The Ebb and Flow of Art and Design Education: A Dialogue with John Swift to Commemorate Thirty Years of iJADE     

Jeff Adams  John Swift 《The International Journal of Art & Design Education》2011,30(1):2-6

  相似文献   

去美丽的加州旅行吧!     

Jeff Gerdes 《英语沙龙》2014,(1)

正说起美国加州,优胜美地(Yosemite)、棕榈泉(Palm Springs)、迪士尼乐园(Disneyland)也许是人们较为熟知的名字。本期,旅居中国的Jeff Gerdes将带领我们感受一个美国人眼中的加州:除了在好莱坞大片中经常出现的金门大桥(Golden  相似文献   

Neural ranking models for document retrieval     

Trabelsi  Mohamed  Chen  Zhiyu  Davison  Brian D.  Heflin  Jeff 《Information Retrieval》2021,24(6):400-444

Information Retrieval Journal - Ranking models are the main components of information retrieval systems. Several approaches to ranking are based on traditional machine learning algorithms using a...  相似文献   

Development and assessment of a device and method for studying the mechanical interactions between shoes and playing surfaces in situ at loads and rates generated by elite athletes     

Richard Kent  Jeff Crandall  Jason Forman  David Lessley  Anthony Lau  Christopher Garson 《Sports biomechanics / International Society of Biomechanics in Sports》2013,12(3):414-429

  相似文献   

Reflections on the Need for a Journal Devoted to Communication Research Methodologies: Ten Years Later     

Jörg Matthes  Jeff Niederdeppe  Fei ‘Chris’ Shen 《Communication methods and measures》2016,10(1):1-3

  相似文献   

Tangles and Glimmers: How African Immigrant Students in an Urban Charter School Describe Congruencies and Disconnections in Caring Between Home and School     

Walls  Jeff 《The Urban Review》2021,53(5):761-784

The Urban Review - Misalignments in caring between home and school can often be a source of alienation for minoritized students. This study explores how African immigrant middle school students at...  相似文献   

Massive Open Online Courses: designing for the unknown learner     

Hamish Macleod  Jeff Haywood  Amy Woodgate 《Teaching in Higher Education》2016,21(1):13-24

University teachers are faced with a problem of ‘knowing’ their learners when teaching on a Massive Open Online Course (MOOC). This paper explores and analyses what the University of Edinburgh has come to know about its recent MOOC participants, highlighting one particular course. We draw attention to barriers and enablers from co-existent understandings and expectations of course design, and from an abundance of highly qualified participants. We compare characteristics of participants who report a positive experience with those who do not. Mixed messages about teacher presence may have implications that go beyond MOOCs. We contemplate whether the participant group should be seen as a single massive multivocal entity. The paper concludes with a discussion of the potential opportunity for MOOCs to challenge standardization, homogenization and commodification of education. Shifting attention from the achievements of an individual to what can be done with a multitude, MOOCs may open up new educational arenas.  相似文献   

迈向批判性媒介素养:核心理念、争鸣、组织与政策   总被引：1，自引：0，他引：1  

道格拉斯·凯尔纳  杰夫·谢尔  刘晶晶  王莹 《大学.研究与评价》2007,(11)

美国媒介素养教育并不发达,尤其是批判性媒介素养教育。批判性媒介素养有五个核心概念:非透明性原则、编码与规约、受众解码、内容与讯息、动机。目前,美国已有部分州在其教育标准中列入了媒介素养教育,教师培训却未能跟上,在媒介文化无处不在的情况下,美国需要实现批判性媒介素养的培养,以让学生认识媒介、利用媒介并超越媒介,使个体在社会中更好地发展。  相似文献   

Inclusion of students who are deaf or hard of hearing in government schools in new South wales, australia: development and implementation of a policy     

Byrnes LJ  Sigafoos J  Rickards FW  Brown PM 《Journal of deaf studies and deaf education》2002,7(3):244-257

The inclusion of students who are deaf or hard of hearing in Department of Education and Training (government) schools in the state of New South Wales, Australia, is supported through a policy known as the Special Education Policy (NSW Department of School Education, 1993). The policy is operational for all students with disabilities, learning difficulties, or behavior disorders, regardless of their educational provision. This article focuses on how the policy and continuum of services have developed and the attitudes of stakeholders toward both policy and practice. The article begins by framing the policy in terms of legal mandates and then gives an overview of current educational provisions, followed by a discussion of attitudes toward inclusion as held by stakeholders in New South Wales government schools. The article concludes by attempting to assess the potential effects of both policy and practice on students who are deaf or hard of hearing.  相似文献   

Third-year College Retention and Transfer: Effects of Academic Performance, Motivation, and Social Connectedness   总被引：1，自引：0，他引：1  

Jeff Allen  Steven B. Robbins  Alex Casillas  In-Sue Oh 《Research in higher education》2008,49(7):647-664

We studied the effects of academic performance, motivation, and social connectedness on third-year retention, transfer, and dropout behavior. To accommodate the three outcome categories and nesting of data within institutions, we fit a hierarchical multinomial logistic regression path model with first-year academic performance as a mediating effect. Our sample included 6,872 students representing 23 four-year universities and colleges. This work expands the current state of persistence research by (1) considering the effects of motivation and social connectedness on college persistence beyond the first year of college, (2) testing whether the effects of motivation and social connectedness on third-year retention and transfer are direct, indirect, or both, and (3) testing whether the effects of academic performance, motivation, and social connectedness are different for retention and transfer. We found that academic performance has large effects on likelihood of retention and transfer; academic self-discipline, pre-college academic performance, and pre-college educational development have indirect effects on retention and transfer; and college commitment and social connectedness have direct effects on retention. Academic self-discipline led to greater first-year academic performance, which suppressed its effect on retention and transfer. Practical and theoretical implications of these findings and directions for future research are discussed. A previous version of this paper was presented at the 2nd Annual National Symposium on Student Retention, Albuquerque, New Mexico, October 2006.  相似文献