Investigating the relationships among PSTs’ teaching beliefs: are epistemological beliefs central?     

Eralp Bahçivan 《Educational studies》2016,42(2):221-238

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Can Pre-entry Characteristics Account for the Ethnic Attainment Gap? An Analysis of a Flemish University     

Lens  Dries  Levrau  François 《Research in higher education》2020,61(1):26-50

Research in Higher Education - Discussions about social justice imply discussions about higher education. After all, a whole set of literature has illustrated how ethnic minority students face all...  相似文献   

Tradutore,traditore: Can the aect code of ethics “speak” across cultures?     

Annette?SherryEmail author  R.?W.?Burniske  Candido?Manuel?Varela?de?Fretas  José Diaz de Rabago?S.?J.  Abbas?Johari  Clarence?Chu  Fran?ois?Marchessou 《TechTrends》2003,47(6):19-25

Conclusion Although many questions remain unanswered, these early translations of the AECT Code of Ethics will be available at the AECT Web site to ensure that access to the principles is offered in languages other than English. As they become available, more translations will be added to the English, Farsi, French, Mandarin Chinese, Portuguese, and Spanish versions. The translations will be saved as PDF files to retain the unique characters of each language. Additional translators with expertise in both educational technology and the targeted languages will be identified. Exploration of ways to encourage debate regarding the viability of the translations within diverse cultures continues. The ultimate hope is that collaboration among members of the professional ethics committee of AECT, the translators, and interested educators will result in the development of a Code of Ethics that “speaks” across cultures and establishes a meaningful guide to professional conduct around the world. Authors’ Note: This article expands on earlier work published in the (2002) Proceedings of the Annual Meeting of the Association for Educational Communications and Technology, edited by M, Simonson.  相似文献   

Information warfare and security by Dorothy E. Denning     

Jean-François Blanchette 《Ethics and Information Technology》1999,1(3):237-238

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Analyzing learner-hypermedia interaction: An overview of online methods     

Jean-françois Rouet  Jean-Michel Passerault 《Instructional Science》1999,27(3-4):201-219

In this paper we examine the potential of online methods for hypermedia research. Online methods allow the recording, analysis and interpretation of learner-hypermedia interaction. Online methods have been extensively used in cognitive research, and especially in the area of discourse processing. In the first part of the paper we examine several online methods used in discourse comprehension research. We discuss the benefits and limits of each method, and its applicability to hypermedia research. In the second part we focus on the analysis of learner-hypermedia interaction protocols. We introduce several possible approaches, as a function of the observation grain, or the precision of the events that the researcher needs to examine. We present qualitative and quantitative examples at the coarse, intermediate and fine grain and we discuss the research context in which each approach seems most appropriate. We conclude that the empirical study of learner-hypermedia interaction should comply with the general standards of empirical research, e.g., explicit hypotheses and controlled study conditions.  相似文献   

Infant attention scaffolding at home     

François Findji 《European Journal of Psychology of Education - EJPE》1998,13(3):323-333

The purpose of the study was to identify the mechanisms underlying the links between maternal attention directing strategies and infants’ focused attention. In the first year of life temporal organisation of dyadic behaviour was examined in the home. A sample of 50 dyads was videorecorded for one hour during usual activities, twice at 5- and 8-months of age. Onset and offset of maternal behaviours toward objects, and infants’ attention were noted. Sequential analyses demonstrated dependencies between partner’s behaviours: infants and mothers adjusted to each other’s activity. Maternal behaviours were classified as introducing, maintaining and redirecting attention: over both ages, the most frequent maternal behaviour was introducing, which did not systematically attract the infant’s attention; maintaining was the second most frequent maternal behaviour. Infants focused their attention longer when the mother used introducing or maintaining strategies. Older infants initiated a greater proportion of attention focusing episodes. At both ages inter-dyads variability is very large, with a significant inter-ages stability. The present data bring further support to the interpretation of parental activity as a genuine scaffolding of attention.  相似文献   

The Capricious Nature of Theory of Mind: Does Mental State Understanding Depend on the Characteristics of the Target?     

Seçil Gönültaş  Bilge Selçuk  Virginia Slaughter  John A. Hunter  Ted Ruffman 《Child development》2020,91(2):e280-e298

Using a between-groups design and random assignment, this study examined 214 Turkish children's (M = 11.66 years) mindreading and general reasoning about in-group members (Turks), similar out-group members (Syrians within Turkey) and dissimilar out-group members (Northern Europeans). Children heard four mindreading and four general reasoning stories with in-group or out-group members as targets. Whereas children's general reasoning about three groups was equivalent, accuracy of mental state inferences differed by target with more accurate mindreading of in-group targets compared to both sets of out-group targets. In this Turkish sample, mindreading of Syrian targets was the least accurate. Prejudice and perceived realistic threat predicted lower mindreading. These findings have important implications for understanding how similarity and intergroup processes play a role in children's mindreading.  相似文献   

A learning network     

Sivasailam Thiagarajan  Brian Beiles  Judee Blohm  Chris Brown  Libyan Cassone  Philip Cassone  Diane Dormant  David Gouthro  Debra Haney  John Swain  Fran Tbler  Bob Wiele 《Performance Improvement》1992,31(8):41-44

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Dynamics of GeoGebra ecosystem in mathematics education     

Gökçe  Semirhan  Güner  Pınar 《Education and Information Technologies》2022,27(4):5301-5323

Education and Information Technologies - The purpose of this study was to investigate the trends of GeoGebra related studies. We focused on the articles published between 2009 and 2021 and existed...  相似文献   

The effectiveness of web-based Mathematics instruction (WBMI) on K-16 students’ mathematics learning: a meta-analytic research     

Akın  Ayça 《Education and Information Technologies》2022,27(6):8015-8040

Education and Information Technologies - Given the increasing prevalence of web technology, web-based mathematics environments have been increasingly widely used in mathematics education for the...  相似文献