Instructional television and the classroom teacher     

John O. Fritz  Byron G. Massialas 《Educational technology research and development : ETR & D》1964,12(1):5-15

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Food Science Education and the Cognitive Science of Learning     

Stephen L. Chew 《Journal of Food Science Education》2014,13(4):65-67

In this essay, I argue that the traditional view of teaching, that the teacher's responsibility is to present information that students are solely responsible for learning, has been rendered untenable by cognitive science research in learning. The teacher can have a powerful effect on student learning by teaching not only content, but how to study and think about information. Student learning is a shared responsibility between teacher and students, and effective teaching is much more challenging than traditionally believed.  相似文献   

Robust control for nonhomogeneous Markov jump processes: An application to DC motor device     

Yanyan Yin  Peng Shi  Fei Liu  Cheng Chew Lim 《Journal of The Franklin Institute》2014

This paper studies the problem of robust _H∞$H_{\infty }$ controller design for a class of uncertain Markov jump systems with time-varying transition probabilities, which follows nonhomogeneous jump processes. The time varying transition probability matrix is described as a polytope set. By Lyapunov function approach, under the designed controller, a sufficient condition is presented to ensure that the resulting closed-loop system is stochastically stable and that a prescribed _H∞$H_{\infty }$ performance index is satisfied. Finally, an application of a DC motor device is addressed to demonstrate the effectiveness of developed techniques.  相似文献   

‘That happened to me too’: young people’s informal knowledge of diverse genders and sexualities     

Paul Byron  Jessie Hunt 《Sex education》2017,17(3):319-332

Abstract

This paper explores how young people of diverse genders and sexualities share information about sex, sexualities and genders. Formal approaches to education often fail to consider young people’s communication and information exchange practices, including the circulation of peer knowledge through social media. In the wake of recent Australian backlash against the Safe Schools Coalition, we can observe how homophobia and queerphobia in the broader community can impact upon young peoples’ ability to learn about themselves and their bodies through formal education. Yet young people of diverse genders and sexualities can be observed to support each other in peer spaces, utilising their knowledge networks. This paper explores young people’s informal learning practices, the capacity of peer networks to support and educate young people, and the challenges of recognising such networks in a culture in which health and education discourses present them as ‘risk subjects’ rather than ‘health agents’. These issues are discussed in relation to our own experiences in research and health promotion, including one author’s role as a youth peer educator. Drawing on our workplace experiences, we provide a number of anecdotal examples which highlight the complexities of informal knowledge practice and information circulation, and the ways these can challenge and reform professional health, education, and research approaches.  相似文献   

Whence Philosophy of Biology?     

Byron  Jason M. 《The British journal for the philosophy of science》2007,58(3):409-422

A consensus exists among contemporary philosophers of biologyabout the history of their field. According to the receivedview, mainstream philosophy of science in the 1930s, 40s, and50s focused on physics and general epistemology, neglectinganalyses of the ‘special sciences’, including biology.The subdiscipline of philosophy of biology emerged (and couldonly have emerged) after the decline of logical positivism inthe 1960s and 70s. In this article, I present bibliometric datafrom four major philosophy of science journals (Erkenntnis,Philosophy of Science, Synthese, and the British Journal forthe Philosophy of Science), covering 1930–59, which challengethis view.

1 Introduction

2 Methods

3 Results

4 Conclusions

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The influence of personal attitude on instructor intent to integrate online collaborative activities     

Valaitis  Karen L.  Ellis  Holly  Hastings  Nancy B.  Havard  Byron 《Education and Information Technologies》2022,27(4):5277-5299

Education and Information Technologies - Collaborative activities are a method used in higher education to develop the higher-order skills that students need to succeed in today’s workforce....  相似文献   

Deference and the Educational Interview     

Phyllis G. L. Chew 《Asia Pacific Journal of Education》1994,14(1):67-79

One of the key criteria for success in an educational interview is the extent of deference which the interviewee shows to the interviewer and to the educational establishment in question. The display of deference by the interviewee or the less powerful participant in any form of gatekeeping interview is something which is often assumed or taken for granted. Yet how this is effected through both the verbal and non-verbal modalities has not always been clear. This article focuses on the verbal and non-verbal expression of deference through the use of modality and discourse etiquette.  相似文献   

Child abuse & neglect: What happens eventually?: Kim Oates. Brunner/Mazel, Inc., New York, 209 pp. 1986     

Byron Egeland PH.D. 《Child abuse & neglect》1987,11(4)

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Attitudes towards Innovations in Primary Schools: A Study of In-Service Teachers     

Joy Chew Oon Ai 《Asia Pacific Journal of Education》1985,7(1):13-21

This is a study of how a group of primary school teachers in Singapore dealt with the possibility of introducing informal educational innovations in their school settings. “Informal innovations” here refers to the voluntary adoption of new teaching methods, techniques and ideas acquired during an in-service teacher education programme, namely, the Further Professional Certificate in Education (FPCE) programme conducted by the Institute of Education, Singapore. Did these teachers attempt, when back in their schools, to experiment with the new ideas and methods of teaching they had been exposed to during the one year of the FPCE programme? What factors worked for, and against, attempts at innovations in their primary schools? Were there structural constraints and socio-psychological obstacles that they had to negotiate in order to adopt innovations in classroom and educational practices? If innovative ideas had remained dormant, was this because the teachers were unconvinced about the practicality and relevance of these ideas for the classroom and the school? These questions serve as the focal points of a small study involving 66 primary school teachers. Of the 66 teachers, sixteen had resumed work at school for nine months after they completed their in-service attachment at the Institute of Education (IE). The remaining 50 were in the midst of their in-service training when they participated in the study.  相似文献   

Mothers’ beliefs about risk and risk-taking in children’s outdoor play     

Jessie Ee  Chew Wei Ong 《Journal of Adventure Education & Outdoor Learning》2013,13(1):24-41

Research studies have shown that educational programmes such as camps and field trips can develop affective and social relationships through personal exposure to outdoor experiences among students. This study will illustrate the outcome of a social emotional learning camp organized for 93 Secondary Two students (mean age 14.1) in Singapore. Both quantitative and qualitative methods were carried out during camp to assess students’ social emotional competencies (SECs) such as their self-awareness, social awareness, self-management and relationship management and responsible decision-making. Students were found to have improved in all SECs from the pre–post test questionnaire. From their camp activities and their reflections, students were found to have greater self-awareness, relationship management and self-management skills. However, teachers’ observations showed that students scored lowest in relationship management skills. Students’ self-awareness, social awareness, self-management and relationship management were found to be predictive of responsible decision-making, with 71% of the variance explained. The implications of the findings will be discussed to assist schools in enhancing students’ SECs.  相似文献