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151.
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Susan L. O'Rourke Marie Martin 《British journal of educational technology : journal of the Council for Educational Technology》2011,42(5):875-882
This paper describes the development of a virtual learning environment using a blend of collaborative technologies and human resources to provide US preservice teachers with an authentic experience of another culture. A core design component is the use of ‘embedded instructors’ who are natives of and living in the target country (N. Ireland) while delivering the course in the USA. The wider issue of the potential depersonalisation of online learning is also addressed, and effective strategies for promoting the human dimension and sustaining learner engagement are described. In the context of globalisation, as well as of the constantly increasing provision of online courses, the course model could be of interest to both the academic and the corporate world. 相似文献
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Schofield TJ Martin MJ Conger KJ Neppl TM Donnellan MB Conger RD 《Child development》2011,82(1):33-47
The interactionist model (IM) of human development (R. D. Conger & M. B. Donellan, 2007) proposes that the association between socioeconomic status (SES) and human development involves a dynamic interplay that includes both social causation (SES influences human development) and social selection (individual characteristics affect SES). Using a multigenerational data set involving 271 families, the current study finds empirical support for the IM. Adolescent personality characteristics indicative of social competence, goal-setting, hard work, and emotional stability predicted later SES, parenting, and family characteristics that were related to the positive development of a third-generation child. Processes of both social selection and social causation appear to account for the association between SES and dimensions of human development indicative of healthy functioning across multiple generations. 相似文献
157.
The purpose of this investigation was to examine the accuracy of teachers' judgments of students' early literacy skills and to determine if students' achievement levels influenced teachers' judgments. Typical and lower‐achieving kindergarten and first‐grade students' scores on the Nonsense Word Fluency and Phoneme Segmentation Fluency measures of the Dynamic Indicators of Basic Early Literacy Skills (DIBELS) were compared to the predicted performance by their teachers. Results showed a moderately strong correlation between teachers' judgments and students' performance across all of the students, which is consistent with past research. Teachers' judgments, however, consistently and significantly overestimated the actual performance of students, particularly those who were typically performing students. The findings of the investigation suggest that relying on teachers' judgments of students' early literacy skills alone may be insufficient to accurately identify students at risk for reading difficulties. © 2011 Wiley Periodicals, Inc. 相似文献
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Jan Vanhoof Jean Pierre Verhaeghe Martin Valcke Peter Van Petegem 《Educational studies》2011,37(2):141-154
Information‐rich environments are created to promote data use in schools for the purpose of self‐evaluation and quality assurance. However, providing feedback does not guarantee that schools will actually put it to use. One of the main stumbling blocks relates to the interpretation and diagnosis of the information. This study examines the relationship between data literacy competences, support given in interpreting the information, actual use of the feedback and potential school improvement effect. A randomised field experiment with 188 school principals from primary education was set up and a post‐test was used to investigate the effects of a support initiative. The results revealed that a minority of schools invested significantly in the interpretation and diagnosis of the school performance feedback (SPF), despite the fact that most of the respondents showed an interest in the SPF report. In addition, data competence support and the subsequent use of feedback were found to be limited. 相似文献
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Felicitas Kraemer Kees van Overveld Martin Peterson 《Ethics and Information Technology》2011,13(3):251-260
We argue that some algorithms are value-laden, and that two or more persons who accept different value-judgments may have
a rational reason to design such algorithms differently. We exemplify our claim by discussing a set of algorithms used in
medical image analysis: In these algorithms it is often necessary to set certain thresholds for whether e.g. a cell should
count as diseased or not, and the chosen threshold will partly depend on the software designer’s preference between avoiding
false positives and false negatives. This preference ultimately depends on a number of value-judgments. In the last section
of the paper we discuss some general principles for dealing with ethical issues in algorithm-design. 相似文献