Multimedia Cases in Elementary Science Teacher Education: Design and Development of a Prototype   总被引：1，自引：0，他引：1  

Ellen van den Berg  Irene Visscher-Voerman 《Education and Information Technologies》2000,5(2):119-132

Multimedia cases intend to bring about fundamental changes in teacher education by bridging the gap between theory and practice. The use of information and communication technology in multimedia cases is expected to create a powerful and flexible learning environment. Such a learning environment is in line with a constructivist vision of teaching and learning. This paper focuses on the rationale behind case-based instruction by describing the design and development of a prototype and addressing the justification of underlying design decisions. Moreover, the prototype is briefly outlined and formative evaluation results are presented.  相似文献   

New Faculty Roles in Learning Outcomes Education: The Experiences of Four Models and Institutions     

Elizabeth A. McDaniel  B. Dell Felder  Linda Gordon  Mary Ellen Hrutka  Stephanie Quinn 《Innovative Higher Education》2000,25(2):143-157

Innovative models that focus on learning outcomes engage faculty in new ways of facilitating and assessing learning, while their institutions seek to support and reward their participation. Innovators from four different institutions provide an overview of their approaches to implementing principles of outcomes-based education, compare their models, and explore the changes that are precipitated in the roles, rewards, resources, structures, and models. While the four institutions and models differ on several significant variables, the innovators identify common key elements and issues that the academy must address in order to transform the educational experience and culture to a more learning-centered enterprise.  相似文献   

Framing the Problem: effects of wording on children's statistical inferences     

Sik Hung Ng  Margaret‐Ellen Pipe  Bruce Beath  Derek Holton 《教育心理学》1999,19(4):489-499

ABSTRACT A total of 96 children aged 11 to 12 years were given statistical inference problems (base‐rate and law of large numbers) designed to test the effects of wording on their answers. The wording of the problems was manipulated to make the information on base‐rates and on the law of large numbers either more salient or less salient. The latter condition was established by adding extraneous information to base‐rates, or, in the case of the law of large numbers, making the context unfamiliar or focusing choice on a particular person rather than on the group. A significant main effect of wording was found across all problems in favour of the salient condition. The results indicated that the children had a high level of statistical intuition and that they knew when to reason statistically and when not to.  相似文献   

Cognitive Complexity and Attentional Control in the Bilingual Mind   总被引：9，自引：0，他引：9  

Ellen Bialystok 《Child development》1999,70(3):636-644

In the analysis and control framework, Bialystok identifies analysis (representation) and control (selective attention) as components of language processing and has shown that one of these, control, develops earlier in bilingual children than in comparable monolinguals. In the theory of cognitive complexity and control (CCC), Zelazo and Frye argue that preschool children lack the conscious representation and executive functioning needed to solve problems based on conflicting rules. The present study investigates whether the bilingual advantage in control can be found in a nonverbal task, the dimensional change card sort, used by Zelazo and Frye to assess CCC. This problem contains misleading information characteristic of high-control tasks but minimal demands for analysis. Sixty preschool children, half of whom were bilingual, were divided into a group of younger ( M = 4,2) and older ( M = 5,5) children. All the children were given a test of English proficiency (PPVT-R) and working memory (Visually-Cued Recall Task) to assure comparability of the groups and then administered the dimensional change card sort task and the moving word task. The bilingual children were more advanced than the monolinguals in the solving of experimental problems requiring high levels of control. These results demonstrate the role of attentional control in both these tasks, extends our knowledge about the cognitive development of bilingual children, and provides a means of relating developmental proposals articulated in two different theoretical frameworks, namely, CCC and analysis-control.  相似文献   

Emergent patterns of teaching/learning in electronic classrooms   总被引：1，自引：0，他引：1  

Ben Shneiderman  Ellen Yu Borkowski  Maryam Alavi  Kent Norman 《Educational technology research and development : ETR & D》1998,46(4):23-42

Novel patterns of teaching/learning have emerged from faculty and students who use our three teaching/learning theaters at the University of Maryland, College Park. These fully-equipped electronic classrooms have been used by 74 faculty in 264 semester-long courses since the fall of 1991 with largely enthusiastic reception by both faculty and students. The designers of the teaching/learning theaters sought to provide a technologically rich environment and a support staff so that faculty could concentrate on changing the traditional lecture from its unidirectional information flow to a more collaborative activity. As faculty have evolved their personal styles in using the electronic classrooms, novel patterns of teaching/learning have emerged. In addition to enhanced lectures, we identified three common patterns: (a) active individual learning, (b) small-group collaborative learning, and (c) entire-class collaborative learning.  相似文献   

Correlates of Attachment at School Age: Maternal Reported Stress, Mother-Child Interaction, and Behavior Problems   总被引：1，自引：0，他引：1  

Ellen Moss  Denise Rousseau  Sophie Parent  Diane St-Laurent  Julie Saintonge 《Child development》1998,69(5):1390-1405

The contribution of attachment, maternal reported stress, and mother-child interaction to the prediction of teacher-reported behavior problems was examined for a French-Canadian sample of 121 school-age children. Attachment classifications were assigned on the basis of reunion behavior with mother when the children were between 5 and 7 years of age. Maternal reported stress and mother-child interaction patterns were assessed concurrent to the attachment measure, whereas behavior problems were evaluated both at ages 5 to 7 and 7 to 9 years. Security of attachment significantly predicted the likelihood of school-age behavior problems: Controlling/other children were most at risk for both externalizing and internalizing problems across both age periods. Younger ambivalent children presented clinical cut-off levels of externalizing problems, and older avoidant boys had higher internalizing scores. Patterns of maternal-reported stress and mother-child interaction differed across attachment groups and contributed to prediction of school-age behavior problems, partially mediating the relation between attachment and adaptation. Results support the importance of attachment in explaining school-age adaptation and validity of attachment coding for children of this age.  相似文献   

Aligning executive coaching with strategic business goals     

Ellen Kumata 《Performance Improvement》2002,41(9):16-19

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Does training make a difference to quality in family child care?     

Susan Kontos  Carollee Howes  Ellen Galinsky 《Early childhood research quarterly》1996,11(4):427-445

The purpose of this study was to determine which family child care providers seek training, which providers drop out of training, and the effects of training on the quality of care offered by providers. One-hundred thirty family child care providers in three communities who enrolled in Family-to-Family training participated in the study. A comparison group consisted of 112 regulated providers in those same communities who were not involved in the training program under investigation. Each provider was observed for 3 hrs, was interviewed, and completed questionnaires. Providers in training were observed prior to training and 6 months afterwards. Results revealed that providers who sought training were very similar to typical regulated providers. Providers who dropped out of training were less experienced and used fewer business and safety practices than providers who completed it. Training increased global quality in two out of three sites, but did not affect process quality. Of 95 providers, 18 made observable (as opposed to statistically significant) improvements in quality following training, and 9 decreased in quality. These data are interpreted with respect to family child care training policies and practices.  相似文献   

External knowledge sourcing in biotechnology through acquisition versus alliance: A KBV approach     

Sofy Carayannopoulos  Ellen R. Auster 《Research Policy》2010,39(2):254-267

Knowledge sourcing is important for firms, especially in fast-paced industries. However, few studies explore the effects of knowledge-based predictors on the comparative choice of employing acquisitions versus alliances for sourcing external knowledge. This study extends the limited existing research on this topic. It simultaneously examines the effects of knowledge domain attributes, seeker and source experience-based knowledge, and dyad knowledge similarity and digestibility on whether a firm chooses an acquisition or alliance when sourcing external knowledge. Data is comprised of 209 research-driven acquisitions and alliances of biotechnology firms based in North America. Our findings reveal that external knowledge sourcing through acquisition is more likely when the knowledge domain is more complex and valuable. Acquisition is also preferred when the seeker has greater acquisition experience and when the source has accumulated a moderate level of alliance experience. Alliance, in contrast, is the chosen mode for accessing external knowledge when the knowledge is high in specificity and when the seeker has prior alliance experience. In addition, increasing similarity and digestibility of the dyad's knowledge bases strengthen the relationship between knowledge value and the probability of acquisition versus alliance. These results extend understanding of how firms decide to augment their knowledge resources in a knowledge-intensive industry. They also demonstrate that a multilevel KBV approach emphasizing knowledge characteristics uncovers important predictors of strategy and structure in research-driven organizations.  相似文献   

Language and culture: Critical components of multicultural teacher education     

Ellen Riojas Clark  Nancy Johnson Nystrom  Bertha Pérez 《The Urban Review》1996,28(2):185-197

This article identifies components of a course on multiculturalism in teacher education. The course proposes four stages of awareness: ethnic identity exploration; development of knowledge in language and literacy acquisition; refinement of a repertoire for cultural ways of teaching and learning; and selection of a teaching style. A variety of readings and activities for teacher education are proposed.  相似文献