The Virtual Classroom Experience: Viewpoints from Computing and Humanities     

Fadi P. Deek  Maura A. Deek  Robert S. Friedman 《Interactive Learning Environments》2013,21(2-3):113-136

In this article we first describe the past and current status of educational technology at New Jersey Institute of Technology (NJIT) (http://www.njit.edu). We then discuss the main points of deliberation for students, faculty and administrators involving learning via the World Wide Web and other information technologies, such as the Virtual Classroom TM (http://www.vc.njit.edu). Implementation and expansion of Web-based instructional activities at NJIT is occurring in all colleges of the university. In the Computer and Information Science (CIS) and Humanities and Social Sciences (HSS) departments, there is an ongoing and concerted effort to find practical applications of technology that meet educational ends. Such productive mergers highlight the complex issues that exist among instructional staff, administrative concerns and distance learning technologies. We conclude with a suggestion as to how such activity, in concert with a more developed communications tec hnology infrastructure, can serve to enhance the educational experience and outcomes of NJIT students.  相似文献   

The developmental influence of sex composition in preschool classrooms: Boys fare worse in preschool classrooms with more boys     

Arlen C. Moller  Emma Forbes-Jones  A. Dirk Hightower  Ron Friedman 《Early childhood research quarterly》2008

A multilevel modeling approach was employed to investigate the relation between sex composition and developmental change in 70 urban preschool classrooms. The research represents a unique contribution as (1) few studies have examined the influence of sex composition during the preschool years, (2) it represents the first research to use a continuous (i.e., sex ratio) as opposed to binary (i.e., mixed- versus single-sex) indicator for classroom sex composition, and (3) the sample represents an important and often neglected group (i.e., low-income children from urban schools). A series of HLM models were run, addressing the nested nature of the data (children within classrooms), and relating classroom sex composition to developmental change using the cognitive, motor, and social subscales from the Child Observation Record (COR). Overall, there were no main effects at the classroom-level for sex composition. However, a cross-level interaction indicated that, while girls’ development was not influenced by classroom sex composition, boys in classrooms with proportionally more boys fared significantly worse in terms of development as assessed by combined score on the COR. More specifically, this interaction was significant when predicting the COR cognitive subscale, but nonsignificant when predicting the COR social and motor subscales. This was true when controlling for the number of students at the classroom-level, as well as child's age and baseline ability (i.e., Time 1 COR) at the child-level. Implications for early childhood education policy are discussed.  相似文献   

A Similarity Heuristic in Children’s Possibility Judgments     

Brandon W. Goulding  Ori Friedman 《Child development》2021,92(2):662-671

Children often judge that strange and improbable events are impossible, but the mechanisms behind their reasoning remain unclear. This article (N = 250) provides evidence that young children use a similarity heuristic that compares potential events to similar known events to determine whether events are possible. Experiment 1 shows that 5- to 6-year-olds who hear about improbable events go on to judge that similar improbable events can happen. Experiment 2 shows that 5- to 6-year-olds more often affirm that improbable events can happen if told about related improbable events than if told about unrelated ones. Finally, Experiment 3 shows that 5- to 6-year-olds affirm the possibility of improbable events related to known events, but deny that related impossible events can happen.  相似文献   

Rethinking healthy families: a continuous responsibility     

Oshana D  Harding K  Friedman L  Holton JK 《Child abuse & neglect》2005,29(3):219-28; author reply 241-9

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Food sharing in albino rat pups: Does familiarity breed contempt?     

Georgia D. Wills  Frank R. Moore  Andrea L. Wesley  Barry Friedman 《Learning & behavior》1984,12(1):106-108

The present experiment investigated the effects of kinship and familiarity upon food sharing in pairs of albino rat pups. Five pairs of rats from each of the following groups were tested: (1) familiar siblings, (2) nonfamiliar siblings, (3) familiar nonsiblings, and (4) nonfamiliar non-siblings. A small food portion was used, necessitating not only close physical contact, but also cooperation in the sense that both pups were required to remain relatively immobile in order for both to feed simultaneously. Results indicated more frequent sharing among unfamiliar pups, whether related or not. Results also indicated that food sharing increased in frequency among all four groups over the 5-day testing period, suggesting that cooperation in the form of food sharing can develop, or increase in frequency, over time in albino rat pups.  相似文献   

Children's Comparisons of the Recency of Two Events from the Past Year   总被引：1，自引：0，他引：1  

William J. Friedman  Amanda C. Gardner  Naomi R. E. Zubin 《Child development》1995,66(4):970-983

Research on memory for time has been limited by the difficulty of disentangling several of the fundamentally different processes that contribute to a chronological sense of the past. This study used a developmental approach to isolate one of these processes, impressions of distances in the past. Large samples of children between 3 and 12 years were asked to judge which was longer ago, their birthday or Christmas (and, in one study, Halloween and Thanksgiving). Even children under 6 years of age were able to discriminate the recency of their birthday and Christmas with great accuracy when the events were widely separated and one was within the past several months. The ability to discriminate recency on these scales appears to be a basic property of human memory that changes little with development. Other information about the locations of the events and their relative times of occurrence could only be interpreted correctly by children older than 9 years.  相似文献   

Continuing professional development: pedagogical practices of interprofessional simulation in health care     

Sofia Nyström  Johanna Dahlberg  Samuel Edelbring  Håkan Hult  Madeleine Abrandt Dahlgren 《Studies in Continuing Education》2017,39(3):303-319

The increasing complexity of health care practice makes continuing professional development (CPD) essential for health care professionals. Simulation-based training is a CPD activity that is often applied to improve interprofessional collaboration and the quality of care. The aim of this study is to explore simulation as a pedagogical practice for the CPD of health care professionals. Specifically, the study focuses on how a professional development activity, the simulation, is enacted to support interprofessional collaboration and learning. A practice theory perspective is used as the theoretical framework. In this, the professional practice is conceptualised as being embodied, relational and situated in sociomaterial arrangements. Ten introduction and reflection sessions following interprofessional full-scale manikin-based simulations with professionals were video-recorded. The recordings were analysed following a stepwise qualitative collaborative approach developed for the purpose. The key findings suggest that the professional competence activity is enacted and interconnected with and governed by historical traditions of institutional teaching practices as well as simulation practices. Despite the intentions of team and interprofessional training, the institutional teaching and simulation practices constrain and hinder the intended outcomes of professional development in interprofessional collaboration.  相似文献   

The Development of Children's Memory for the Time of Past Events     

William J. Friedman 《Child development》1991,62(1):139-155

Previous research on adults' and children's memory for the time of past events has generally overlooked the fundamental distinction between knowledge of temporal distance in the past and knowledge of temporal locations. This study applied the distinction to the development of time memory. Children of 4, 6, and 8 years of age experienced 2 target events, one 7 weeks and the other 1 week before testing. They were asked to judge the relative recency of the 2 events and to localize the older event by time of day, day of the week, month, and season. Even the 4-year-olds were successful in judging the relative recency of the 2 events and localizing the older event by time of day. However, on the 3 longer time scales, only the 6- and 8-year-olds could localize the older event, reason about possible times that it could have occurred, or tell the present time. The great accuracy of the time-of-day judgments at all 3 ages is almost certainly not due to distance-type information. The results show the separate development of distance and location judgments.  相似文献   

The development of children's knowledge of temporal structure   总被引：1，自引：0，他引：1  

W J Friedman 《Child development》1986,57(6):1386-1400

Adults have a rich understanding of a number of time systems, but little is known about how this knowledge develops. 3 experiments were conducted to test a model in which the first representations of the days of the week and months of the year have verbal-list properties, and these are later supplemented by image representations. In Experiments 1 and 2, fourth or fifth graders could judge forward relative order for these contents, but not until adolescence could backward order judgments be made accurately. In Experiment 3, fourth graders used a serial process to solve a categorical distance judgment task, whereas older groups shifted to a process with more rapid access to information about the position of remote items. The results are interpreted as supporting the 2-stage model and appear inconsistent with a number of alternative models.  相似文献   

School-level facilitators of inclusive education: the case of Serbia     

Dragica Pavlović Babić  Eben Friedman 《欧洲特需教育杂志》2018,33(4):449-465

Relying on Bronfenbrenner’s ecological model, this paper attempts to identify school-level factors that contribute to effective implementation of inclusive education. We also explored how government policy, with emphasis on individual education plans, school teams, Roma assistants and inter-sectorial committees, is implemented at the school level. Qualitative data were collected from various informants (students, parents, teachers, school associates, Roma assistants and local community representatives) in five schools selected on the basis of regional distribution and success in supporting diverse student needs. Two core categories of school-level facilitators were generated: inclusive practices and inclusive culture. Within the first category, which refers to concrete actions and relationships in the school and local community, five themes emerged: individualisation and use of individual education plans; cooperation between teachers and school inclusive education expert team; cooperation with internal and external specialists; cooperation with parents, and cooperation with the local community. The second category, which reflects beliefs, values and implicit school norms, was further divided into five subcategories: willingness for life-long learning; proactive stance; sense of teamwork; sophisticated personal philosophies of development and learning; and acceptance of difference. We concluded that successful schools have developed into professional learning communities. Finally, recommendations for improving relevant practices were provided.  相似文献