Project news     

Xavier Roqu  Nstor Herran  Tania Durt  Sharon Grant  Sandra Knapp  Blanca Len  Daniela Zappi  Clifford S. Mead 《Endeavour》2002,26(4)

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Innovative Arts Programs Require Innovative Partnerships: A Case Study of STEAM Partnering between an Art Gallery and a Natural History Museum     

Jacqualine Grant  Delaney Patterson 《Clearing house (Menasha, Wis.)》2016,89(4-5):144-152

ABSTRACT

The arts animate learning because they are inherently experiential and because of their potential to develop creative and critical thinking skills in students. These same skills are valued in science, technology, engineering, and math (STEM) education, but the arts have not been consistently included in STEM lessons. We transformed our STEM programming into STEAM programming (STEM plus arts) by creating an innovative partnership between two informal learning environments, the Braithwaite Fine Arts Gallery and the Garth and Jerri Frehner Museum of Natural History at Southern Utah University. The partnership resulted in a STEAM learning program that integrated art and science for K-12 students. We incorporated an art exhibition, a hands-on lesson in art, and an immersive lesson in science that culminated in a student project that merged concepts from both art and science. Through programs each fall from 2012 through 2014, we helped over 6,000 students from southern Utah use concepts from art to deepen their understanding of caterpillar defenses, fish ecomorphology, and pollinator biology.  相似文献   

Interactive Broadcast Television in Australia     

Ron Oliver  Mike Grant 《Learning, Media and Technology》1995,21(1):37-50

Interactive television is being used increasingly as a delivery format for distance education and open learning courses. In most applications, the delivery is to a closed audience within the framework of formal programmes of study. This paper reports on programmes in Western Australia where interactive educational television is being used in broadcast modes. The paper discusses the impact of the ensuing interactivity on the quality of the broadcast programmes from an instructional perspective.  相似文献   

10 year anniversary     

Maria J. Grant 《Health information and libraries journal》2019,36(1):1-3

Maria Grant reflects on her ten years as Editor‐in‐Chief of the Health Information and Libraries Journal, her vision to enhance the quality and reach of the journal, and working with prospective authors in the health library sector to increase confidence in recognising and communicating the value of the work being undertaken.  相似文献   

孩子和数字技术在家校合作关系中的作用     

Lyndsay Grant  陈丽亚  焦丽珍  魏晓玲  钟洪蕊 《远程教育杂志》2012,30(3):107-112

通过概述与家校合作关系相关的一些实践和研究,着重关注促进家校合作关系方面孩子的作用以及数字技术所提供的机会。首先讨论了父母在家校关系中的作用,然后转向家庭学习和学校学习之间的联系,最后探讨了孩子是如何实现家校之间的过渡和建立家校之间的联系以及技术在支持家校关系中的应用和潜力。经过综述发现,目前的研究对孩子在家校关系中的作用关注很少,也没有实证证据探究数字技术如何支持孩子在家校关系中的积极作用,需要对这些领域进行进一步的研究。  相似文献   

The effects of metaphorical interface on germane cognitive load in Web-based instruction     

Jongpil Cheon  Michael M. Grant 《Educational technology research and development : ETR & D》2012,60(3):399-420

The purpose of this study was to examine the effects of a metaphorical interface on germane cognitive load in Web-based instruction. Based on cognitive load theory, germane cognitive load is a cognitive investment for schema construction and automation. A new instrument developed in a previous study was used to measure students?? mental activities of schema construction and automation supported by structural cues in a metaphorical interface environment. Eighty participants were randomly assigned to one of two types of instructional units with the same instructional content and different interface types (i.e., non-metaphorical interface and metaphorical interface). The results indicated that germane cognitive load positively affected learning performance while there was no relationship between germane cognitive load and students?? prior knowledge. A metaphorical interface enhanced learners?? germane cognitive load and learning performance, and both germane cognitive load and prior knowledge similarly contributed to learning performance. The findings provide implications for the advancement of cognitive load theory and the practice of instructional development.  相似文献   

Developmental outcome of preterm infants with intraventricular hemorrhage at one and two years of age     

A M Sostek  Y F Smith  K S Katz  E G Grant 《Child development》1987,58(3):779-786

Around 1980, many perinatal centers began prospective cranial screening of preterm infants using portable ultrasonography at the bedside. This study examined developmental outcome at 1 and 2 years in relation to the presence and severity of neonatal intraventricular hemorrhage (IVH). It varies from earlier reports in the size of the sample, restriction to infants without periventricular leukomalacia (PVL), and an attempt to formulate a predictive model by examining development longitudinally. Parametric and nonparametric analyses demonstrated that IVH related to Bayley mental and motor scores and neurologic ratings at 1 year but not at 2 years. Developmental delay and/or neurologic abnormality were more prevalent in infants with severe IVH but were far from universal. Regression analyses on prediction from neonatal and 1-year performance to 2-year scores revealed significant associations between the 1- and 2-year measures but not the neonatal and outcome measures. A direct insult to the CNS such as IVH thus constitutes only a limited model of risk status.  相似文献   

Author index     

Grant Harman 《Higher Education》2001,41(4):481-525

Authors Index

Author index  相似文献   

The Development of Memory and Processing Capacity   总被引：1，自引：0，他引：1  

Graeme S. Halford  Murray T. Maybery  Anthony W. O'Hare  Paul Grant 《Child development》1994,65(5):1338-1356

The assumption of some developmental theories that short-term memory is the workspace of higher cognitive processes, and consequently that span measures processing capacity, is claimed to be inconsistent with the working memory literature. 4 experiments, using children aged 5 to 12 years, contrast this theory with a model in which short-term memory and the processing space component of working memory are at least partly distinct. Experiments 1 and 2 varied processing load, holding duration constant. The processing load manipulation had little effect on recall of a short-term memory preload. Experiments 3 and 4 failed to support the prediction that the greater processing efficiency of older children would be associated with slower loss of information from short-term memory. Although counting and rehearsal rates increased with age, and correlated with span, they did not predict the rate of loss of memory preload due to intervening counting. The data suggest that effects obtained with short-term memory span do not provide clear indications of overall working memory development, because short-term memory span and the processing space component of working memory entail distinct systems.  相似文献   

Directions in Research on Teaching Physical Education     

Bevan Grant  Keith D. Ballard  Ted Glynn 《教育心理学》1986,6(1):19-35

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