Teaching Technology Integration to K-12 Educators: A ‘Gamified’ Approach     

Theodore J. Kopcha  Lu Ding  Kalianne L. Neumann  Ikseon Choi 《TechTrends》2016,60(1):62-69

  相似文献   

Perceptions of the teaching-research nexus: a framework for analysis   总被引：2，自引：2，他引：2  

Ruth Neumann 《Higher Education》1992,23(2):159-171

This paper reports on the perceptions that senior academic administrators hold on the relationship between the research and teaching components of academic work. Semi-structured, in-depth interviews were conducted with senior academic administrators from the humanities, sciences, social sciences and professional areas. The findings indicate a strong belief in a symbiotic nexus between teaching and research. Indeed, the data reveal many important, but often subtle, interconnections between these two components of academic work. A three-level nexus between teaching and research is suggested: the tangible nexus, the intangible nexus and, the global nexus. These findings form part of a wider investigation into the nature of academic work in Australian universities and are proposed as a suitable framework for further research.  相似文献   

COGNITIVE CONGRUENCE BETWEEN TEACHERS’ QUESTIONS AND STUDENTS’ ANSWERS     

Lily Neumann  Sophia Mahler 《Assessment & Evaluation in Higher Education》1989,14(3):158-166

The purpose of the present study was to assess the impact of a teacher‐training workshop in a medical school upon the cognitive congruence between teachers’ questions and students’ answers. The major findings of this study were: (a) The average number of student‐teacher verbal interactions significantly exceeded the number of separate statements by teacher and students, (b) After the workshop, the number of interactions increased, especially in medium‐ and large‐size classes, (c) The extent of cognitive correspondence was greater at basic cognitive levels (knowledge, comprehension, application) than at high cognitive levels (analysis, synthesis, evaluation). This result was observed both before and after the workshop, as well as in all three class sizes, (d) Following the workshop, the cognitive congruence increased, especially in large classes and within the basic levels.  相似文献   

The work values and motivational profiles of vocational,collegiate, nonconformist,and academic students     

Arie Reichel  Yoram Neumann  Abraham Pizam 《Research in higher education》1981,14(3):187-199

  相似文献   

A limited,apolitical, and open Paulo Freire     

Jacob W. Neumann 《Educational Philosophy and Theory》2016,48(6):634-644

Paulo Freire’s work is often characterized and used in terms that seek to produce widespread political and economic changes across societies. Peter Roberts, however, in his book Paulo Freire in the twenty-first Century, offers readers a much different way of approaching Freire’s work. Throughout his book, Roberts presents Freire as recognizing the limitations of educational initiatives, as not seeking specific macro-political objectives, and as emphasizing openness to alternative discourses. These themes weave throughout each chapter of the book, in which Roberts examines a wide range of topics, from Freire and Dostoevsky to reason and emotion to political correctness to Freire and the Tao Te Ching. In this review essay, I engage a number of purposes. I elucidate and trace these three themes as they weave throughout and support the various topics that Roberts examines in his book. I illustrate how Roberts’s treatment of these themes challenges many of the interpretations of Freire’s work found within the critical literature, and, through this critique, it offers readers new ways of thinking about Freire’s thinking. Lastly, I discuss how Roberts’s thoughts suggest new ways that Freire’s work, and critical education in general, might begin to make more meaningful and practical inroads into public education and might develop new avenues of scholarship on Freire’s work.  相似文献   

A reflective cycle: Understanding challenging situations in a school setting     

Pihla Markkanen  Maritta Välimäki  Minna Anttila  Marko Kuuskorpi 《Educational research; a review for teachers and all concerned with progress in education》2020,62(1):46-62

  相似文献   

Task characteristics of faculty in medical school departments     

Dr. Martin P. Charns  Yoram Neumann 《Research in higher education》1979,11(2):125-135

Perceived characteristics of research, teaching, and patient care tasks of faculty members and administrators in five medical schools were found to differ significantly among departments representing different scientific and medical specialties. These differences correspond to state of development of the field and nature of the work done in the different departments. The basic science departments, which as a group represent a higher state of scientific development than the clinical departments, were more homogeneous in reported task characteristics than were the clinical departments. In light of these differences, it is argued that it is dysfunctional to apply the same set of organizational policies and practices, such as criteria for rewards and promotions, uniformly to all departments.  相似文献   

The appearance of literacy in new communicative practices: interrogating the politics of noticing     

Cathy Burnett  Guy Merchant  Michelle M. Neumann 《Cambridge Journal of Education》2020,50(2):167-183

ABSTRACT

This conceptual article examines how ready-made assumptions about literacy both frame and limit understandings of new communicative practices in educational contexts. Proposing a tripartite heuristic that interrogates the appearance of literacy in terms of emergence, semblance and performance, it uses stories from a study of touchscreen tablets in one early years setting to illustrate the social-material arrangements associated with moments when tablets became texts to be looked at, shared or made. The authors argue that a sociomaterial sensibility can not only sensitise researchers to new communicative practices, but also to the ways in which sociomaterial arrangements help to construct habits of noticing often active in accounts of literacy practice and research. It is their contention that exploring the relations between emergence, semblance and performance is particularly valuable at a time when conceptualisations of literacy are being challenged in response to diversifying communicative practices.  相似文献   

Game learning analytics for understanding reading skills in transparent writing system     

Marko Niemelä  Tommi Kärkkäinen  Sami Äyrämö  Miia Ronimus  Ulla Richardson  Heikki Lyytinen 《British journal of educational technology : journal of the Council for Educational Technology》2020,51(6):2376-2390

  相似文献   

THE CLASS‐SIZE EFFECT UPON ACTIVITY AND COGNITIVE DIMENSIONS OF LESSONS IN HIGHER EDUCATION     

Sophia Mahler  Lily Neumann  Pinchas Tamir 《Assessment & Evaluation in Higher Education》1986,11(1):43-59

This study examines the effects of class size upon the verbal interactions and the cognitive level of medical instruction. The major findings of this study indicate that: (a) the percentage of the teacher's verbal activities increases with the group size; (b) the shortest teacher‐lectures are given in medium‐size classes; (c) the longest student‐answers and student initiations are observed in medium‐size classes; (d) the maximal diversity of verbal interactions is found in medium groups, while the minimal is found in large groups; (e) the percentage of interactions at the lowest cognitive level (knowledge) increases with class size; (f) longer interactions are observed in large classes at the knowledge level, and in smaller classes at the analysis and evaluation levels; (g) the minimal cognitive diversity is found in large groups; (h) both activity and cognitive total scores decrease as the class size increases. The implications of these findings are discussed.  相似文献