Comparative study of the information developed from messages containing picture and text     

Elena Ramírez Orellana 《Instructional Science》1996,24(5):357-375

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Modeling Self-Regulation as a Process Usinga Multiple Time-Scale Multiphase Latent Basis Growth Model     

Jonathan Lee Helm  Nilam Ram  Pamela M. Cole  Sy-Miin Chow 《Structural equation modeling》2016,23(5):635-648

Measurement burst designs, wherein individuals are measured intensively during multiple periods (i.e., bursts), have created new opportunities for studying change at multiple time scales. This article develops a model that might be useful in situations where the functional form of short-term change is unknown, might consist of multiple phases, and might change over the long term. Specifically, we combine measurement of intraindividual entropy, a latent basis growth model, a multiphase growth model, and a growth model with covariates into a unified framework that could help accommodate the complexity of patterns that emerge in multiple time-scale categorical data streams. Empirical data from a longitudinal study of young children’s behavior during laboratory tasks designed to induce frustration are used to illustrate the utility of the proposed model for simultaneously describing intratask (short-term) change in self-regulation and developmental (long-term) shifts in intratask change.  相似文献   

Editorial     

Daniel H. Robinson 《Educational Psychology Review》2006,18(2):115-117

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Achieving School Improvement through Challenging and Changing Teachers' Schema   总被引：2，自引：0，他引：2  

Helen S. Timperley  Viviane M.J. Robinson 《Journal of Educational Change》2001,2(4):281-300

The importance of changing teachers' beliefsand practices in school improvement efforts iswell accepted but little empirical work hasbeen reported on the micro-processes involved.In this paper, we use schema theory to examinehow the teachers in three schools changed theirbeliefs about the causes of low academicachievement from external factors, such as theparents' and children's deficits, to internalfactors, such as the contribution of their ownteaching practices. These change processes arecontrasted briefly with those in a fourthschool in which the teachers continued to blameexternal factors. The three conditionsidentified as critical for schema revisionincluded the salience of discrepant data, thepresence of an external agent to assist withthe interpretation of those data, and theavailability of information on alternativepractices.  相似文献   

Share advanced courses with other schools via interactive cable television     

Rhonda S. Robinson  Keith M. Collins  Peter C. West 《TechTrends》1985,30(2):17-17

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《教育技术的含义》译文     

彭绍东  刘嘉  蒋玲玲  刘光义  王斌  王焱华 《现代教育技术》2005,15(3):70-78

教育技术是通过创造、使用、管理适当的技术性的过程和资源,以促进学习和改善绩效的研究与符合道德规范的实践。这是美国教育传播与技术协会(AECT)2004年在《教育技术的含义》文献中提出的关于教育技术概念的新定义。该文献包括背景、定义、定义的元素、与教育技术概念的关系、与绩效技术概念的关系、定义背后的假设、目的和受众、历史上的早期定义、结论、参考文献十个部分。  相似文献   

Media in Education Research: are the new electronic media a threat to literacy or a challenge for the literate?     

Brent Robinson 《British journal of educational technology : journal of the Council for Educational Technology》1985,16(1):42-59

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‘Sent out’ and Stepping Back In: stories from young people ‘placed at risk’     

Janean Robinson  John Smyth 《Ethnography and Education》2016,11(2):222-236

This paper invokes the voices of young people who had been separated from mainstream schooling because they were positioned as ‘disengaged’ and ‘at risk of failing’. The authors argue that streaming students out of schooling needs serious questioning as an escalating number of young people are framed as non-performers within a globally competitive educational market. Throughout the paper we use critical ethnographic slices to expose the experiences of the 24 young people interviewed who together with mentors shared personal insights whilst attending a re-engagement programme in Australia in the year 2010. Their responses unearth a ‘wickedness’ and a preoccupation during their schooling with performance and school improvement. In response, we privilege student interpretations of their own marginalisation as an activist form of ‘speaking back’ to the social and economic conditions and limitations dominating their lives.  相似文献   

远程开放教育:蒙古游牧生活妇女的非正规教育     

B.Robinson  齐宏 《中国远程教育(综合版)》2002,(5):67-71

B·罗宾逊女士,一位关心社会弱势群体教育问题的教育专家,联合国教科文组织的项目执行官,在远程教育和学习支持服务方面享有很高的威望,她时常关心着中国的远程教育事业。今天我们总在讨论远程教育的学习支持服务,不少同志有幸到国外考查或接受培训,B·罗宾逊女士作为中国赴英培训项目的学术负责人之一接见过我们的学员。她的想法、做法代表着国外和国际专门机构(如联合国教科文组织)的基本观点。这里介绍的是她刚刚完成的一个针对经济迅速发展环境下开展开放式远程教育的项目。尽管中国与文中的蒙古在经济和政治结构上有着根本差异,但其根据实际情况开展远程教育和学习支持服务的经验是发展有中国特色的远程教育的一个绝好的借鉴。受版面的限制,本文仅对报告中涉及学习支持服务的理念和方法问题进行了摘译。  相似文献   

Temperament, Emotion, and Cognition at Fourteen Months: The MacArthur Longitudinal Twin Study     

Robert N. Emde  Robert Plomin  JoAnn Robinson  Robin Corley  John DeFries  David W. Fulker  J. Steven Reznick  Joseph Campos  Jerome Kagan  Carolyn Zahn-Waxler 《Child development》1992,63(6):1437-1455

200 pairs of twins were assessed at 14 months of age in the laboratory and home. Measures were obtained of temperament, emotion, and cognition/language. Comparisons between identical and fraternal twin correlations suggest that individual differences are due in part to heritable influences. For temperament, genetic influence was significant for behavioral observations of inhibition to the unfamiliar, tester ratings of activity, and parental ratings of temperament. For emotion, significant genetic influence was found for empathy and parental ratings of negative emotion. The estimate of heritability for parental report of expression of negative emotions was relatively high, whereas that for expression of positive emotions was low, a finding consistent with previous research. For cognition and language, genetic influence was significant for behavioral indices of spatial memory, categorization, and word comprehension. Shared rearing environment appears influential for parental reports of language and for positive emotions, but not for other measures of emotion or for temperament.  相似文献