An investigation of two-way text messaging use with deaf students at the secondary level     

Akamatsu CT  Mayer C  Farrelly S 《Journal of deaf studies and deaf education》2006,11(1):120-131

Deaf and hard-of-hearing students are often delayed in developing their independent living skills because of parental restrictions on activities outside the home due to worries about their child's inability to communicate, their whereabouts, and their general safety. Recent accounts of the use of two-way text messagers suggests that, like electronic mail, distance communication problems that have long plagued deaf people may be ameliorated--by the use of such technology (M. R. Power & D. Power, 2004; S. S. Rhone & Cox News Service, 2002). This project was designed as an initial foray into investigating the use of two-way text messaging technology as a way of increasing the independence of deaf adolescents and reducing their parents' anxiety about their safety and responsibility. All the deaf and hard-of-hearing students in the deaf and hard-of-hearing programs at two urban high schools (ages 13-19), the staff of the deaf departments at these two schools, and the parents/guardians of the students participated in this study. Preuse surveys, postuse surveys, and monthly statistics on the number of times each pager was used enabled us to chart how often the participants used the technology. The data were used to identify concerns that parents have about student independence and safety, the extent to which deaf students engage in independent activities, and expectations surrounding how two-way text messaging use might increase independence and literacy skills. The data collected on this project to date confirm that two-way text messaging technology is indeed useful for deaf adolescents and helps alleviate some of the concerns that have kept them from developing independence as quickly or readily as their hearing peers. The potential policy implications for this research are discussed.  相似文献   

高等教育制度变迁中的制度创立者、机遇和预见   总被引：1，自引：0，他引：1  

海因兹-戴特·迈尔  侯龙龙 《北京大学教育评论》2006,4(1):158-172

本文利用美国和德国高等教育制度变迁的历史比较数据,试图对导致制度变迁的三类因素的普遍性和运行机制进行评价。这些因素是:机遇(或外因)、内因以及理性的人类预见。其中理性预见是引起制度变迁的因素当中最少出现的,笔者例举了制度创立者和政府对制度变迁的干预来加以说明,并讨论了这些干预的相对效果。  相似文献   

为意义建构学习设计教学--学习与教学概说   总被引：1，自引：0，他引：1  

马兰  盛群力 《远程教育杂志》2006,1(1):15-20

教育心理学研究教学如何影响学习。教学与学习是彼此互相联系的过程,从而促成学习者发生改变。学习可以比喻为“反应增强”或“知识获得”或“知识建构”．这三种比喻所建议的教学方法都有它的优势所在。学习时发生着三种记忆．即感觉记忆,短时记忆（工作记忆）和长时记忆;与之相配备的三种基本学习过程分别是选择、组织和整合。教学必须帮助学习者选择相关的信息．组织信息和整合信息。也就是说,有意义学习依赖于在学习中的积极认知加工或知识建构。  相似文献   

Observations on the variation of the magnetic declination in connection with the aurora of October 14, 1870     

Alfred M. Mayer 《Journal of The Franklin Institute》1870,90(6):424-429

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Nitro-glycerine: Its claims as a new industrial agent     

John Mayer 《Journal of The Franklin Institute》1868,86(1):40-45

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Verletzungen im Leistungssport aus soziologischer Perspektive     

Dr. Jochen Mayer  Ansgar Thiel 《Sportwissenschaft》2011,41(2):124-136

Injury in competitive sport is widely seen as a topic within the medical and psychological domain. This article gives an overview of sociological research on dealing with injury in competitive sport. Besides findings of a culture of risk, medical treatment practices and the governance of medical support systems, there are still many unanswered questions to which the sociology of sport could make a relevant contribution. Perspectives for future studies correspond with the social dynamics of injury, the structural role constraints in a medical treatment or rehabilitation context, and the governance of complex social networks for injury prevention, treatment and rehabilitation processes.  相似文献   

Circulation and internationalisation of pedagogical concepts and practices in the discourse of education: The Hamburg school reform experiment (1919–1933)     

Christine Mayer 《Paedagogica Historica: International Journal of the History of Education》2014,50(5):580-598

In the context of the international exchange of school reform ideas and concepts, the new schools in Hamburg were recognised as exemplary instances of a revolutionary and forceful reform in the public elementary school systems. Based on studies of transfer and their premise that the transnational transfer of ideas, practices and objects does not occur spontaneously, but requires specific mechanisms of transmission, this contribution explores the circulation and exchange of pedagogical practices and concepts within the discourse of New Education by looking at the example of the Hamburg experimental and community schools (Hamburger Versuchs- und Gemeinschaftsschulen). A key question in this process is how the Hamburg schools could acquire the great international importance they held. The analysis includes both personal and institutional communication networks of the experimental schoolteachers, the international journals and conferences of the New Education Fellowship, school visits and various reports and documentations of the schools produced by foreign visitors. It shows not only the key role that transnational exchange played in the education reform debates of the 1920s, but also offers clues to the cultural patterns and beliefs that influenced the circulation and reception of ideas.  相似文献   

Drawing pictures during learning from scientific text: testing the generative drawing effect and the prognostic drawing effect     

Annett Schmeck  Richard E. Mayer  Maria Opfermann  Vanessa Pfeiffer  Detlev Leutner 《Contemporary educational psychology》2014

Does using a learner-generated drawing strategy (i.e., drawing pictures during reading) foster students' engagement in generative learning during reading? In two experiments, 8th-grade students (Exp. 1: N = 48; Exp. 2: N = 164) read a scientific text explaining the biological process of influenza and then took two learning outcome tests. In Experiment 1, students who were asked to draw pictures during reading (learner-generated drawing group), scored higher than students who only read (control group) on a multiple-choice comprehension test (d = 0.85) and on a drawing test (d = 1.15). In Experiment 2, students in the learner-generated drawing group scored significantly higher than the control group on both a multiple-choice comprehension test (d = 0.52) and on a drawing test (d = 1.89), but students who received author-generated pictures in addition to drawing or author-generated pictures only did not. Additionally, the drawing-accuracy scores during reading correlated with comprehension test scores (r = .623, r = .470) and drawing scores (r = .620, r = .615) in each experiment, respectively. These results provide further evidence for the generative drawing effect and the prognostic drawing effect, thereby confirming the benefits of the learner-generated drawing strategy.  相似文献   

Does learning in clinical context in anatomical sciences improve examination results,learning motivation,or learning orientation?          下载免费PDF全文

Anja Böckers  Christian Mayer  Tobias Maria Böckers 《Anatomical sciences education》2014,7(1):3-11

The preclinical compulsory elective course “Ready for the Operating Room (OR)!?” [in German]: “Fit für den OP (FOP)”] was implemented for students in their second year, who were simultaneously enrolled in the gross anatomy course. The objective of the study was to determine whether the direct practical application of anatomical knowledge within the surgical context of the course led to any improvement in learning motivation, learning orientation, and ultimately examination results in the gross anatomy course, as compared with a control group. Within the scope of five teaching sessions, the students learned surgical hand disinfection, suturing techniques, and the identification of commonly used surgical instruments. In addition, the students attended five surgical demonstrations performed by surgical colleagues on cadavers. Successful learning of these basic skills was then assessed based on an Objectively Structured Practical Examination. Learning motivation and learning orientation in both subgroups was determined using the SELLMO‐ST motivation test and the Approaches and Study Skills Inventory test. While a significant increase in work avoidance was identified in the control group, this was not the case for FOP participants. Similarly, an increase in the “deep approach” to learning, as well as a decrease in the “surface approach,” was able to be documented among the FOP participants following completion of the course. The results suggest that students enrolled in the gross anatomy course, who were simultaneously provided with the opportunity to learn in clinical context, were more likely to be successful at maintaining learning motivation and learning orientation required for the learning process, than students who attended the gross anatomy course alone. Anat Sci Educ. 7: 3–11. © 2013 American Association of Anatomists.  相似文献   

Foreign Media     

Meheroo Jussawalla  D.M. Lamberton  Gunnar Andren  Hans Strand  Itzhak Galnoor  Henry Mayer 《Communication Booknotes Quarterly》2013,44(6):67-69

Meheroo Jussawalla, and D.M. Lamberton COMMUNICATION ECONOMICS AND DEVELOPMENT (Elms ford , New York : Pergamon Press, L982—$30.00)

Gunnar Andren and Hans Strand MASS COMMUNICATIONS AND CULTURE (Centre for Mass Communication Research, University of Stockholm S-10691, Stockholm, Sweden—price not given, paper)

Itzhak Galnoor STEERING THE POLITY: COMMUNICATION AND POLITICS IN ISRAEL (Beverly Hills, CA: Sage Publications, 1982—$25.O0)

Henry Mayer COMMUNICATIONS (Thompson Publications, Australia, 47 Chippen Street, Chippendale NSW 2008—prices vary: apply to publisher for further information/monthly)

BC ANNUAL REPORT AND HANDBOOK 1982 (London : British Broadcasting Corporation, 1981-1E3.50 or about $7.00, paper).

SOCIAL IMPLICATIONS OF THE INFORMATION ECONOMY, by Iris Fitzpatrick-Martin (Paper #5, April 1979—$6.00, paper):

PUBLIC ACCEPTANCE OF THE NEW INFORMATION TECHNOLOGIES: THE ROLE OF ATTITUDES, by W. Lambert (Scot) Gardiner (Paper #9, April 1980— $6.00, paper)

INDUSTRIAL STATEGY AND THE INFORMATION ECONOMY: TOWARDS A GAME PLAN FOR CANADA, by Kimon Valaskakis and Peter S. Sindell (Paper #10, April 1980— $12.00, paper)  相似文献