在企业培训中克服E-Learning障碍     

Julia Geisman  林秀钦 《中国远程教育(综合版)》2003,(10):75-76

E-Learning的时代到来了,教室将要永远消失了！每个人都将热火朝天地使用我们的网站学习门户网站和学习管理系统进行学习。虚拟教室,桌面会议系统,2417(①)等都将纷纷来临……”关于E-Learning的错误看法到处都是！  相似文献   

Mystery of the Toxic Flea Dip: An Interactive Approach to Teaching Aerobic Cellular Respiration          下载免费PDF全文

A. T. Baines  M. McVey  B. Rybarczyk  J. T. Thompson  H. R. Wilkins 《CBE life sciences education》2004,3(1):62-68

We designed an interrupted case study to teach aerobic cellular respiration to major and nonmajor biology students. The case is based loosely on a real-life incident of rotenone poisoning. It places students in the role of a coroner who must determine the cause of death of the victim. The case is presented to the students in four parts. Each part is followed by discussion questions that the students answer in small groups prior to a classwide discussion. Successive parts of the case provide additional clues to the mystery and help the students focus on the physiological processes involved in aerobic respiration. Students learn the information required to solve the mystery by reading the course textbook prior to class, listening to short lectures interspersed throughout the case, and discussing the case in small groups. The case ends with small group discussions in which the students are given the names and specific molecular targets of other poisons of aerobic respiration and asked to determine which process (i.e., glycolysis, citric acid cycle, or the electron transport chain) the toxin disrupts.  相似文献   

Negotiating status hierarchies in middle school inquiry science: implications for marginal non-participation     

Adams-Wiggins  Karlyn R.  Myers  Michelle N.  Dancis  Julia S. 《Instructional Science》2020,48(4):427-451

Instructional Science - While previous classroom studies of status hierarchies tell us who has low status and how to increase those learners’ participation in small group contexts via...  相似文献   

Description of Environmental Factors in Schools: Lessons from a Study in North–West Spain     

Julia Crespo Comesa?a  Margarita Pino Juste 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》2007,24(1):205-218

The objective of this study is to offer a view on the different environmental factors that affect health (sound, light, colour, temperature) in the design, planning and organization of school premises. To achieve this, the authors first outline the problems leading to unhealthy situations. They subsequently analyse all the building and planning factors behind those problems based on a study carried out in the Autonomous Community of Galicia, in the north west of Spain. The study took as its subject all secondary-level education centres built in Galicia since the Spanish Basic Act on the Educational System (LOGSE) was passed by the Spanish Parliament in 1990. To conclude, the article offers a number of guidelines to be taken into account when designing a school environment.  相似文献   

Towards graduate employment: exploring student identity through a university-wide employability project     

Sally Smith  Colin Smith  Ella Taylor-Smith  Julia Fotheringham 《Journal of Further & Higher Education》2019,43(5):628-640

Students have expectations of their university education leading to graduate careers, with universities investing considerable resources in institution-wide initiatives designed to enhance opportunities for student work placements and work-related learning. However, there are large variations between courses and disciplines in student uptake of these opportunities, with limited evidence explaining why this might be the case. Recognising recent approaches which consider student identity in transitions, this study explored student attitudes to work-related learning across a range of subject disciplines. The first phase of the study used in-class surveys (N = 199) to focus on students’ self-identification and perceptions of employability initiatives. Follow-up interviews were conducted to further explore themes emerging in the survey data. The study found that, while some students drew on resources for identity work in their recognition of and approach to work-related learning, access was limited, and university resources were not always recognised or effective. The findings have implications for the design of effective graduate employability initiatives.  相似文献   

Typography in children’s reading schemes may be suboptimal: Evidence from measures of reading rate     

Laura Hughes  Arnold Wilkins 《Journal of Research in Reading》2000,23(3):314-324

We investigated whether the layout of type in two popular children’s reading schemes was suitable for the intended reading age. 120 children read four passages of text that adopted the typography of four reading stages in each of the two schemes. The size and spacing of the texts decreased with successive stages as the intended reading age increased. The reading speed of children aged 5 to 7 years decreased as the text size decreased: in particular, these children read fastest the text designed for 5 and 6 year olds. Older children aged 8 to 11 years were neither assisted nor disadvantaged by text size. Children of all ages, particularly those susceptible to visual stress, were found to make more errors on the smaller than on the larger text. We conclude that the reading development of some children might benefit from a larger text size and spacing than is currently the norm, and that no children would be disadvantaged by such a change.  相似文献   

Naming new realities: supporting trans youth in education     

Julia Sinclair-Palm  Jen Gilbert 《Sex education》2018,18(4):321-327

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Coloured overlays and their benefit for reading     

Arnold Wilkins  Elizabeth Lewis  Fiona Smith  Elizabeth Rowland  Wendy Tweedie 《Journal of Research in Reading》2001,24(1):41-64

Children in mainstream schools compared text on white paper with identical text covered in turn by each of ten differently‐coloured plastic overlays. More than 50% reported improved perception with one or more colours, and were given the best colour to use. About half used the overlays for more than three months and their reading speed increased when the overlays were used. In Study I children were examined twice using different methods and examiners. 47% chose the same colour on both occasions, and showed the greatest improvement in reading fluency, reliable at retest. In Study II children were issued with a random colour, and the greatest improvements in reading speed occurred when the random colour was the same as that previously chosen. Phonological reading strategies were not related to visual symptoms, or the benefit from overlays. Across individuals, reading speed varied by a factor of more than three, for good and poor readers. Study III provided estimates of the prevalence of improvements based on a sample of 426 children from 12 schools: 5% of children read more than 25% faster with a coloured overlay.  相似文献   

The narrative framework ofThe Borrowers: Mary Norton and Emily Bronte     

Julia Davenport 《Children‘s Literature in Education》1983,14(2):75-79

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Exploring the social inclusion of deaf young people in mainstream schools,using their lived experience     

Suzanne Edmondson  Julia Howe 《Educational Psychology in Practice》2019,35(2):216-228

Research suggests that children with hearing loss face a number of difficulties in the education system, including socially. Although there has been much research with the severe to profound deaf population there has been little research into the life experiences of children with moderate hearing loss who attend mainstream secondary schools. This research sought to examine the experiences of social inclusion for five young people with moderate hearing loss. Data were gathered through semi-structured interviews in the young person’s school setting and were analysed using Interpretative Phenomenological Analysis (IPA). Although each participant had distinctive experiences, there were a number of common themes that emerged indicating the factors that support social inclusion and those which create barriers for deaf children in schools. Implications for educational psychologists are considered and the limitations of the research are outlined.  相似文献