Machine‐mediated instruction for work‐force training and education     

Edward A. Friedman 《The Information Society》2013,29(3-4):269-320

Abstract

This paper reviews developments in the work force as they bear on training needs from entry level skills through professional continuing education. It summarizes the state of the art in various categories of information technology as they apply to education and training, including interactive videodisc, satellite communications systems, videotex, and artificial intelligence methods. These technologies and their potential are illustrated through case study examples. Policy recommendations are presented for governmental, industrial, and higher educational institution initiatives.  相似文献   

Analysis of Gymnastics Judges' Visual Search     

Chantal Bard  Michelle Fleury  Lise Carrière  Madeleine Hallé 《Research quarterly for exercise and sport》2013,84(2):267-273

Abstract

This study was designed to investigate the visual search patterns of gymnastics judges. The subjects were four national judges (experienced) and three local judges (novice). Three dependent variables were measured: the number and the location of ocular fixations during the evaluation of a gymnast's performance, and the number of errors made by the judges. Ocular fixations were studied by the corneal reflection technique with a NAC Eye-Movement Recorder. There was no statistical difference in the number of fixations for both groups of judges. However, the expert judges had 27% less fixations than the novice judges. A statistical difference was found between expert judges and novice judges for the location of fixations; experts had more fixations on the upper part of the gymnast's body, while novices concentrated their attention on the legs. The type of routine significantly affected the number of fixations; more fixations were found for optional routines. There was no statistical difference in the number of judgment errors made by the two groups of judges. However, novice judges detected only half the gymnast's errors detected by the expert judges.  相似文献   

Non-abandonment as a foundation for inclusive school practice     

Michal Razer  Victor J. Friedman 《Prospects》2013,43(3):361-375

The authors of this article describe an essential feature of inclusive educational practice: non-abandonment. When students’ needs and difficult behavior are overwhelming, teachers may abandon them emotionally as a defensive reaction to their own experience of emotional distress and helplessness. Non-abandonment represents a constructive strategy for dealing with these students based on the psychodynamic concepts of containing and holding. The authors provide a theoretical grounding for the processes of abandonment and non-abandonment, and then illustrate how these two processes play themselves out in school practice, drawing on action research conducted with educators in Israeli schools. They then describe eight elements in an active strategy of non-abandonment. These are: (1) make a conscious choice to assume professional responsibility for these students; (2) “stand by” students whose behaviour leads others to abandon them; (3) reframe self-defeating ways of thinking to open new avenues for action; (4) attempt to understand students’ real needs, including emotional ones; (5) adapt teaching practice to meet these needs, even going beyond traditional pedagogy; (6) create school frameworks in which teachers can systematically reflect on and improve practice; (7) address teachers’ emotional needs by making their own negative feelings openly discussable; and (8) promote teamwork and supportive relations among school faculty based on honest feedback and mutual non-abandonment.  相似文献   

Student laboratory presentations as a learning tool in anatomy education     

Madeleine B. Chollet  Mark F. Teaford  Evan M. Garofalo  Valerie B. DeLeon 《Anatomical sciences education》2009,2(6):260-264

Previous studies have shown that anatomy students who complete oral laboratory presentations believe they understand the material better and retain it longer than they otherwise would if they only took examinations on the material; however, we have found no studies that empirically test such outcomes. The purpose of this study was to assess the effectiveness of oral presentations through comparisons with other methods of assessment, most notably, examination performance. Specifically, we tested whether students (n = 256) performed better on examination questions on topics covered by their oral presentations than on other topics. Each student completed two graded, 12‐minute laboratory presentations on two different assigned topics during the course and took three examinations, each of which covered a third of the course material. Examination questions were characterized by type (memorization, pathway, analytical, spatial). A two‐way repeated measures analysis of variance revealed that students performed better on topics covered by their presentations than on topics not covered by their presentations (P < 0.005), regardless of presentation grade (P > 0.05) and question type (P > 0.05). These results demonstrate empirically that oral presentations are an effective learning tool. Anat Sci Educ 2: 260–264, 2009. © 2009 American Association of Anatomists.  相似文献   

Measuring the promise of Big Data syllabi     

Alon Friedman 《Technology, Pedagogy and Education》2018,27(2):135-148

Growing interest in Big Data is leading industries, academics and governments to accelerate Big Data research. However, how teachers should teach Big Data has not been fully examined. This article suggests criteria for redesigning Big Data syllabi in public and private degree-awarding higher education establishments. The author conducted a survey of 35 Big Data syllabi across different academic institutions in the USA using Palmer, Bach, and Streifer’s rubric criteria. The role of syllabi in higher education has an established tradition in summarising topics covered in a single course and textbook, and in referencing the instructor’s resources. Yet, despite the central role of course resources, the present study did not find a common textbook. The majority of resources referenced were academic articles and blog postings used by the instructors and other professionals in the field. Based on Palmer et al.’s score rubric, this study found that many of the syllabi broke down the main ideas of Big Data into smaller content items using interpretations of the instructor’s subject knowledge. The study recommends that Big Data instructors need to provide a better breakdown of each component of the syllabus to reflect a clear understanding of grades and resources available on the subject. Future studies also need to examine students’ expectations of those classes.  相似文献   

Gender respect: Empirical insights for (moral) educators about women’s struggles for respect in the Global South     

Madeleine Arnot  Sharlene Swartz 《Journal of moral education》2018,47(4):481-497

Promoting gender respect is essential to the development of both sexes and to gender equality. This article argues for the importance of moral education to support the struggle of girls and women to achieve respect within unequal and complex gender power relations, especially in poverty contexts. Evidence collected from a sequence of in-depth qualitative studies in the Global South highlights the diverse ways that the giving of respect and the struggle to be respected shapes women’s lives. We show that moral education has a role to play in foregrounding female voices in order to: better understand the poverty-gender-education nexus; recognise the contribution of women and mothers as moral educators; acknowledge girls’ struggles to gain self-respect, peer respect and mitigate disrespect; and, ensure sexual respect despite aggressive masculinities. Moral education programmes which encourage respectful relations between the sexes need to address these highly contextualised forms of struggles for ‘gender respect’.  相似文献   

Learning for professional life: Student teachers' and graduated teachers' views of learning,responsibility and collaboration     

Madeleine Abrandt Dahlgren  Eva Hammar Chiriac 《Teaching and Teacher Education》2009

The focus of this study is on how final-semester students and newly-graduated teachers experience the formal objectives of teacher education, with a particular view of the concepts of learning, responsibility and collaboration. The ways of experiencing these concepts varied from conceptions in which only one dimension is discerned from in the student teachers group to conceptions in which several dimensions of the phenomena are discerned in the graduate teachers group.  相似文献   

Children’s Beliefs About Possibility Differ Across Dreams,Stories, and Reality     

Brandon W. Goulding  Ori Friedman 《Child development》2020,91(6):1843-1853

Are children’s judgments about what can happen in dreams and stories constrained by their beliefs about reality? This question was explored across three experiments, in which four hundred and sixty-nine 4- to 7-year-olds judged whether improbable and impossible events could occur in a dream, a story, or reality. In Experiment 1, children judged events more possible in dreams than in reality. In Experiment 2, children also judged events more possible in dreams than in stories. Both experiments also suggested that children’s beliefs about reality constrain their judgments about dreams and stories. Finally, in Experiment 3 children were asked about impossible events more typical of dreams and stories. In contrast with the other experiments, children now affirmed the events could happen in these worlds.  相似文献   

Becoming an urban science teacher: How beginning teachers negotiate contradictory school contexts     

Lisa M. Marco-Bujosa  Katherine L. McNeill  Audrey A. Friedman 《科学教学研究杂志》2020,57(1):3-32

Teacher attrition rates are high in urban schools, particularly for new science teachers. Little research has addressed how science teachers can be prepared to effectively bridge the divide between preparation and urban teaching. We utilized the theoretical frameworks of social justice, identity, and structure-agency to investigate this transition. Specifically, we examined the Urban Science Teacher Preparation (USTP) program as a critical case of “well-prepared” urban science teachers. Study participants included one cohort of four teachers. Data, primarily from individual interviews, a focus group, and written reflections, were collected from participants during pre-service preparation and their first year of teaching. The USTP program nurtured the development of a professional identity aligned with teaching science for social justice, with a unique emphasis on identifying structural injustices in schools. Findings indicate all four teachers used their identities to negotiate school policies and procedures that restricted student opportunities to learn science through three processes: deconstructing the context, positioning themselves within and against the context, and enacting their identities. These findings suggest the importance of USTP programs to provide teacher candidates with political clarity for teaching for social justice and sustained induction support to resist school socialization pressures.  相似文献   

Anxiety in children: Some observations for the school psychologist     

Guy T. Doyal  Ronald J. Friedman 《Psychology in the schools》1974,11(2):161-164

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