Reading to Learn or Learning to Read? Engaging College Students in Course Readings     

Mary Margaret Kerr  Kristen M. Frese 《College Teaching》2017,65(1):28-31

Despite instructors' belief that class readings are integral to the learning process, only 20–30% of undergraduate students complete required readings. Failure to complete course reading has been associated with declines in exam and research performance. This article first offers a brief review of the literature on why students do not complete course readings: 1) unpreparedness, 2) lack of motivation, 3) time constraints, and 4) an underestimation of reading importance. We then identify approaches that encourage students to read, enjoy reading, and develop metacognitive knowledge, shown to improve learning.  相似文献   

Teaching in universities     

J. F. Kerr 《Higher Education Quarterly》1966,20(3):356-358

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Making the Personal Professional: Pre-service teacher education and personal histories     

Janina Trotman  Trevor Kerr 《Teachers and Teaching》2013,19(2):157-171

Pre-service teachers tend to use their personal experiences as critical filters in accepting and integrating course content that is intended to develop professional decision-making frameworks. This may restrict their abilities to deal with pedagogical issues associated with the acceptance of diversity and individuality, and encourage an unthinking acceptance of the status quo in classrooms, schools and society. To address this problem and nurture the growth of 'reflective practitioners', we structured the content and experiences of one unit of the Graduate Diploma of Education (secondary) to allow for the integration of personal life histories with other views and perspectives. This paper reports on the use of this life-history approach, its potential and its limitations.  相似文献   

IETF对IPv6部署的支持     

Shane Kerr 《中国教育网络》2008,(1):18-19

2007年12月2～7日,国际互联网标准化组织IETF在加拿大温哥华召开第70次大会。此次会议,对之前在芝加哥召开的第69次大会进行了总结和回顾。第69次大会上对IPv6的部署和研究工作有较大范围的关注,部分关注方向继续成为第70次大会的热点话题。为此,本刊选取了部分重要文章进行译介,供网络研究者参考。  相似文献   

Beyond seat time and student satisfaction: A curricular approach to residential education     

Kathleen G. Kerr  James Tweedy 《About Campus》2006,11(5):9-15

The success of a traditional residential education program is typically measured by numbers of students who attend and how much they liked it. Kathleen Kerr and James Tweedy offer a peer‐reviewed curricular approach that determines success by how much students learn.  相似文献   

Finding a voice—exploring the relationship between speaking and writing with a Year 7 class     

Polly Kerr 《Changing English: An International Journal of English Teaching》2006,13(1):3-16

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Creating educational software and transforming the curriculum: Projects that are changing the face of the Russian school     

Alexander Iur'evich Uvarov  Stephen T. Kerr 《Educational technology research and development : ETR & D》1995,43(3):81-86

Conclusion Few would doubt that education is the only way to deal with those global problems that are being felt today in virtually all countries of the world. It is sad that everywhere both the educational system and the researchers who work in it are experiencing difficult times. This is especially true for Russian researchers and teachers. The work I have discussed above is being carried out by true professionals and enthusiasts for their cause. The work continues. The authors of these programs believe that the time has arrived for serious international projects on the design of methodological support and typical modules for a system of global education in the context of the developing global information society.  相似文献   

Are there instructional developers in the schools?     

Stephen T. Kerr 《Educational technology research and development : ETR & D》1977,25(3):243-267

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Augmented Reality in Design Education: Landscape Architecture Studies as AR Experience     

Jeremy Kerr  Gillian Lawson 《The International Journal of Art & Design Education》2020,39(1):6-21

The rapid and ongoing development of digital technologies continues to create new opportunities for education. Over the last decade this has enabled the establishment of blended learning approaches and online education. More recently, Augmented Reality (AR) has emerged as a unique technology that can transform learning experiences across diverse disciplines. This article outlines the development of an AR prototype, Master of Time, which was created to educate first year students and non‐designers on the foundational principles of landscape architecture. This study examines the learning potential and benefits of AR technology with a focus on creating new practices in digital storytelling across situated experiences. In outlining project outcomes, the authors propose a series of critical design principles, strategies and methodologies for educators to apply when developing AR learning experiences across disciplines. Included within this is a framework for transdisciplinary and co‐design collaboration, which is essential for educators working in the forefront of learning technologies.  相似文献   

The Frontier of Web-based Instruction     

Coral Mitchell  Tony DiPetta  James Kerr 《Education and Information Technologies》2001,6(2):105-121

In spite of advances in course design software and experience with online offerings, the question of how web-based education affects teaching and learning remains largely unanswered, and the terrain of online learning remains largely unmapped. In this paper, through the stories of 10 faculties of education and one computer science instructor in Ontario, we map out a small piece of the frontier of web-based course delivery and plot a course for future exploration. We argue that most existing offerings take the form of a Lone Ranger or Greenhorn approach but that there is a need to move toward a strategic institutional Wagon Train approach that consolidates and integrates support for online teaching and learning. We argue, as well, that failures in online instruction cannot simply be attributed to improper instruction or inappropriate course design. Rather, at least part of the problem locates in the ways in which conversation is structured in the online environment.  相似文献