Activities for Babies and Toddlers with Down Syndrome: A Physiotherapy Approach     

Rose‐Anne Kelso  Sue Price 《International Journal of Disability, Development & Education》1990,37(1)

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Serious game in introductory psychology for professional awareness: Optimal learner control and authenticity     

Hans G. K. Hummel  Rob J. Nadolski  Jannes Eshuis  Aad Slootmaker  Jeroen Storm 《British journal of educational technology : journal of the Council for Educational Technology》2021,52(1):125-141

Introductory Psychology courses in Higher Education lack application of knowledge in solving work-based problems. We develop and study mini-games that support a more active and experiential way of learning to increase professional awareness. This paper describes the instructional design and the factors under study: learner control and authenticity. We compared professional awareness and perceived authenticity for the old (without game, n = 130) and new course (with game, n = 197) by administering pre- and post-questionnaires. Participants were allocated to game variants, differing in freedom of assignment order (less or more learner control) and number of sources available (less or more authentic). We computer logged their game actions, and asked them additional questions about gameplay that concerned aspects like motivation, flow, performance, learnability and usability. Both courses improved professional awareness (knowledge gains of 4% for the old and 12% for the new course), but only in the new course with mini-games this was significant. Students evaluated gameplay and their content as “more than sufficient” to “good.” A free order of assignments was found to produce more effective (in-game) performance, and the provision of more sources was found to improve learnability, authentic learning and appreciations of gameplay.  相似文献   

Transgenic learning for STEAM subjects and virtual containers for OER     

Daniel Burgos  Alberto Corbí 《Distance Education》2018,39(1):4-18

Abstract

Transgenic learning is a disruptive approach in education. It encourages modification of moving parts of the educational chain. This article provides a view of transgenic learning focused on the delivery of enriched learning contents in STEAM areas. It discusses the mutagenic role that the virtual containers may play in current distance education. We focus on the containers’ technology and how it can bridge students, computing resources, teachers and specific IT needs. We also present an experiment carried out at UNIR University where we describe the transition from using conventional software distribution methods to the use of containers. Thanks to this virtualization approach, it is possible to deliver the necessary software-based lab scenarios. The results show that the participation and satisfaction of the students increased over time. Our experience shows that the combination of open educational resources, containers, and modern distribution channels can play a significant role in STEAM education.  相似文献   

Building teachers' creative capabilities in Singapore's English classrooms: a way of contesting pedagogical instrumentality     

Dennis Kwek  Jim Albright  Anneliese Kramer‐Dahl 《Literacy》2007,41(2):71-78

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Child victims of sexual abuse: Teachers' evaluation of emotion regulation and social adaptation in school     

Laetitia Mlissande Amde  Amlie Tremblay‐Perreault  Martine Hbert  Chantal Cyr 《Psychology in the schools》2019,56(7):1077-1088

This study assessed the social adaptation of sexually abused children and tested whether children's emotion regulation competencies mediated the association between child sexual abuse (CSA) and two outcomes of the social domain (i.e. withdrawal and social difficulties). A group of 283 child victims of sexual abuse and a comparison group composed of 60 nonabused children was recruited. Teachers completed questionnaires assessing the children's emotion regulation competencies, withdrawal, and social difficulties exhibited in the school context. Results showed that sexually abused children displayed poorer emotion regulation skills and higher levels of both withdrawal and social difficulties relative to nonabused children. CSA was associated with social difficulties and withdrawn behavior through the mediation of emotion regulation competencies. Teachers and school psychologists should be assisted in identifying children at risk of social difficulties and emotional dysregulation and schools be encouraged to adopt a trauma‐informed approach.  相似文献   

The nature of middle school learners' science content understandings with the use of on‐line resources     

Joseph L. Hoffman  Hsin‐Kai Wu  Joseph S. Krajcik  Elliot Soloway 《科学教学研究杂志》2003,40(3):323-346

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An instructional model for web-based e-learning education with a blended learning process approach     

Fernando Alonso  Genoveva López  Daniel Manrique  José M. Viñes 《British journal of educational technology : journal of the Council for Educational Technology》2005,36(2):217-235

Web‐based e‐learning education research and development now focuses on the inclusion of new technological features and the exploration of software standards. However, far less effort is going into finding solutions to psychopedagogical problems in this new educational category. This paper proposes a psychopedagogical instructional model based on content structure, the latest research into information processing psychology and social contructivism, and defines a blended approach to the learning process. Technologically speaking, the instructional model is supported by learning objects, a concept inherited from the object‐oriented paradigm.  相似文献   

Developing teacher evaluation systems that promote professional growth   总被引：3，自引：0，他引：3  

Daniel L. Duke 《Journal of Personnel Evaluation in Education》1990,4(2):131-144

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Becoming dishuman: thinking about the human through dis/ability     

Daniel Goodley  Katherine Runswick-Cole 《Discourse: Studies in the Cultural Politics of Education》2016,37(1):1-15

In this paper, we seek to develop an understanding of the human driven by a commitment to the politics of disability, especially those of people with intellectual disabilities. Our position as family members and allies to people associated with this phenomenon of intellectual disability influences our philosophical conceptions and political responses. This has led us recently to develop a theory of dis/human studies which, we contend, simultaneously acknowledges the possibilities offered by disability to trouble, reshape and re-fashion the human (crip ambitions) while at the same time asserting disabled people's humanity (normative desires). We sketch out four dis/human considerations: (1) dis/autonomy, voice and evacuating the human individual; (2) dis/independence, assemblage and collective humanness; (3) dis/ability politics, self-advocacy and repositioning the human; and (4) dis/family: desiring the normal, embracing the non-normative. We argue that this feeds into the wider project of dis/ability studies, and we conclude that we desire a time when we view life through the prism of the dishuman (note, without the slash).  相似文献   

Teachers' learning to facilitate high‐level student thinking: Impact of a video‐based professional development          下载免费PDF全文

Miray Tekkumru‐Kisa  Mary Kay Stein  Ryan Coker 《科学教学研究杂志》2018,55(4):479-502

Attaining the vision for science teaching and learning emphasized in the Framework for K‐12 Science Education and the next generation science standards (NGSS) will require major shifts in teaching practices in many science classrooms. As NGSS‐inspired cognitively demanding tasks begin to appear in more and more science classrooms, facilitating students' engagement in high‐level thinking as they work on these tasks will become an increasingly important instructional challenge to address. This study reports findings from a video‐based professional development effort (i.e., professional development [PD] that use video‐clips of instruction as the main artifact of practice to support teacher learning) to support teachers' learning to select cognitively demanding tasks and to support students' learning during the enactment of these tasks in ways that are aligned with the NGSS vision. Particularly, we focused on the NGSS's charge to get students to make sense of and deeply think about scientific ideas as students try to explain phenomena. Analyses of teachers' pre‐ and post‐PD instruction indicate that PD‐participants began to adopt instructional practices associated with facilitating these kinds of student thinking in their own classrooms. The study has implications for the design of video‐based professional development for science teachers who are learning to facilitate the NGSS vision in science classrooms.  相似文献