Reflections on a user education session with nursing students     

SUSAN MARTIN 《Health information and libraries journal》1998,15(2):111-116

Dynamic Management of Digital Rights for Long-term Preservation:the Expert System Approach     

Fré  dé  ric MARTIN 《现代图书情报技术》2008,3(1):75-82

This presentation focuses on the complex issue of managing digital rights for long-term preservation. It describes the strategy and the methodology adopted within the SPAR project (French National Library), which rely on a special kind of knowledge-based system.  相似文献   

Children's ethnic attitudes: I. relationship to certain personality factors     

GOUGH HG  HARRIS DB  MARTIN WE  EDWARDS M 《Child development》1950,21(2):83-91

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Epilogue     

MARTIN WEISS 《Curator: The Museum Journal》1993,36(1):28-30

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THE PROBLEM OF RELIGIOUS COURSES     

OLIVER MARTIN 《Educational theory》1953,3(1):76-80

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The Home School Knowledge Exchange Project: linking home and school to improve children's literacy     

ANTHONY FEILER  JANE ANDREWS  PAMELA GREENHOUGH  MARTIN HUGHES  DAVID JOHNSON  MARY SCANLAN  WAN CHING YEE 《Support for Learning》2008,23(1):12-18

The Government is urging teachers to engage more closely with families and is promoting the concept of the ‘extended’ school. This article reports on the literacy strand of the Home School Knowledge Exchange (HSKE) project, directed by Professor Martin Hughes at the University of Bristol. A selection of literacy activities developed during this project is discussed – activities that enabled teachers and parents to share their knowledge about children in order to enhance their learning. These included ‘school‐to‐home’ activities where the direction of knowledge was primarily from teachers to families and ‘home‐to‐school’ activities where families' knowledge of children impacted on school learning. Practical aspects of planning and conducting home–school knowledge exchange activities are discussed, and challenges are explored. The approaches presented in this article provide examples that could be considered and adapted by schools interested in extending their provision for families. This article draws on the recently published Improving Primary Literacy: Linking Home and School ( Feiler et al., 2007 ).  相似文献   

Using Scenarios as a Learning and Teaching Strategy with Students     

GILLIAN L. S. HILTON 《欧洲师范教育杂志》2003,26(1):143-153

This article describes and evaluates work undertaken as part of ATEE-RDC19, an exploration of using scenarios to enhance students' learning in teacher education. Action research was carried out with students who were following a module entitled National Curriculum and Beyond on an Education Studies degree. Students discussed and devised a scenario for 2020 and the need for the curriculum in schools to prepare students for life in the future. New curricula were devised to address the needs presented by the scenarios then justified, presented to and discussed with peers. Students completed questionnaires regarding their opinions of the use of this learning and teaching strategy. Students expressed their wholehearted approval for this kind of learning even though many had found the process difficult. They agreed that the use of scenarios had enabled them to widen their thinking about the curriculum and become more responsible for their own learning.  相似文献   

Toward an Information-Processing Theory of Client Change in Counseling     

JACK MARTIN 《Counselor Education & Supervision》1985,25(2):107-121

A model of the cognitive structures and processes thought to compose the human information-processing system is presented. Possible difficulties in processing information are discussed because these may contribute to client problems and concerns. Recent work in applying understandings, from human information processing to an elucidation of client change in counseling, is reviewed. Information-processing models of client-centered and rational-emotive counseling are constructed that relate counseling skills and strategies employed in these approaches to hypothesized client cognitive changes. An integrated view of client cognitive change in counseling also is presented. Possible directions for research and theorizing in counseling and counselor education from the perspective of human information processing are mentioned briefly.  相似文献   

Learning from equations or words   总被引：1，自引：0，他引：1  

MARTIN LEUNG  RENAE LOW  JOHN SWELLER 《Instructional Science》1997,25(1):37-70

A series of four experiments was designed to study the cognitive load consequences of learning from equations, as compared to words. Cognitive load theory suggests that some instructional procedures require learners to engage in cognitive activities solely because of the manner in which information is presented rather than because of intrinsic characteristics of the material. As a consequence, a heavy extraneous cognitive load that interferes with learning may be imposed. It is suggested that in studying equations with unfamiliar notations, a heavy extraneous cognitive load is generated because mental integration of notations and meanings is required. The results of Experiment 1 supported this suggestion. Experiment 2 found that when an equation format involves simple equations and familiar notations, it is more effective than an equivalent verbal format which requires substantial reading. Experiment 3 showed that when the use of notations becomes automated after extended practice and thus reduces the extraneous cognitive load required to mentally integrate notations and meanings, an equation format can be more effective than a verbal format. Experiment 4 indicated that supplementing a concise equation format with extensive verbal information does not assist learning, because processing the extensive verbal information induces a heavy cognitive load which creates redundancy effects. It was concluded that the efficacy of equations or words may depend, in part, on their cognitive load consequences.  相似文献   

An Introduction     

MARTIN H. RITCHIE 《Counselor Education & Supervision》1994,33(4):337-338

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