How can academics stay in control?     

Gerard Gervedink Nijhuis  Betty Collis 《British journal of educational technology : journal of the Council for Educational Technology》2005,36(6):1035-1049

As universities transform into enterprises, academics are facing new challenges, especially in their teaching. This is because of the demands for student‐centred programmes that offer more flexibility, the use of Course Management Systems such as Blackboard, and the expectation that instructors will perform (more) efficiently and effectively. In this research, the focus is on teaching‐related activities to support instructors to stay in control, given these increasing pressures. A Personal Performance Model that shows key aspects of academics’ performance relating to teaching tasks was developed. A series of studies relating to gaps between expected and actual performance was carried out using the Human Performance Technology methodology. As an intervention based on these gaps, a Personal Performance Support Tool was developed to support instructors with their time and task management in relation to teaching, as well as to develop an elaborated insight on how to support instructors as they respond to changing expectations for their teaching performance. Key steps to guide universities in implementing such a support tool have been identified as a result of the research.  相似文献   

Secondary teacher training effectiveness in Papua New Guinea     

Gerard Guthrie 《Studies in Educational Evaluation》1984,10(2):205-208

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Accelerometry-based feedback--can it improve movement consistency and performance in rowing?     

Anderson R  Harrison A  Lyons GM 《Sports biomechanics / International Society of Biomechanics in Sports》2005,4(2):179-195

The training and competition regimen of elite athletes demands rapid feedback about their performance. The aim of this study was to determine if real-time visual ipsative (comparison with oneself) feedback of instantaneous kinematic consistency improves overall kinematic consistency in rowing. Accelerometry-based data, representing the upper and lower body kinematics, were determined for 13 experienced rowers. Kinematic consistency data -- represented by percentage time outside the acceptable performance bandwidth, performance consistency -- represented by power-stroke dispersion, and several performance indicators were acquired for all the rowers for three 2000 m time trials on a RowPerfect ergometer with three different visual feedback interventions: no feedback, detailed feedback, and summary feedback. Results indicated significantly increased performance consistency for detailed feedback than for both no feedback (p < 0.01) and summary feedback (p < 0.05). No significant difference between summary feedback and no feedback was found (p = 0.173). We deemed feedback of detailed information to enhance kinematic consistency significantly more than both no feedback (p < 0.01) and summary feedback (p < 0.01) interventions, although summary feedback was shown to enhance kinematic consistency more than no feedback (p < 0.01). No improvements were found for performance-related parameters.  相似文献   

Promoting phonological awareness in nursery‐aged children through a Sure Start Early Listening programme     

Tom Morris  Gerard Leavey 《International Journal of Early Years Education》2006,14(2):155-168

There is a growing recognition of the importance of pre‐literacy skills among pre‐school children. Evidence that children from relatively deprived backgrounds face poorer outcomes in speech and language development and educational achievement has led to an assertive attempt to lessen social inequalities at the earliest opportunity. The UK government‐funded Sure Start initiative aims to provide services to promote play and learning opportunities for such children under the age of four. This paper describes the background and method of setting up an Early Listening programme in a deprived, multicultural and multilingual area of North London. We also present findings on the effect of the programme on children's phonological awareness. The results indicated improvement in rhyme awareness following direct input, with more tentative signs of positive trends in phonemic awareness and visual memory. We suggest that this programme may have considerable value in a wider local educational context. The information gathered from this pilot work will assist the development of more definitive research.  相似文献   

Contents Volume 45     

Stéphanie Mignot Gerard 《Higher Education》2003,45(4):537-539

Volume Contents

Contents Volume 45  相似文献   

Advocating for Educational Standards in Counselor Licensure Laws          下载免费PDF全文

Gerard Lawson  Heather C. Trepal  Robin W. Lee  Victoria Kress 《Counselor Education & Supervision》2017,56(3):162-176

As the counseling profession evolves, educational standards for counselor licensure must be standardized from state to state. In this article, the authors discuss historical and current influences and present an advocacy model that has been used to standardize educational requirements in state counselor licensure laws.  相似文献   

Assessing schematic knowledge of introductory probability theory     

Damian?P.?BirneyEmail author  Gerard?J.?Fogarty  Ashley?Plank 《Instructional Science》2005,33(4):341-366

The ability to identify schematic knowledge is an important goal for both assessment and instruction. In the current paper, schematic knowledge of statistical probability theory is explored from the declarative-procedural framework using multiple methods of assessment. A sample of 90 undergraduate introductory statistics students was required to classify 10 pairs of probability problems as similar or different; to identify whether 15 problems contained sufficient, irrelevant, or missing information (text-edit); and to solve 10 additional problems. The complexity of the schema on which the problems were based was also manipulated. Detailed analyses compared text-editing and solution accuracy as a function of text-editing category and schema complexity. Results showed that text-editing tends to be easier than solution and differentially sensitive to schema complexity. While text-editing and classification were correlated with solution, only text-editing problems with missing information uniquely predicted success. In light of previous research these results suggest that text-editing is suitable for supplementing the assessment of schematic knowledge in development.  相似文献   

Artificial intelligence tools for grammar and spelling instruction     

Fieny Pijls  Walter Daelemans  Gerard Kempen 《Instructional Science》1987,16(4):319-336

In The Netherlands, grammar teaching is an especially important subject in the curriculum of children aged 10–15 for several reasons. However, in spite of all attention and time invested, the results are poor. This article describes the problems and our attempt to overcome them by developing an intelligent computational instructional environment consisting of: a linsuistic expert system, containing a module representing grammar and spelling rules and a number of modules to manipulate these rules; a didactic module; and a student interface with special facilities for grammar and spelling. Three prototypes of the functionality are discussed: BOUWSTEEN and COGO, which are programs for constructing and analyzing Dutch sentences; and TDTDT, a program for the conjugation of Dutch verbs.  相似文献   

The relationship between students’ approaches to learning and the assessment of learning outcomes     

David Gijbels  Gerard Van de Watering  Filip Dochy  Piet Van den Bossche 《European Journal of Psychology of Education - EJPE》2005,20(4):327-341

The purpose of the present study is to gain more insight into the relationship between students’ approaches to learning and students’ quantitative learning outcomes, as a function of the different components of problem-solving that are measured within the assessment. Data were obtained from two sources: the revised two factor study process questionnaire (R-SPQ-2F) and students’ scores in their final multiple-choice exam. Using a model of cognitive components of problem-solving translated into specifications for assessment, the multiple-choice questions were divided into three categories. Three aspects of the knowledge structure that can be targeted by assessment of problem-solving were used as the distinguishing categories. These were: understanding of concepts; understanding of the principles that link concepts; and linking of concepts and principles to application conditions and procedures. The 133 second year law school students in our sample had slightly higher scores for the deep approach than for the surface approach to learning. Plotting students’ approaches to learning indicated that many students had low scores for both deep and surface approaches to learning. Correlational analysis showed no relationship between students’ approaches to learning and the components of problem-solving being measured within the multiple choice assessment. Several explanations are discussed.  相似文献   

Individualizing instruction through pacing procedures     

George L. Gropper  Gerard C. Kress 《Educational technology research and development : ETR & D》1965,13(2):165-182

Conclusion The ideal outcome of individualized instruction is both effective and efficient instruction. Confining ourselves to a consideration of fixed-paced instruction which is offered because the medium requiredhappens to be fixed-paced in character, how can such instruction be both effective and efficient? When slow, it tends to be effective but inefficient. Unless it can be demonstrated that slow students can be sped up, inefficiency may be the price that must be paid to make effectiveness possible for them. The trade-off is no different than that which is currently necessary in selfpaced instruction. The research described in this paper was performed under a grant (No. 7-48-0000-159) to the Metropolitan Pittsburgh educational television station, WQED, from the Office of Education, U.S. Department of Health, Education, and Welfare, under Title VII of the National Defense Education Act of 1958. The research was performed under the direction of George L. Gropper, principal investigator.  相似文献