possible second attempt, during which students reached 97% accuracy. A pretest and posttest was administered to assess students’ ability to reason about the science and to transfer knowledge to new contexts. Results indicated significantly greater improvement in the understanding of the science concepts taught during the tutoring sessions, relative to the concepts that were not taught. Results from the surveys administered to teachers and students indicated that the program was well received. Detailed analysis of student error responses provided a deeper understanding about the complex interplay between students’ prior knowledge, the way topics were taught in the multimedia lessons, and the way learning was assessed. Findings from the quantitative and qualitative analyses are discussed in the context of designing high quality lessons delivered through a virtual tutoring system.  相似文献