Some problems in scripture teaching     

Rev. F.S. Popham M.A. M.Ed. Ph.D. 《British Journal of Religious Education》1934,1(2):90-95

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Parliaments and Technology Assessment     

Cope  David 《Minerva》2002,40(4):421-424

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AN OPEN‐AREA WITH STAFF ASSISTANTS FOR SPECIAL EDUCATION     

Eric Hampson M.Ed. 《International Journal of Disability, Development & Education》1973,20(1):52-58

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Teachers’ skill ratings of children with learning disabilities: A comparison of the United States and Japan     

Charles Haynes Ed.D.  Pamela Hook Ph.D.  Paul Macaruso Ph.D.  Etsuko Muta M.Ed.  Yoichi Hayashi M.A.  Junko Kato M.D.  Tokuko Sasaki M.Ed. 《Annals of dyslexia》2000,50(1):213-238

This study compared U.S. and Japanese grade school teachers’ perceptions of the strengths and weaknesses of children in their classrooms identified as fitting commonly used criteria for a learning disability. U.S. teachers identified 4.0 percent of their children as meeting the criteria and Japanese teachers identified 1.5 percent. The teachers then rated these children’s abilities in the areas of listening, speaking, reading/writing, reasoning, mathematics, social, and study skills. Overall, U.S. and Japanese teachers’ rating patterns were similar on 70 percent of the skills. In most areas where significant differences were found—listening, speaking, reading/writing and study skills—U.S. teachers rated higher percentages of their children as “weaker” than Japanese teachers. A noteworthy exception was the area of social skills where Japanese children received higher percentages of “weak” ratings. U.S. and Japanese teachers also differed in their perceptions of causative factors leading to their children’s learning difficulties. We discuss the findings in terms of U.S.-Japanese differences in writing systems and cultural expectations.  相似文献   

Development of an Augmented Reality Game to Teach Abstract Concepts in Food Chemistry          下载免费PDF全文

Philip G. Crandall  Robert K. Engler III  Dennis E. Beck  Susan A. Killian  Corliss A. O'Bryan  Nathan Jarvis  Ed Clausen 《Journal of Food Science Education》2015,14(1):18-23

One of the most pressing issues for many land grant institutions is the ever increasing cost to build and operate wet chemistry laboratories. A partial solution is to develop computer‐based teaching modules that take advantage of animation, web‐based or off‐campus learning experiences directed at engaging students’ creative experiences. We used the learning objectives of one of the most difficult topics in food chemistry, enzyme kinetics, to test this concept. Students are apprehensive of this subject and often criticize the staid instructional methods typically used in teaching this material. As a result, students do not acquire a useful background in this important subject. To rectify these issues, we developed an interactive augmented reality application to teach the basic concepts of enzyme kinetics in the context of an interactive search that took students to several locations on campus where they were able to gather raw materials and view videos that taught the basics of enzyme kinetics as applied to the production of high fructose corn syrup (HFCS). The students needed this background to prepare for a mock interview with an HFCS manufacturer. Students and instructors alike found the game to be preferable to sitting in a classroom listening to, or giving, a PowerPoint presentation. We feel that this use of gaming technology to teach difficult, abstract concepts may be a breakthrough in food science education and help alleviate the drain on administrative budgets from multiple wet labs.  相似文献   

第13届国际ISSI大会论文投稿、评审及录用分析     

梁立明  Ed Noyons 《科学学研究》2011,29(9):1435-1440

 第13届国际科学计量学与信息计量学大会（ISSI 大会）于2011年7月4日-7日在南非德班召开。作为大会议程主席和理论专题主席,本文作者介绍了大会论文征文和投稿的内容及形式,展示了论文评审机制与评价指标,并对提交论文、录用论文及评审专家的国别分布做了分析。中国是提交全文和研究进展论文最多的国家,作者总频次居各国之首,但论文录用率较低。中国也是提交墙展论文最多的国家,显示了中国学者参加国际ISSI大会的热情。由来自25个国家95名成员组成的大会科学委员会中只有一名中国委员,这提示我们中国学者应该更积极地参与国际会议的学术和组织工作。论文最后讨论了中国学者投稿国际ISSI大会,走上国际论坛的几个问题。  相似文献   

The global quiz bowl: Competing and cooperating through compressed video     

George Kontos Ed. D.  Al P. Mizell Ed.D. 《TechTrends》2005,49(6):16-20

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Building citizens via technological efficiency in the school     

Angela Maynard Sewall Ed.D. 《TechTrends》1996,41(5):19-22

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White Noise: The Attack on Political Correctness and the Struggle for the Western Canon     

Bill Cope  Mary Kalantzis 《Interchange》1997,28(4):283-329

This paper provides a critical overview of the debate about political correctness and the status of the Western Canon in education. The paper analyses a number of critical themes in the debate: Who is it under attack? What is the Canon which is to be defended? Why does it need to be defended? And what notions of knowing and learning underlie the arguments of the proponents of the Canon? After outlining the ways in which the arguments of those attacking political correctness and defending the Canon are profoundly flawed, the paper suggests that the case for multiculturalism and diversified curriculum needs to be substantially strengthened if it is to present a viable alternative.  相似文献   

Developing the motivation for improving university teaching   总被引：2，自引：0，他引：2  

Judith Berman Ed.D.  Kelley M. Skeff M.D.  Ph.D. 《Innovative Higher Education》1988,12(2):114-125

Stimulating faculty to take an active interest in improving their teaching remains a challenge to faculty developers in higher education. This survey of university faculty assessed attitudes toward teaching and teaching improvement. While faculty expressed high interest and desire for improving their teaching, the results suggest the presence of faculty subgroups with different degrees of motivation for faculty development. Implications are drawn for the creation of successful faculty development approaches which can capitalize on existing faculty interest, as well as develop faculty motivation for greater participation.She is currently directing a study of the teaching skills of medical residents. Her research includes the study of cultural variables in teacher education and counseling. Associate professor of Medicine at Stanford University and the Assistant Chief of Medicine at Palo Alto VA Medical Center. He is the Director of the national Faculty Development Program for physicians at Stanford.  相似文献