创新教学报告2016     

M&#;沙普尔斯  R&#;洛克  R&#;弗格森  M&#;加伟达  C&#;赫瑞德杜  高瑞琳  A&#;库库拉斯卡-休姆  吕赐杰  P&#;麦克安德鲁  B.赖迪厄斯  M.韦勒  黄龙翔 《北京广播电视大学学报》2017,(1)

本报告提出了现代社会中改变或创新教学、学习和评价的理论与实践的十种"创新教学法",包括基于社交媒体的学习、有效失败、回授法、设计思维、众包学习、电子游戏学习、形成性分析、为未来而学、超用语以及学习区块链,它们将在未来不同时期内,对教育教学变革产生不同程度的影响.  相似文献   

Celebrate Birth!—Amazing Grace: Remembering Pregnancy and Birth     

Bonnie Agnes Sturm 《The Journal of perinatal education》2021,30(1):6

Our daughter and son were born at the Maternity Center in NYC in 1986 and 1989, respectively. I am grateful to the exceptional care and freedom the nurse midwives were able to provide to our family. What follows is the expression of that deeply personal and profound experience, which will hopefully remind and inspire women of the truly individual and extraordinary gift of birth.  相似文献   

Teacher candidates' transformative thinking on issues of social justice   总被引：1，自引：0，他引：1  

Rona Frederick  Agnes CaveKathleen C. Perencevich 《Teaching and Teacher Education》2010

This article examined how teacher candidates' thoughts shifted regarding social inequity in a sophomore-level Foundations of Education course located in the mid-Atlantic region of the United States. First, we described in detail the teacher education program and course, as well as class simulations, school observations, course readings and class discussions. Then, we examined the narratives of our teacher candidates' transformation. We found that the afore-mentioned experiences successfully supported transformative thinking regarding social justice. By the end of the course, many teacher candidates began to take ownership over their learning and started viewing themselves as responsible change agents. They began to examine education as embedded in larger social contexts, scrutinized their own schooling experiences and stepped outside of their own conceptions of education to initiate discussions of social justice.  相似文献   

In search of factors in deaf and hearing children's reading comprehension     

Wauters LN  van Bon WH  Tellings AE  van Leeuwe JF 《American annals of the deaf》2006,151(3):371-380

The present study examined whether specific item characteristics, such as mode of acquisition (MoA) of word meanings, make reading comprehension tests particularly difficult for deaf children. Reading comprehension data on nearly 13,000 hearing 7-to-12-year-olds and 253 deaf 7-to-20-year-olds were analyzed, divided across test levels from second to sixth grade (not necessarily corresponding to chronological age). Factor analyses across item scores suggested that, of the determinants studied, MoA--referring to the type of information (perceptual, linguistic, or both) used in word meaning acquisition--was the only factor that contributed significantly to deaf and hearing children's reading comprehension. For hearing children, MoA influenced item scores at the third- and fourth-grade levels. For the deaf children, MoA influenced item scores through the sixth-grade level.  相似文献   

Dutch elementary school children??s attribution of meaning to written pseudowords     

Tellings A  Bouts L 《Reading and writing》2011,24(7):801-812

Grade two through six elementary school Dutch children were asked to perform a lexical decision task including 90 pseudowords constructed by changing one or two letters in a Dutch word. Subsequently, the children were asked about the meaning of pseudowords they had not crossed out and that they, apparently, had considered to be words. Multiple regression analyses on the lexical decision task showed that the older children were more hindered by the morphemic structure of a pseudoword than by its orthographic neighbors. The younger children, in contrast, were less hindered by the morphemic structure of a pseudoword and more hindered by its orthographic neighbors. Word length was a (small) predictor only for grade 6. Moreover, the answers of the children reflected that in their construction of meanings for the pseudowords they were hindered both by the morphemic structure and by the orthographic neighbors of the pseudowords.  相似文献   

The voice in speaking and singing     

Agnes C. Loughlin 《Quarterly Journal of Speech》2013,99(2):11-27

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The Relationship between the Learning of English and the Learning of a Second Language in Pre-Schoolers     

Agnes Chang Shook-Cheong 《Asia Pacific Journal of Education》1994,14(1):80-91

Educators and parents are concerned with the optimal age of introducing a second language to children. This study attempted to find out whether young pre-school children are able to handle two languages competently. Children between the ages of 31/2 and 6 were assessed on a number of language tasks in both English and the mother tongue. Results show that young children found difficulty in learning two languages simultaneously, but the degree of difficulty varied according to the types of second language and the extent of exposures to the two languages in question.  相似文献   

The Impact of Digital Resource and Service Use on Urban Residents in New England Public Libraries—A Survey Report     

Yan Quan Liu PhD  Agnes Wnuk 《Public Library Quarterly》2013,32(1):4-23

Today, access to digital information is essential to patrons using public libraries, whether they have contact with computers at home, work or school or whether the public library is their only contact. In order to evaluate and ultimately enhance public library digital resources and services, it is critical for administrators, librarians and digital information architects to recognize the impact their current digital offerings have on users. This study utilizes a survey to gauge the perceptions of patrons who use digital resources and services in six urban New England public libraries as part of ongoing research into digital information access in public libraries in the United States from the perspective of users.  相似文献   

The potential of information and communication technologies in collecting,preserving and disseminating indigenous knowledge in Africa     

Agnes Chikonzo 《International Information and Library Review》2013,45(3):132-138

Abstract

This paper first gives an outline of the importance of African indigenous knowledge. After that it gives the definition of information and communication technologies (ICTs) and indigenous knowledge (IK). It then goes on to highlight examples in which information communication technologies have been used to preserve IK successfully. The paper further lists projects which are still underway, in which information communication technologies are being harnessed in the collection and preservation of the IK. Lastly the paper looks at the challenges faced by African countries in harnessing information communication technologies in preserving IK and gives recommendations on the way forward.  相似文献   

Meta‐analyses from a collaborative project in mobile lifelong learning     

Marco Arrigo  Agnes Kukulska‐Hulme  Inmaculada Arnedillo‐Sánchez  Gábor Kismihok 《British Educational Research Journal》2013,39(2):222-247

This paper focuses on the use of mobile technologies in relation to the aims of the European Union's Lifelong Learning programme. First, we explain the background to the notion of mobile lifelong learning. We then present a methodological framework to analyse and identify good practices in mobile lifelong learning, based on the outcomes of the MOTILL project (‘Mobile Technologies in Lifelong Learning: Best Practices’). In particular, we give an account of the methodology adopted to carry out meta‐analyses of published literature and accounts of mobile learning experiences. Furthermore, we present the results of an implementation of our Evaluation Grid and the implications arising from it in terms of management, pedagogy, policies and ethical issues. Finally, we discuss lessons learnt and future work.  相似文献