Can pop culture and Shakespeare exist in the same classroom? Using student interest to bring complex texts to life     

Elena Xeni 《Educational Media International》2013,50(4):331-332

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Developing the global student: higher education in an era of globalization     

Elena Xeni 《Educational Media International》2013,50(1)

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Creating critical classrooms: reading and writing with an edge     

Elena Xeni 《Educational Media International》2013,50(1):62-63

Since the foundation in this country in 1950 of the Institut für Film Und Bild the production of AV aids for tuition and education has been promoted in many ways.  相似文献   

Towards a Competency Model for Teaching Computer Science     

Elena Bender  Peter Hubwieser  Niclas Schaper  Melanie Margaritis  Marc Berges  Laura Ohrndorf 《Peabody Journal of Education》2013,88(4):519-532

To address the special challenges of teaching computer science, adequate development of teachers’ competencies during their education is extremely important. In particular, pedagogical content knowledge and teachers’ beliefs and motivational orientations play an important role in effective teaching. This research field has been sparsely investigated up to now and there exists no consistent competency model for teaching computer science in Germany. Therefore, this paper describes the development of competency in the areas of pedagogical content knowledge, teachers’ beliefs, and motivational orientations with regard to computer science. Competency-relevant factors for teaching computer science are theoretically derived and concretely formulated with the help of expert interviews conducted according to the critical incident technique and analyzed using techniques of qualitative content analysis.  相似文献   

Los juegos de simulación: cómo hacerlos,dónde conseguirlos     

Elena Martín 《Infancia y Aprendizaje》2013,36(34):115-122

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Changes in Sensory Dominance During Childhood: Converging Evidence From the Colavita Effect and the Sound‐Induced Flash Illusion     

Elena Nava  Francesco Pavani 《Child development》2013,84(2):604-616

In human adults, visual dominance emerges in several multisensory tasks. In children, auditory dominance has been reported up to 4 years of age. To establish when sensory dominance changes during development, 41 children (6–7, 9–10, and 11–12 years) were tested on the Colavita task (Experiment 1) and 32 children (6–7, 9–10, and 11–12 years) were tested on the sound‐induced flash illusion (Experiment 2). In both experiments, an auditory dominance emerged in 6‐ to 7‐year‐old children compared to older children. Adult‐like visual dominance started to emerge from 9 to 10 years of age, and consolidated in 11‐ to 12‐year‐old children. These findings show that auditory dominance persists up to 6 years, but switches to visual dominance during the first school years.  相似文献   

Introduction to the Special Section on Genomics     

Elena L. Grigorenko  Mary Dozier 《Child development》2013,84(1):6-16

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Spelling well despite developmental language disorder: what makes it possible?     

Natalia Rakhlin  Cláudia Cardoso-Martins  Sergey A. Kornilov  Elena L. Grigorenko 《Annals of dyslexia》2013,63(3-4):253-273

The goal of the study was to investigate the overlap between developmental language disorder (DLD) and developmental dyslexia, identified through spelling difficulties (SD), in Russian-speaking children. In particular, we studied the role of phoneme awareness (PA), rapid automatized naming (RAN), pseudoword repetition (PWR), morphological (MA), and orthographic awareness (OA) in differentiating between children with DLD who have SD from children with DLD who are average spellers by comparing the two groups to each other, to typically developing children as well as children with SD but without spoken language deficits. One hundred forty-nine children, aged 10.40 to 14.00 years, participated in the study. The results indicated that the SD, DLD, and DLD/SD groups did not differ from each other on PA and RAN Letters and underperformed in comparison to the control groups. However, whereas the children with written language deficits (SD and DLD/SD groups) underperformed on RAN Objects and Digits, PWR, OA, and MA, the children with DLD and no SD performed similarly to the children from the control groups on these measures. In contrast, the two groups with spoken language deficits (DLD and DLD/SD) underperformed on RAN Colors in comparison to the control groups and the group of children with SD only. The results support the notion that those children with DLD who have unimpaired PWR and RAN skills are able to overcome their weaknesses in spoken language and PA and acquire basic literacy on a par with their age peers with typical language. We also argue that our findings support a multifactorial model of DLD.  相似文献   

UpToDate versus DynaMed: a cross-sectional study comparing the speed and accuracy of two point-of-care information tools     

Glyneva Bradley-Ridout  Erica Nekolaichuk  Trevor Jamieson  Claire Jones  Natalie Morson  Rita Chuang  Elena Springall 《Journal of the Medical Library Association》2021,109(3):382

Objective:To compare the accuracy, time to answer, user confidence, and user satisfaction between UpToDate and DynaMed (formerly DynaMed Plus), which are two popular point-of-care information tools.Methods:A crossover study was conducted with medical residents in obstetrics and gynecology and family medicine at the University of Toronto in order to compare the speed and accuracy with which they retrieved answers to clinical questions using UpToDate and DynaMed. Experiments took place between February 2017 and December 2019. Following a short tutorial on how to use each tool and completion of a background survey, participants attempted to find answers to two clinical questions in each tool. Time to answer each question, the chosen answer, confidence score, and satisfaction score were recorded for each clinical question.Results:A total of 57 residents took part in the experiment, including 32 from family medicine and 25 from obstetrics and gynecology. Accuracy in clinical answers was equal between UpToDate (average 1.35 out of 2) and DynaMed (average 1.36 out of 2). However, time to answer was 2.5 minutes faster in UpToDate compared to DynaMed. Participants were also more confident and satisfied with their answers in UpToDate compared to DynaMed.Conclusions:Despite a preference for UpToDate and a higher confidence in responses, the accuracy of clinical answers in UpToDate was equal to those in DynaMed. Previous exposure to UpToDate likely played a major role in participants'' preferences. More research in this area is recommended.  相似文献   

Intelligence and Educational Practices: Deja Vu all Over Again     

Elena L. Grigorenko 《Educational Psychology Review》2000,12(3):361-364

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