Developmentally Appropriate Technology Use and Early Childhood Teacher Education     

Dina B. Rosen  Candace Jaruszewicz 《Journal of Early Childhood Teacher Education》2013,34(2):162-171

Early childhood teacher education methods classes often emphasize the application of developmentally appropriate practices (DAP). In today's digital age, it is important for teacher educators and their students to think about how to extend DAP to technology use. In this article, two contrasting classroom scenarios are provided to illustrate developmentally appropriate technology use (DATU), a new educational term coined by the authors. Briefly, DATU is defined as use that both respects the unique challenges presented by children's levels of development and capitalizes on children's natural desire to actively, collaboratively construct knowledge and solve problems. A five-element framework for guiding teachers toward DATU is explained.  相似文献   

Accessing and Incorporating Visitors' Entrance Narratives in Guided Museum Tours     

Dina Tsybulskaya  Jeff Camhi 《Curator: The Museum Journal》2009,52(1):81-100

Abstract Museum visitors arrive at an exhibit or tour with their own individual experiences, memories and knowledge related to the subject — in a phrase, their “entrance narrative.” We tested what happens to participants in guided tours when the guide first accesses — by two different methods — the entrance narratives of their visitors, and then makes specific connections from these entrance narratives to the content of the tour. The subject of the tour was a guided tree walk at Hebrew University's open‐campus museum. Behavioral measures and questionnaires both indicated that accessing and incorporating participants' entrance narratives profoundly enhanced their experience. The enhancement was somewhat greater among visitors from the general public than among groups of university students. We suggest that guides could use the simple methods described here, in a wide variety of tour types, to enhance visitor experiences.  相似文献   

我国基础教育现代化发展的根本转化   总被引：8，自引：0，他引：8  

裴娣娜 《北京大学教育评论》2004,2(2):63-69

中国基础教育现代化发展是历史的必然。本文从基础教育战略地位、教育观念、教育体制、研究主题以及区域推进五个方面论述了中国基础教育现代转化的主要标志及特色 ,进而提出推进中国基础教育现代化发展理论范畴研究的几个问题。  相似文献   

Who Deserves a Seat?: Colorblind Public Opinion of College Admissions Policy     

V. Thandi Sulé  Rachelle Winkle-Wagner  Dina C. Maramba 《Equity & Excellence in Education》2017,50(2):196-208

Using critical discourse analysis, this study assesses reader comments to newspaper articles on the Fisher v. University of Texas at Austin Supreme Court case. The Fisher case challenges the consideration of race in the college admissions process at UT. Findings show that this racial equity practice was framed as being antithetical to individualism, merit, and competition. Many comments, divorced from social and historical contexts, used colorblind rationale to justify their opposition to affirmative action yet relied heavily on popular polarizing racial discourse in their argumentation. Social policy implications related to facilitating college diversity and promoting educational equity are presented.  相似文献   

The emerging technologies: Desktop video: Tool for thought     

Dina Horn 《Performance Improvement》1993,32(9):33-34

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Forms of Mathematical Knowledge: Learning and Teaching with Understanding     

Dina Tirosh 《Educational Studies in Mathematics》1999,38(1-3):1-9

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Multiple solution methods and multiple outcomes—is it a task for kindergarten children?     

Pessia Tsamir  Dina Tirosh  Michal Tabach  Esther Levenson 《Educational Studies in Mathematics》2010,73(3):217-231

Engaging students with multiple solution problems is considered good practice. Solutions to problems consist of the outcomes of the problem as well as the methods employed to reach these outcomes. In this study we analyze the results obtained from two groups of kindergarten children who engaged in one task, the Create an Equal Number Task. This task had five possible outcomes and five different methods which may be employed in reaching these outcomes. Children, whose teachers had attended the program Starting Right: Mathematics in Kindergartens, found more outcomes and employed more methods than children whose teachers did not attend this program. Results suggest that the habit of mind of searching for more than one outcome and employing more than one method may be promoted in kindergarten.  相似文献   

Methods for automatically evaluating answers to complex questions   总被引：1，自引：0，他引：1  

Jimmy Lin  Dina Demner-Fushman 《Information Retrieval》2006,9(5):565-587

Evaluation is a major driving force in advancing the state of the art in language technologies. In particular, methods for automatically assessing the quality of machine output is the preferred method for measuring progress, provided that these metrics have been validated against human judgments. Following recent developments in the automatic evaluation of machine translation and document summarization, we present a similar approach, implemented in a measure called POURPRE, an automatic technique for evaluating answers to complex questions based on n-gram co-occurrences between machine output and a human-generated answer key. Until now, the only way to assess the correctness of answers to such questions involves manual determination of whether an information “nugget” appears in a system's response. The lack of automatic methods for scoring system output is an impediment to progress in the field, which we address with this work. Experiments with the TREC 2003, TREC 2004, and TREC 2005 QA tracks indicate that rankings produced by our metric correlate highly with official rankings, and that POURPRE outperforms direct application of existing metrics.

Dina Demner-FushmanEmail:

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Contradictions in educational policy: implementing integrated problem‐based environmental health curriculum in a high stakes environment     

Camille Anne Martina  Dina Markowitz 《Environmental Education Research》2009,15(3):279-297

In this paper, we focus on the efforts of educators at nine different research sites within the United States, funded by a grant from the National Institute of Environmental Health Sciences (NIEHS), to develop and implement innovative, interdisciplinary curriculum on the relationship of the environment and human health. The NIEHS correctly maintained that the interdisciplinary nature of learning about environmental health would improve students’ learning across several subject areas and should, therefore, contribute to students scoring higher on state’s subject area based standardized tests. However, these goals were undermined by state polices linking standardized tests with student promotion and graduation, and the federal No Child Left Behind Act (NCLB) that required public schools and districts to aggregate test scores which might have negative consequences, such as reducing school funding or privatizing school administration and state policies. These policies resulted in deleterious effects that undermined implementing environmental health curricula.  相似文献   

Role of Heme Oxygenase, Leptin, Coenzyme Q10 and Trace Elements in Pre-eclamptic Women     

Dina M. Abo-Elmatty  Ehsan A. Badawy  Jihan S. Hussein  Somaya Abo Elela  Hoda A. Megahed 《Indian journal of clinical biochemistry : IJCB》2012,27(4):379-384

The objective of this study to evaluate heme oxygenase (COHb), leptin and coenzyme Q10 (CoQ10) in pre-eclamptic women. Also Zinc, copper, Iron, total iron binding capacity, Ferritin and uric acid were assessed. 120 female subjects were included in this study. They were divided into, 60 female with normal pregnancy attending the outpatient clinic, 60 pre-eclamptic patients were recruited from obstetrics and gynaecology department El-kasr El-Aini hospital. The results showed that in pre-eclampatic group, leptin level was significantly increased while COHb and CoQ10 was significantly decreased. It is concluded that hemeoxygenase, leptin and coenzyme CoQ10 can be considered as new markers for prediction of pre-eclampsia.  相似文献