Mobile response system: a novel approach to interactive and hands-on activity in the classroom     

Muztaba Fuad  Debzani Deb  James Etim  Clay Gloster 《Educational technology research and development : ETR & D》2018,66(2):493-514

Mobile devices are being used profusely in the classrooms to improve passive learning environments and to enhance student comprehension. However, with respect to students’ active involvement in problem solving activities, the typical usage of the mobile devices in answering multiple choice and true/false questions is not adequate and the use of mobile devices need to be expanded to include dynamic and interactive problem-solving activities to better satisfy students’ learning needs. To facilitate such interactive problem solving using mobile devices, a comprehensive software environment is necessary. This paper details the design, deployment and evaluation of Mobile Response System (MRS) software that facilitates execution and assessment of multi-step in-class interactive problem-solving activities using mobile devices. MRS is an active learning tool, which engages students with the visual representation of a problem that spans on multiple screens, allows them to interact with that, and makes them realize the consequences of their actions instantly and visually. The immediate and automated grading feature of MRS enables a feedback-driven and evidence-based teaching methodology, which is important to improve the quality of classroom learning. MRS is designed to be independent of any interactive problem or its domain. Therefore, it allows easier integration of interactive activity Apps developed by others and can be used in any discipline. The results obtained from software metrics and runtime performance data verified the quality of the software. Additionally, the in-class assessment data verified that the MRS software is a helpful intervention for improving student comprehension and satisfaction.  相似文献   

Volunteer youth sport coaches' perspectives of coaching education/certification and parental codes of conduct     

Wiersma LD  Sherman CP 《Research quarterly for exercise and sport》2005,76(3):324-338

The vast majority of youth sport programs in the United States relies primarily on parent volunteers to serve as coaches. Unfortunately, most of these volunteer coaches have not received formal training to prepare them adequately for the role of youth sport coach. To exacerbate the issue, according to the popular media, parents and other adults can commit belligerent and even violent acts around, and often resulting from, poorly managed youth sport events. Although some efforts have been made to standardize curricula, provide training for coaches, and contain or prevent inappropriate parent behaviors, few efforts have been directed at investigating the self-described needs and concerns of the coaches from their perspectives. The purpose of the current study was to investigate the concerns and issues of youth sport coaches related to coaching and parental education. Five focus group interviews with 25 volunteer youth sport coaches were conducted to investigate these issues. Results were organized around four higher order themes that emerged from inductive content analyses: (a) coaching education content areas of need, (b) barriers and problems of offering coaching education, (c) coaching education format recommendations, and (d) efficacy of parental codes of conduct. Results were discussed in terms of the potential impact administrators, coaches, and parents could have in implementing formal coaching education programs and developing their coaching education practices.  相似文献   

MEDOC: An index for the health sciences     

Wayne J. Peay  Valerie Florance  W.Clay Epstein  A.Michael Thelin 《Government Information Quarterly》1985,2(2):193-205

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NewLink with Computers     

John Clay  Barbara Cooke  Dick Jotham  Aileen Neale  Ray Phillips  E. Quinton 《British Journal of Special Education》1988,15(2):73-75

The above authors, all from the Department of Adult Education, Nottingham University, have developed computerbased education and training for disabled adults in six centres in the East Midlands. In its service to the students – if not in its resourcing – it is a model for others to follow.  相似文献   

African Americans’ Perception of Mental Health Professions     

Kevin?A.?FallEmail author  Justin?E.?Levitov  Latoya?Anderson  Harold?Clay 《International journal for the advancement of counseling》2005,27(1):47-56

This study explored African-Americans perceptions of various mental health professions through the ranking of confidence levels across five case vignettes of varying psychiatric severity. Results indicated that African-Americans viewed psychologists and doctoral level licensed professional counselors with similar levels of confidence and ranked doctoral level licensed professional counselors above masters level counselors in every case example. Congruent with previous studies, the African American sample was confident in counselors ability to treat less severe cases and less confident in their ability to treat more severe cases.  相似文献   

Effects of Classroom Technology Policies on Students' Perceptions of Instructors: What is Your Syllabus Saying about You?     

Jeffrey R. Stowell  William E. Addison  Samuel L. Clay 《College Teaching》2018,66(2):98-103

The technology policies included on instructors' syllabi vary greatly and, in some cases, may unfavorably influence students' perceptions of the instructor. To examine this hypothesis, we randomly assigned college students enrolled in psychology courses at two different institutions (N = 163) to groups in which they viewed different syllabi for a community psychology course. The syllabi varied by the hypothetical instructor's technology policy (encouraging of appropriate technology use in the classroom, discouraging of all technology use, or a mixture of both) and instructor gender. Results showed that students rated instructors similarly on the Competency/Communication factor across all conditions but rated them significantly lower on the Rapport factor when the syllabus included a discouraging technology policy. Rapport ratings were also associated with students' self-reported dependence on technology. High instructor Rapport was associated with high levels of students' technology dependency in the encouraging technology policy condition (r = .29, p < .05), but low levels of technology dependency in the discouraging condition (r = ?.31, p < .05). Our findings suggest that if instructors include technology policies on their syllabi that restrict inappropriate technology use, they should also indicate situations in which technology use is appropriate.  相似文献   

Time engaged in reading. A critical factor in reading achievement.     

E A Limbrick  S McNaughton  M M Clay 《American annals of the deaf》1992,137(4):309-314

The reading achievement of deaf children may be low not only as a result of factors related to the hearing loss, such as a lag in language development. Environmental factors such as the quantity and quality of reading instruction, for example, may also cause low reading achievement. This study looked at the amount of time spent reading and the types of teacher interactions during reading instruction in classrooms at a school for deaf children and associated satellite classes in New Zealand. It was found that the deaf children spent very low levels of time engaged in reading and were subjected to teacher interactions that may inhibit the development of meaning-based reading skills. The quantity and quality of reading instruction for deaf children may differ from that experienced by most hearing children in New Zealand.  相似文献   

Deaf children from ethnic, linguistic and racial minority backgrounds: an overview   总被引：1，自引：0，他引：1  

O P Cohen  J E Fischgrund  R Redding 《American annals of the deaf》1990,135(2):67-73

Deaf children from ethnic, linguistic and racial minority backgrounds demonstrate significantly depressed achievement levels relative to their White deaf peers. Educators of deaf children and youth have had a tendency to accept the erroneous proposition that deafness in some ways precludes ethnic and racial minority group membership and status. This article describes some of the unique social and educational realities faced by Black and Hispanic children and their families in the northeastern United States and the similarities experienced by deaf Black and Hispanic children and their families. Implications concerning educational assessment, placement, student expectations, curriculum development, staffing and policy making are noted as are recommendations that resulted from the first national conference on Black and Hispanic deaf youth held in March 1989. Demographic data are also presented showing the growth and distribution in the population of minority deaf children, as well as the results of a survey indicating the dearth of minority personnel, board members and specialized programs in schools.  相似文献   

Reviews     

Ivan Dalley Crozier  Susan Hardy  David Rutledge  Niall Shanks  Ian J. Slater  Daryn Lehoux  Alan Chalmers  Shaughan Lavine  Richard McDonough  Paul Redding  Katherine Neal  David J. Stump  Nicolas Rasmussen  Fa-ti Fan  David Oldroyd  Iain Davidson  Hanne Andersen  Vassiliki Betty Smocovitis  Ivan Crozier  Anjan Chakravartty  King’s College  John Laurent  Ian Tyrell  Susan Spath  Roy MacLeod 《Metascience》2001,10(3):412-506

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The Development of a Service-Learning Program for First-Year Students Based on the Hallmarks of High Quality Service-learning and Rigorous Program Evaluation   总被引：1，自引：0，他引：1  

Bradley H. Smith  James Gahagan  Samuel McQuillin  Benjamin Haywood  Caroline Pender Cole  Clay Bolton  Mary Katherine Wampler 《Innovative Higher Education》2011,36(5):317-329

We describe six hallmarks of high quality service-learning and explain how these considerations guided the development of a Transitional Coaching Program (TCP) during the first three years of implementation. We have demonstrated that the TCP is acceptable, feasible, and sustainable. Improvements have been seen in the degree of impact on learning objectives, but statistically significant change has not yet been achieved. This project highlights the importance of looking beyond satisfaction and engaging in rigorous assessment of learning objectives and ongoing quality improvement through attention to best practices and evidence-based, continuous quality improvement.  相似文献