Collaborative learning in the Scottish curriculum for excellence: the challenges of assessment and potential of multi-touch technology     

Sandra McKechan  Jennifer Ellis 《Education 3-13》2013,41(5):475-487

Scottish educational policy advocates the benefits of collaborative learning as a way of developing critical life skills, across the primary curriculum. In this paper, the rationale for collaborative learning, and specifically the Critical Skills (CS) approach, is considered along with an account of the perspectives of primary teachers implementing the methodology in their classroom. Based on the results of semi-structured interviews and an electronic survey, this article considers teachers’ opinion on the effectiveness of the CS approach, and highlights challenges relating to attaining, effectively retaining and analysing the evidence of impact gained via collaborative learning. It concludes that the latest technologies, including multi-touch technology, present scope to ease the challenge of assessing the collaborative process.  相似文献   

Letters to the editor     

Ellis B. Page  James G. Cooper 《教育心理学家》2013,48(3):163-164

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A Taxonomy for Categorizing Generalizations: Generalizing Actions and Reflection Generalizations     

Amy B. Ellis 《学习科学杂志》2013,22(2):221-262

This article presents a cohesive, empirically grounded categorization system differentiating the types of generalizations students constructed when reasoning mathematically. The generalization taxonomy developed out of an empirical study conducted during a 3-week teaching experiment and a series of individual interviews. Qualitative analysis of data from teaching sessions with 7 seventh-graders and individual interviews with 7 eighth-graders resulted in a taxonomy that distinguishes between students' activity as they generalize, or generalizing actions, and students' final statements of generalization, or reflection generalizations. The three major generalizing action categories that emerged from analysis are (a) relating, in which one forms an association between two or more problems or objects, (b) searching, in which one repeats an action to locate an element of similarity, and (c) extending, in which one expands a pattern or relation into a more general structure. Reflection generalizations took the form of identifications or statements, definitions, and the influence of prior ideas or strategies. By locating generalization within the learner's viewpoint, the taxonomy moves beyond casting it as an activity at which students either fail or succeed to allow researchers to identify what students see as general, and how they engage in the act of generalizing.  相似文献   

Teaching Soft Skills Employers Need     

Maureen Ellis  Eric Kisling  Robbie G. Hackworth 《Community College Journal of Research & Practice》2013,37(5):433-453

This study identifies the soft skills community colleges teach in an office technology course and determines whether the skills taught are congruent with the soft skills employers require in today's entry-level office work. A qualitative content analysis of a community college office technology soft skills course was performed using 23 soft skills employers require for entry-level office work. Nine of the 16 colleges in the South Carolina Technical College System were teaching an office technology soft skills course in 2007–2008, and they provided course content for analysis. Data determined that the skills taught in the office technology soft skills course are by vast majority congruent with the soft skills employers require in today's entry-level office work.  相似文献   

Drama as an Experiential Technique in Learning How to Cope with Dying Patients and their Families     

Pat Deeny  Alphy Johnson  Jennifer Boore  Catherine Leyden  Ellis McCaughan 《Teaching in Higher Education》2013,18(1):99-112

This paper discusses a teaching experiment in which participation and observation of a drama helped first year nursing students to consider ways of dealing with death and dying. Workshops included dramatised scenarios of critical incidents demonstrating different peoples' experiences of the death of a fictional patient in hospital. Two nurse teachers performed a two-part drama about the experiences of a patient just diagnosed with terminal cancer. Live performances were presented to large groups of students and followed by small group discussions. Drama as a teaching method was well received, and the combination of drama and group discussion was considered very effective by students, who requested more similar sessions. Drama appears highly satisfactory for achieving learning in the affective domain, and can be added to teaching methods for improving communication skills and coping strategies with nursing students who will be caring for the dying. However, further research is necessary.  相似文献   

Correction to: Neglected Elements of a High-Quality Early Childhood Workforce: Whole Teacher Well-Being and Working Conditions     

Kwon  Kyong-Ah  Ford  Timothy G.  Salvatore  Alicia L.  Randall  Ken  Jeon  Lieny  Malek-Lasater  Adrien  Ellis  Natalie  Kile  Mia S.  Horm  Diane M.  Kim  Sun Geun  Han  Minkyung 《Early Childhood Education Journal》2022,50(1):169-171

Early Childhood Education Journal - The original version of this article unfortunately contains some typo in Table 1.  相似文献   

Teacher education in England: a critical interrogation of school-led training     

Viv Ellis 《师资教育杂志》2019,45(3):365-367

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A chemical passion: the forgotten story of chemistry at British independent girls’ schools, 1820s–1930s,by Marelene Rayner-Canham and Geoff Rayner-Canham     

Heather Ellis 《History of education》2019,48(1):142-143

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3D与2D电视体育收看体验的对比研究     

阿瑟·雷尼  安迪·埃利斯  索菲·杰尼基  魏伟 《成都体育学院学报》2012,38(3):26-33

3D技术是体育电视发展的必然趋向。运用传播心理学的方法,通过心率监测仪等器械的实证研究,我们对受众对3D和2D的体育节目观测体验进行了对比研究。虽然仍有很多人对这一技术存在疑问,但研究结果证明3D体育转播的前景仍然是值得期待的。  相似文献   

E‐learning in higher education: some key aspects and their relationship to approaches to study     

Robert A. Ellis  Paul Ginns  Leanne Piggott 《高等教育研究与发展》2009,28(3):303-318

While there has been systematic and on‐going research into e‐learning in universities for over two decades, there has been comparatively less evidence‐based research into how key aspects of e‐learning are internally constituted from a student perspective and how these aspects might be related to university students’ learning experiences. The purpose of this paper is to explore key aspects of e‐learning that might be related to university student approaches to study, so that a better understanding of the internal structure of these aspects is achieved. Student responses to surveys are analysed at the level of each item to identify which items made the most sense to over 200 third‐year economics students. Data was also analysed both at the variable level, to identify which items coalesce to determine the structure of e‐learning variables, and at the student level, to see if there were groups of students in the sample that shared similar experiences of e‐learning when it was used to support a predominately campus‐based learning experience. The results suggest several implications for improving particular aspects of the student experience of e‐learning when it is used to support a campus‐based experience.  相似文献