The use of intelligent technology at home and at school: what do parents think?     

Mike Van  Duuren 《British journal of educational technology : journal of the Council for Educational Technology》1994,25(3):231-232

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Computer science and engineering: utilizing action research and lesson study     

Andrea C. Burrows  Mike Borowczak 《Educational Action Research》2019,27(4):631-646

ABSTRACT

This article explores one group’s use of action research (AR) and lesson study in three US university-level computer science courses affecting 85 undergraduate computer science and engineering students. It offers an overview of three areas including AR, lesson study, and engineering soft skills. The research group identified a problem: undergraduate engineering student soft skill understanding. The group collaborated to enhance participant engagement with this problem by utilizing one lesson focused on soft skills over three research lesson iterations in three distinct university semesters (2017-2018). Field notes were the main data collection method. Observational field notes were recorded in the three research lesson iterations, and themes from the notes were identified. The group valued peer interactions, and the research lesson adaptations as well as pedagogical changes were based on evidence. Four themes were identified, and participant comments were considered as the lessons became more focused . The research group argues that AR and lesson study are separate and distinct ventures based on this yearlong experience, which is counter to some other literature presented. Implications are large for all stakeholders interested in AR, lesson study, soft skill utilization, conflict management, and participant learning impact. Possibilities for enhanced participant engagement exists with honed lesson pedagogy.  相似文献   

Guidance and support in work-experience programmes for unemployed young people in the United Kingdom     

A. G. Watts 《International journal for the advancement of counseling》1984,7(1):25-29

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Questioning Styles and Students' Learning: Four case studies     

Helena Pedrosa de Jesus  Patr?′cia Almeida  Mike Watts 《教育心理学》2004,24(4):531-548

A study of the relationships between students' questioning and learning styles is being conducted on data collected in two university semesters with a sample of 300 students. This report discusses the results of case studies looking in depth at four of the students. These were involved in further data collection through written and oral questions, interviews and classroom observation experiments. The main aim is to unravel the interrogative bases of the students' learning by looking at the quality and quantity of questions they ask. This means that among other characteristics, the nature and the deliberative or spontaneous use of questions by the four students were investigated. It was possible to distinguish question‐askers by tallying their questions. Their learning styles were characterised using Kolb's Learning Styles Inventory. The study also allowed for snapshots of how particular learners shape questions. Looking at the way in which these questioning styles fit with their orientations to learning, and how this drives learning, informs what teaching might best then ensue.  相似文献   

数字时代的远程教育和终身学习——第16届亚洲开放大学协会年会主题报告     

迈克·穆尔  杜琼英 《云南电大学报》2003,5(1):22-30

引言人们现在都一致认为:新的数字技术以其快速的信息存储和传输引起了世界经济、国家经济乃至整个社会的巨变。在数字时代,知道怎样获得信息并把信息转化为知识是经济、社会、个人发展的主要驱动力,个别人可能还会认为这也是政治发展的主要驱动力。对于知识产业、知识工人以及帮助人们在成指数增长的信息中找到定位感的知识系统的话题我们已习以为常。据统计,世界信息量每两年翻两番。知识爆炸使得我们所学的知识必须很快更新。例如,理工系的学  相似文献   

Knowing,Believing, and Understanding: What Goals for Science Education?   总被引：2，自引：1，他引：2  

Smith  Mike U.  Siegel  Harvey 《Science & Education》2004,13(6):553-582

Science &; Education - What is a teacher to do when confronted with a student who says “I understand that theory (e.g., evolution), but I don't believe it”? The purpose of this...  相似文献   

Current conceptions of literacy – insights from work with children and older learners with sensory needs     

Linda Watson  Graeme Douglas  Liz Hodges  Mike McLinden  Nigel Hall 《Journal of Research in Special Educational Needs》2004,4(2):82-90

There have been many efforts to conceptualise literacy, both in terms of its essence and component parts, but it has proved difficult to define. This paper considers work that is undertaken with children and older learners with sensory needs in order to promote the early stages of literacy. Recent government initiatives aimed at fostering literacy development have caused teachers of children with sensory needs to re-examine their practice. The paper discusses early literacy as part of children's attempts to communicate and describes children with sensory needs engaging in a range of activities that are termed 'literacy' by those working with them. By taking into account these activities, the authors endeavour to throw light on the broader questions around concepts of literacy.  相似文献   

Children’s images of beauty: environmental influences on aesthetic preferences     

Robert Watts 《Education 3-13》2019,47(5):534-554

This article reports on a recent study that explored children’s aesthetic preferences. Authors of previous studies in this area have concluded children have a relatively narrow range of preferences based on judgments about their responses to images. In other contexts, researchers have investigated children’s perspectives on their environments and created opportunities for them to take photographs in response to research tasks. This study is the first to draw on both approaches in order to develop a clearer understanding of children’s aesthetic preferences. Fifty-one children in two primary schools were asked to find and photograph images to represent their perceptions of beauty. In order to investigate whether or how children’s environments influenced their preferences, the schools were located in contrasting urban and rural areas. The article explores several contrasts between the two sets of images and offers explanations for these contrasts. It suggests that previous studies may have underestimated the diversity of children’s aesthetic preferences and that social, cultural and environmental factors may explain the differences between children’s aesthetic preferences. The article concludes that both researchers and teachers could adopt similar methods to develop our understanding of children’s perspectives, identities and experiences.  相似文献   

Observed peer victimization during early elementary school: continuity, growth, and relation to risk for child antisocial and depressive behavior     

Snyder J  Brooker M  Patrick MR  Snyder A  Schrepferman L  Stoolmiller M 《Child development》2003,74(6):1881-1898

The rate at which 266 boys and girls ages 5 to 7 years old were victimized by peers was observed on multiple occasions in kindergarten and first grade. Individual differences in victimization were observed at kindergarten entry and in growth over the subsequent 2 years. Victimization increased for some children but decreased for others. Growth in victimization was reciprocally related to growth in teacher-reported antisocial and depressive behavior for boys. For girls, kindergarten victimization was related to growth in parent-reported antisocial behavior, teacher-reported depressive behavior to growth in victimization, and growth in victimization to parent-reported depression. At a short-term group level, antisocial behavior had a lagged suppressive effect on victimization for boys but a facilitating effect for girls.  相似文献   

International organizations,educational development,and conflict: A (world) cultural perspective     

Zapp  Mike 《Prospects》2019,47(4):321-337

PROSPECTS - Many analyses of globalized education have directed growing attention to a problematic local-global nexus, with a particular focus on international organizations (IOs) as coercive and...  相似文献