THE DEVON ETV SERVICE     

Bernard Webster 《Learning, Media and Technology》1977,3(3):83-84

The Devon Educational Television Service was established more than 10 years ago by the former Plymouth Educational Authority. In the production of its own television programmes the aim is to avoid competition with BBC or IBA and to concentrate on topics with a local flavour or to augment national programmes with local material. The provision of material on video cassettes is a service now covering the whole country, as is the 35mm slide, slide/tape and multi‐media pack service. Recent examples give some idea of the range of subjects covered.

Audio tapes are produced in co‐operation with several county advisory teams. Films produced for local needs have found national and international markets. Active support is given to CSE Mode 3 studies in film and television. A working party set up to examine the role of DETVS found that the Service has become an integral and valuable part of the resource network of the county  相似文献   

Simulations in distance education: Progress towards an evaluation instrument     

Alison M. Dean  Leonard Webster 《Distance Education》2000,21(2):344-360

This article reports on a study in which an interactive computer‐based learning resource consisting of a tutorial with a decision support system and simulations, is evaluated in the context of a distance education business degree course. The primary purpose of the study was to develop and test an instrument for evaluation of the learning resource, with particular reference to simulations. The instrument adds further dimensions to factors such as learner support and engagement, to incorporate elements of motivation and transfer. Consequently, the scales that comprise the instrument include three key areas: features of the computer package, the effect on students” motivation, and the impact on their ability to transfer knowledge to the workplace. As a result of the analysis, a reliable and valid evaluation instrument that includes components of these three areas is provided. It is expected that other researchers will be able to develop and refine this instrument to evaluate various forms of computer‐based educational resources.  相似文献   

Book reviews     

Joel H. Wiener  Pamela K. Gilbert  J. James Mancuso  Gustavo Verdesio  J. Kendrick Noble  David A. Kronick  Thomas L. Boon  John Tebbel  Sally P. Bennett  J. James Mancuso  Gretchen V. Douglas  Richard W. Clement  Nat Bodian 《Publishing Research Quarterly》1996,12(2):64-86

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Evaluation for improved school level decision-making and productivity     

William J. Webster  Robert L. Mendro 《Studies in Educational Evaluation》1995,21(4)

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Parental perceptions of adverse educational outcomes among children diagnosed and treated for ADHD: A call for improved school/provider collaboration     

Gretchen B. LeFever  Margaret S. Villers  Ardythe L. Morrow  E. Sidney Vaughn   《Psychology in the schools》2002,39(1):63-71

An Erratum has been published for this article in Psychology in the Schools 42(2) 2005, 227 [ ]. This research utilized parent report to examine the prevalence of attention deficit hyperactivity disorder (ADHD), related treatment, and associated educational outcomes among elementary school children in southeastern Virginia. In a representative sample of elementary school children, 17% had been diagnosed with ADHD. The majority of diagnosed children had been medicated for ADHD (84%). More than one third of students taking medication had received no other interventions for ADHD. Over half of the diagnosed students received behavioral therapy and almost half received a combination of medical and behavioral interventions. Children diagnosed with ADHD were 3 to 7 times ( p values < 0.001) more likely than other children to receive special education, be expelled or suspended, and repeat a grade. Based on parental opinion, children diagnosed with ADHD are at high risk for school failure. Results are discussed in terms of distinctions between clinical efficacy/effectiveness and schoolwide and public health interventions implemented in the study region. © 2002 John Wiley & Sons, Inc.  相似文献   

An intelligent semantic e-learning framework using context-aware Semantic Web technologies   总被引：1，自引：0，他引：1  

Weihong Huang  David Webster  Dawn Wood  Tanko Ishaya 《British journal of educational technology : journal of the Council for Educational Technology》2006,37(3):351-373

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Teachers' recognition and reporting of child abuse: a factorial survey     

O'Toole R  Webster SW  O'Toole AW  Lucal B 《Child abuse & neglect》1999,23(11):1083-1101

OBJECTIVE: The major aim of this study was to determine the effect of characteristics of the case, the teacher, and the organizational setting on recognition and reporting of child abuse. METHOD: A factorial survey design was employed in which a probability sample of teachers (N = 480) responded to vignettes in which case characteristics were systematically manipulated. RESULTS: Analysis using OLS regression showed that case characteristics alone accounted for 50.30% of the variance in recognition and 51.08% of the variance in reporting: the strongest effects were from type and seriousness of abuse, positive behavior of the victim and positive psychology of the perpetrator. The inclusion of variables describing the teachers and the school explained only a very small additional proportion of the variance in teacher's responses. CONCLUSIONS: Teachers responses to child abuse are relatively unbiased by either the extraneous characteristics of the perpetrator or victim, the responding teacher, or the school setting. The findings do not appear to support the problem of "overreporting." There is evidence for "underreporting," particularly in less serious cases involving physical and emotional abuse. Teachers are undeterred by the many problems and fears that may accompany a report of child abuse to Child Protective Services. Teachers use discretion in reporting abuse they recognize.  相似文献   

Click data as implicit relevance feedback in web search     

Seikyung Jung  Jonathan L. Herlocker  Janet Webster 《Information processing & management》2007

Search sessions consist of a person presenting a query to a search engine, followed by that person examining the search results, selecting some of those search results for further review, possibly following some series of hyperlinks, and perhaps backtracking to previously viewed pages in the session. The series of pages selected for viewing in a search session, sometimes called the click data, is intuitively a source of relevance feedback information to the search engine. We are interested in how that relevance feedback can be used to improve the search results quality for all users, not just the current user. For example, the search engine could learn which documents are frequently visited when certain search queries are given.  相似文献   

Coloring Feelings: Concept Books Making and Remaking Racialized Color Meanings     

Papazian  Gretchen 《Children‘s Literature in Education》2021,52(3):357-377

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Conceptions of literacy in primary and secondary school teachers     

Alec Webster  Michael Beveridge  Malcolm Reed 《Journal of Research in Reading》1996,19(1):36-45

Recently, teachers have been described as lacking an organised and consistent understanding of how children acquire literacy. Arguments about falling standards have been aired in the media, and links drawn between methods currently in favour in UK schools, and an apparent failure of children to acquire ‘basic skills'. Proposals have now been made by the Department for Education which give greater prominence to more structured, skill-based primary teaching which, it is claimed, will raise standards and better prepare children to meet the demands they face as they move into secondary school. This study analyses teachers’ conceptual maps of literacy teaching as the preliminary phase of a research programme aimed at describing and enhancing pupils’ functional use of literacy across the curriculum. The analysis is based on a four-quadrant model of adult-child proximation. Using a questionnaire format, important similarities and contrasts were found between the views of primary and secondary teachers. However, the study does reveal that teachers have complex models of literacy which underpin their work and do not adhere to simplistic, uni-dimensional methods.  相似文献