Academic freedom and social criticism in the 1930s     

Frank Abbott 《Interchange》1983,15(1):107-123

  相似文献   

Filmed lectures as supplementary and refresher education     

Frank R. Hartman 《Educational technology research and development : ETR & D》1960,8(4):214-219

  相似文献   

METAPHORS AS KEYS TO CREATIVE THINKING     

Frank de Mink 《High Ability Studies》1995,6(2):176-180

Metaphors can be seen as analogies which explain new or complex ideas. A good metaphor is enriching and says more than a logical explanation. In creative thinking metaphors are also used to generate ideas. This may be done consciously–as in synectics–or unconsciously, as in hypnosis. A more inclusive way of looking at metaphors is to see them as a part of everyday speech which affects the ways in which people perceive, think and act. Realities and problems are defined by metaphors, although people might not be aware of this, in the same way as fishes learn about the importance of water only if they get out of it. It is possible to speak of a theory of metaphors in creative thinking and problem solving.  相似文献   

Hyperlab: A universal provider system and an interactive test bench for distance learning     

Kenny Stevens  Frank Appaerts  Ingrid Van Vlierberghe  J. Boutsen 《European Journal of Engineering Education》2002,27(1):49-61

This project describes the development of a universal student friendly distance learning (DL) provider system via the Internet and in particular the development of a lab environment for engineering students in ICT. Application of most DL courses is still hampered by the need for high-speed links, unrealistic computer and software resources at the student site and the impossibility to run Windows or Unix applications over the Internet. The described solution solves practically all of these problems. Moreover, since courses, (simulation) programs, databases, etc. can be added or changed, the system is not only teacher friendly but also costeffective. The major part of the work concerns the design of an electronic lab environment at the university that can be remotely used via the Internet. The main aim is to provide the student with meta-cognitive knowledge as can be provided only by real lab exercises. In this case the student must work him/herself through a course on passive filters. After choosing the right topology for the particular filter-lab task, he/she must design the correct circuit diagram and verify it with a standard circuit simulation program. Next, with a matrix shown on screen, he/she interconnects the circuit components and measuring equipment. The results of the measurements performed at the lab in the university are sent back to the student (via the Internet). The lab report is automatically generated. Simultaneously, the set up and the different instruments can be visualized via a web camera. Thus, the design of the electronic lab environment is user, student and teacher friendly.  相似文献   

Worked examples with errors: when self-explanation prompts hinder learning of teachers diagnostic competences on problem-based learning     

Nicole Heitzmann  Frank Fischer  Martin R. Fischer 《Instructional Science》2018,46(2):245-271

To diagnose classroom situations is crucial for teachers’ everyday practice. The approach of worked examples with errors seems promising to support the diagnosis of classroom situations in student teachers (Stark et al. in Learn Instr 21(1):22–33, 2011). To enhance that approach, error-explanation prompts and an adaptable feedback method to help the learner realize why an error happened and how to prevent a recurrence might be beneficial. In this empirical study, we investigated whether error-explanation prompts and adaptable feedback can facilitate diagnostic competences. N = 108 student teachers took part in a 2 × 2 factorial design (with and without error-explanation prompts as well as with and without adaptable feedback). Error-explanation prompts had a positive effect on declarative-conceptual knowledge if combined with adaptable feedback. Student teachers might have realized a lack of basic concepts and focused their attention on the declarative-conceptual knowledge in the feedback. Contrary to our expectations, however, error-explanation prompts hindered rather than facilitated learning of practical diagnostic knowledge.  相似文献   

Parents supporting learning: a non-intensive intervention supporting literacy and numeracy in the home learning environment     

Frank Niklas  Collette Tayler 《International Journal of Early Years Education》2016,24(2):121-142

In Australia, emphasis in early childhood education policy is placed on the importance of the role of the family as a child's first educator, and finding effective ways to raise the effectiveness of parents in supporting children's learning, development and well-being. International studies demonstrate that the home learning environment (HLE) provided by parents is closely associated with children's cognitive outcomes: literacy activities at home are likely to predict children's literacy abilities and numeracy activities at home are likely to predict children's numeracy abilities. However, studies focusing on building the capacity of primary caregivers to increase informal learning opportunities, such as enhancing children's literacy and numeracy learning in the HLE, have rarely been the focus of research. This study uses a sample of 113 four-year-old children to explore the association of specific aspects of the HLE with different child outcomes while controlling for child and family characteristics. In addition, a non-intensive, yet purposeful and systematic intervention to draw parents’ attention to the principles of dialogic reading and the principles of counting was introduced. Study findings suggest that parents responded positively to this approach, and that literacy and numeracy aspects of the HLE were specific predictors for children's numeracy and literacy competencies.  相似文献   

Alexia and the neural basis of reading     

D. Frank Benson M.D. 《Annals of dyslexia》1984,34(1):1-13

Three main types of acquired reading disturbance (alexia) have been described and accepted by clinicians. Each features a group of distinct findings and each is found following damage to a separate location within the language dominant hemisphere of the brain. Many different names have been applied to these entities, but posterior alexia, central alexia, and anterior alexia appear to represent both the clinical differentiations and the basic anatomical loci. A fourth type of acquired alexia, called deep dyslexia, has recently been reported, again with separate clinical findings and a different anatomical locus postulated. By comparison of the clinical features of the four alexias with features of alexia in Oriental languages and the reading competency of the nondominant hemisphere, a hypothetical neural basis for the act of reading can be outlined. Presented at the 33rd Annual Conference of The Orton Dyslexia Society, San Diego, California, November 1983.  相似文献   

The demand for higher education in The Netherlands, 1950–1999     

Erik Canton  Frank de Jong 《Economics of Education Review》2005,24(6):382

This paper investigates the role of economic factors in the university enrollment decision for the post-war period in The Netherlands. We include those factors standing at the heart of the idea that education is an investment. The econometric results suggest that students are not responsive to tuition fees, but financial support (the sum of loans and grants), the college premium on future labor market earnings, and the alternative wage are important in the enrollment decision.  相似文献   

Brown and the politics of equality     

Frank Brown 《The Urban Review》1994,26(4):227-242

Forty years afterBrown v. Topeka Board of Education, the U.S. Supreme Court's decision declaring de jure segregated schools unconstitutional, we are still seeking the full implementation of that decree. Most Americans accepted limited implementation ofBrown, and the degree of acceptance is split along racial lines. Racial dialogue has changed. White Americans, who control the desegregation process, develop integration plans to their advantage. School integration was not implemented until after passage of the 1964 Civil Rights Act and peaked in 1972. Today, school integration is declining due to a backlash, changing demographics, and declining resources. However,Brown was a success because it rid the country of legalized state segregation by race in education and in other areas of public policy. The Court could merge the equality standards ofPlessy v. Ferguson and the integration standards ofBrown to give us quality integrated education.  相似文献   

Semantic Innovation: Arithmetical and Algebraic Metaphors Within Narratives of Learning     

Tony Brown  Frank Eade  Dave Wilson 《Educational Studies in Mathematics》1999,40(1):53-70

This paper examines a theoretical perspective on the ways in which children progress in learning mathematics. It suggests that there is a difficulty in associating teaching discourses with the mathematics they locate. This can result in an incommensurability between alternative perspectives being offered. The paper resists attempts to privilege any particular account but rather demands an analysis of these discourses and their presuppositions. In developing these themes the paper invokes Ricoeur's analysis of time and narrative as an analytical approach to treating notions such as transition, development and progression in mathematical learning. His notion of semantic innovation is introduced. This embraces both the introduction of a new metaphor into a sentence or the creation of a new narrative which reorganises events into a new plot. The notion is utilised in arguing that the shift in the student's mathematical development from arithmetic to first order linear equations with unknowns reconfigures the contextual parameters governing the understanding of these mathematical forms. It is also utilised in showing how alternative approaches to accounting for such transitions suit different and perhaps conflicting outcomes. For example, demonstrating awareness of generality or performing well in a diagnostic test featuring the solution of linear equations.This revised version was published online in September 2005 with corrections to the Cover Date.  相似文献