Distance education: A particular context for teaching and learning. Introduction to this special issue     

Martin Valcke  Mary Thorpe 《European Journal of Psychology of Education - EJPE》1995,10(2):111-119

This editorial introduction positions distance education in the larger context of educational research and theory construction. Next to a definition of key concepts, the authors elaborate three major issues that are dealt with in distance education research in relation to educational materials. The first issue centres on curriculum and values. The second topic concentrates on the creation of appropriate learning environments. The third issue focuses on the evaluation of effects of materials in use. In discussing the three issues the authors stress the particularities of the distance education context.  相似文献   

Supporting technology integration in K-8 multicultural classrooms through professional development     

E. Carol Beckett  Keith Wetzel  Inés Márquez Chishlom  Ron Zambo  Ray Buss  Helen Padgett  Mia Kim Williams  Mary Odom 《TechTrends》2003,47(5):14-17

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Waldorf education in an inner-city public school     

Ray McDermott  Mary E. Henry  Cynthia Dillard  Paul Byers  Freda easton  Ida Oberman  Bruce Uhrmacher 《The Urban Review》1996,28(2):119-140

In 1991, the first public Waldorf school was opened in the inner city of Milwaukee. Based on a week of observations by the authors, this article reports the significant achievements of the school. In classrooms, we observed mostly whole-class lessons well structured around the natural rhythms of body movement, language, and social interaction; most of the children were constantly engaged with the curriculum. Misbehavior was handled directly and lovingly. The children performed remarkably well on standardized tests. Faculty discussions on the nature of Waldorf education and its use in a racially charged and poor neighborhood were both heated and productive.  相似文献   

We Feel, Therefore We Learn: The Relevance of Affective and Social Neuroscience to Education   总被引：1，自引：0，他引：1  

Mary Helen Immordino-Yang  Antonio Damasio 《Mind, Brain, and Education》2007,1(1):3-10

ABSTRACT— Recent advances in neuroscience are highlighting connections between emotion, social functioning, and decision making that have the potential to revolutionize our understanding of the role of affect in education. In particular, the neurobiological evidence suggests that the aspects of cognition that we recruit most heavily in schools, namely learning, attention, memory, decision making, and social functioning, are both profoundly affected by and subsumed within the processes of emotion; we call these aspects emotional thought . Moreover, the evidence from brain-damaged patients suggests the hypothesis that emotion-related processes are required for skills and knowledge to be transferred from the structured school environment to real-world decision making because they provide an emotional rudder to guide judgment and action. Taken together, the evidence we present sketches an account of the neurobiological underpinnings of morality, creativity, and culture, all topics of critical importance to education. Our hope is that a better understanding of the neurobiological relationships between these constructs will provide a new basis for innovation in the design of learning environments.  相似文献   

Growing up: a survey     

Mary Hoffman 《Children‘s Literature in Education》1984,15(3):171-185

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Misconduct and social control in science: issues, problems, solutions     

Fox MF  Braxton JM 《The Journal of higher education》1994,65(3):373-383

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An examination of the relationship between technology problems and teaching evaluation of online instruction     

William Lan  Mary K. Tallent-Runnels  Wes Fryer  Julie Thomas  Sandi Cooper  Kun Wang 《The Internet and Higher Education》2003,6(4):365-375

To address faculty members' concern that teaching evaluation in the online environment might be lowered because of technology problems students experience in online courses, a sample of 202 undergraduate students enrolled in an introductory statistics course in a college of business administration was surveyed. Students' evaluation of their instructors and the course and their experiences with technology problems when taking the course were measured. As expected, a negative correlation between teaching evaluation and experience of technology problems was observed. Based on the finding, it is suggested that, to encourage faculty members to teach online, universities need to examine the relationship between teaching evaluation and technology problems experienced by students in the online environment and adjust the evaluation skewed by problems that are out of instructors' control. Measurement instruments used in the study and a suggested formula for adjusting teaching evaluation are provided.  相似文献   

Measuring Self-Regulated Learning Processes through Tracking Patterns of Student Interaction with Achievement Activities   总被引：1，自引：0，他引：1  

Mary Ainley  Lyn Patrick 《Educational Psychology Review》2006,18(3):267-286

A micro-level approach to the study of relationships between component processes within self-regulated learning in young adolescent students is described. Using this approach, contingencies between self-regulatory processes can be identified and insight into factors that promote students’ use of self-regulatory strategies can be investigated. Evidence is presented showing how the influence of mastery achievement goals on specific task goals can be mediated by students’ state of interest. Further development of this approach requires consideration of the measurement issues associated with using single items to measure on-task states. Evidence for the reliability and validity of single-item measurement of states is considered in relation to areas of psychological inquiry that regularly use single-item measures and we conclude that further development of these types of measure has the potential to expand our understanding of self-regulated learning.  相似文献   

Sex Education and Teacher Education: A Study of the Queensland Experience     

Mary Mannison 《Asia-Pacific Journal of Teacher Education》1987,15(2):61-73

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The professional development school as learning organization     

Mary M. Harris Corresponding author  Frances van Tassell 《欧洲师范教育杂志》2005,28(2):179-194

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