Subjectivity in Design Education: The Perception of the City through Personal Maps     

Ebru Y&#x;lmaz 《The International Journal of Art & Design Education》2016,35(1):121-139

Our mental maps related to the cities are limited by our personal perception and fragmented in the process. There are many inner and outer effects that shape our mental maps, and as a result the fragmented whole refers to the total city image in our minds. To represent this image, an experimental study has been conducted with a group of students. They used mapping techniques to design subjective maps. Maps, in general, are objective, and produced by standardised techniques which connote similar meanings for everyone. In contrast, artists and designers use maps as liberating objects of representations. Thus, using mapping techniques, inventing new ways of narration and gaining new understandings towards the city we dwell in are the basic aims of this study. Final designs can be evaluated as tools to question subjectivity in both design and architectural education.  相似文献   

The route to ‘inclusive counselling’: counsellors' perceptions of disability inclusion in Turkey     

Halis Sakız  Charlotte Woods  Hande Sart  Zehra Erşahin  Raiha Aftab  Nizamettin Koç 《International Journal of Inclusive Education》2013,17(3):250-269

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Idiographic roles of cooperating teachers as mentors in pre-service distance teacher education     

Ebru Melek Koç 《Teaching and Teacher Education》2012

This study aims to define the roles of cooperating teachers as mentors in the context of distance-learning teacher education. The participants included 358 cooperating teachers who mentored 4th-year student teachers in a Distance English Language Teacher Training Program in Turkey. To determine the roles that were perceived as mentoring roles by the cooperating teachers in the distance practicum, an inventory of 10 primary mentoring functions was constructed. These functions included five primary mentoring roles: ‘self-trainer’, ‘networker, ‘social supporter’, ‘academic supporter’, and ‘psychological supporter’. The results will contribute to an increased understanding of how cooperating teachers perceive their mentoring roles during distance practicums.  相似文献   

Pedagogy and human dignity – the Special Rank Teacher in China since 1978     

Po‐Yuk Ko  Bob Adamson 《History of education》2013,42(3):371-389

Teachers in China are regarded as vulnerable to sociopolitical changes. This paper, however, focuses on the resilience and innovativeness of state‐selected expert teachers – the recipients of the Special Rank Teacher (SRT) award. This award was the product of a transitional period in the aftermath of the Cultural Revolution, and was an act of rehabilitation for the teaching profession. Using a biographical approach, this paper analyses how the intentions of the award were reflected in the choice of recipients. It contributes to a deeper understanding of teachers in China and the notion of teaching excellence that the state‐recognised teachers exemplify.  相似文献   

‘Learning Study’ for Primary School English Teachers: A Case Story from Hong Kong     

Xuesong Gao  Po‐Yuk Ko 《Changing English: An International Journal of English Teaching》2009,16(4):397-404

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The education for sustainable development movement in Japan: a political perspective   总被引：2，自引：2，他引：0  

Ko Nomura  Osamu Abe 《Environmental Education Research》2009,15(4):483-496

The Japanese government provided various political opportunities for non‐governmental groups and individuals in Japan to ‘jointly propose’ policy on education and sustainable development at the World Summit on Sustainable Development, Johannesburg, 2002. These opportunities resulted in the emergence of the Japanese education for sustainable development (ESD) movement, and the crystallisation of a broader proposal that led to the initiation of the UN Decade of ESD (2005–2014). In this paper, we trace the history of these two outcomes, arguing that the opportunities, developed through the coordination of non‐governmental groups by government, took place within, rather than broadened or confronted, the government’s scope of interests. While the paper illustrates how the government’s continued support was crucial to the development of the ESD movement and the UN Decade, and the movement has met with considerable achievements thus far (via its collective challenges to conventional education in a sustainability context in Japan), we argue that recognition of the political opportunity structures that affect the movement’s further development remains crucial. In particular, we argue for close attention to the significance of a corporatist framing of this emerging civil society movement in Japan by the national government, and call for further political and historical analysis of ESD movements and their relations with government, around the world.  相似文献   

Nordic-Baltic cooperation in the field of adult education 1991–2004     

Larissa Jõgi  Margarita Teresevičienė  Tatjana Koķe  Arne Carlsen 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》2018,64(4):415-419

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Combining evidence with a probabilistic framework for answer ranking and answer merging in question answering     

Jeongwoo Ko  Luo Si  Eric Nyberg 《Information processing & management》2010

Question answering (QA) aims at finding exact answers to a user’s question from a large collection of documents. Most QA systems combine information retrieval with extraction techniques to identify a set of likely candidates and then utilize some ranking strategy to generate the final answers. This ranking process can be challenging, as it entails identifying the relevant answers amongst many irrelevant ones. This is more challenging in multi-strategy QA, in which multiple answering agents are used to extract answer candidates. As answer candidates come from different agents with different score distributions, how to merge answer candidates plays an important role in answer ranking. In this paper, we propose a unified probabilistic framework which combines multiple evidence to address challenges in answer ranking and answer merging. The hypotheses of the paper are that: (1) the framework effectively combines multiple evidence for identifying answer relevance and their correlation in answer ranking, (2) the framework supports answer merging on answer candidates returned by multiple extraction techniques, (3) the framework can support list questions as well as factoid questions, (4) the framework can be easily applied to a different QA system, and (5) the framework significantly improves performance of a QA system. An extensive set of experiments was done to support our hypotheses and demonstrate the effectiveness of the framework. All of the work substantially extends the preliminary research in Ko et al. (2007a). A probabilistic framework for answer selection in question answering. In: Proceedings of NAACL/HLT.  相似文献   

Designing a business model for financial products for cultural heritage in the Korean market     

Hee Min Choi  Bong Hwan Ko  So Young Sohn 《Journal of Cultural Heritage》2010,11(3):315-320

There are many contingent valuation (CV) studies to estimate the economic benefits of cultural heritage, but few provided advice on the design of financial products for cultural heritage assets. This paper conducted conjoint and willingness-to-pay (WTP) analyses for providing the design implication of these financial products. We calculated WTP for each attribute. The result of conjoint analysis shows that people prefer a short period of investment, high-expected rate of return and small amount of money invested. Only the amount invested and the rate of return on investment are significant to estimate WTP for these financial products.  相似文献   

Examining the Role of Professional Development in a Large School District's iPad Initiative     

Min Liu  Yujung Ko  Amanda Willmann  Cynda Fickert 《Journal of Research on Technology in Education》2018,50(1):48-69

This study examined 342 teachers' views of professional development (PD) provided by a large school district to support its iPad initiative. We were interested in investigating teachers' perceptions of this district-provided PD, any change in teachers' views, and how they used iPads in their instruction while/after receiving PD. The findings, using a mixed-methods design, showed although teachers held overall positive views regarding PD, their perceptions did not change over the 1-year implementation. Rather, certain teacher characteristics such as teachers' beliefs, technology self-efficacy, and school levels influenced their views. This study also provided an in-depth analysis of teachers' use of iPad to support their instruction. Findings revealed teachers used the iPad for a variety of purposes. From mid-year to end-year, there was a decrease in using iPads for class management and basic uses, but an increase in using the iPad to create instructional materials by the teachers and creating artifacts by their students. Such findings suggested a connection between the PD teachers received and their practices, indicating a shift to more interactive uses during the second half of the year. The findings highlighted the importance of providing situated PD and considering teacher characteristics when designing PD. (Keywords: professional development, mobile teaching and learning, iPad use, K–12 education, large suburban schools, technology integration)  相似文献