Information transformation Africa: Indigenous knowledge – Securing space in the knowledge society     

Kay Raseroka   《International Information and Library Review》2008,40(4):243

This paper reflects on factors that need to be considered for establishment of an equitable knowledge society that will secure the Indigenous Knowledge space. While information communication technology facilitates the capture of a predominantly oral-based indigenous knowledge, its contribution to exploitative approaches to information access, also encourages the development of such knowledge as a commodity for competitive advantage, a factor that requires serious consideration. The basis for this consideration should be the World Summit on the information Society (WSIS) Principles which provide the promise of equitable access to information as a base for creation of the knowledge society through ethically grounded information use and sharing.  相似文献   

Patterns in children's ability to recall explicit,implicit and metaphorical information     

Kay M. Kincade 《Journal of Research in Reading》1991,14(2):81-98

The purpose of this study was to examine the effects of grade level and recall task type on children's memory for explicit, implicit and metaphorical information following reading. Forty second and 40 fifth grade subjects balanced as to gender read four prose passages and were randomly assigned to cued and free recall conditions. A MANOVA produced significant main effects for grade level and task type on each of three dependent variables; EXPLICIT, IMPLICIT and METAPHOR recall measures. As predicted, fifth graders fared better than second graders and the cued condition exceeded free recall. Of greater significance was the finding that second graders were able to engage in metaphorical reasoning when the task was appropriately structured. The results suggest that providing externally generated, structured probes can greatly enhance children's reading recall at both grade levels and can enable children to demonstrate metaphorical comprehension prior to the age at which it spontaneously appears. In addition, significantly different patterns of recalled information were found within the two task conditions, patterns that remained stable across age groups.  相似文献   

Investigating Students’ Learning Through Co-designing with Technology     

Wu  Jue  Atit  Kinnari  Ramey  Kay E.  Flanagan-Hall  Grace Ann  Vondracek  Mark  Jona  Kemi  Uttal  David H. 《Journal of Science Education and Technology》2021,30(4):529-538

Involving students in the co-design of educational curricula and practices can benefit both students and teachers. Students who participate in co-design may show better learning or increased agency or engagement. In the present study, we investigated what kind of science knowledge or practices can be learned by student co-designers while engaging in co-design practices and how that learning happens with six high school students. We created a model to guide the analysis of students’ learning with technology in co-designing processes. The results revealed that students learned engineering design process even if no explicit instruction on engineering learning was given. Also, our analysis suggested that co-designing with technology enabled learning of the engineering design process and potentially furthered learning of science because it promoted knowledge integration. The results have implications for understanding and enhancing engineering design and science learning through co-designing with technology.

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Implicit theories of creativity: a comparison of student‐teachers in Hong Kong and Singapore     

Quek Khiok Seng  Soh Kay Cheng 《Compare》2008,38(1):71-86

This study attempts to uncover the beliefs regarding various aspects of creativity among trainee‐teachers in Hong Kong and Singapore. Trainee‐teachers from Hong Kong (N = 188) and Singapore (N = 127) completed a questionnaire on beliefs about creativity. The 30‐item questionnaire covering 15 aspects of beliefs regarding creativity was presented to the respondents as a set of six‐point Likert scales. Through factor analysis, creativity was found to have five dimensions: (1) physiology, (2) generality, (3) culture, (4) individuality and (5) youth. Hong Kong respondents were found to hold more rigid views of creativity than their Singaporean counterparts. In particular, Hong Kong respondents believed more strongly that creativity is dependent on birth order, effort, health, logical thinking and youth and that there is a critical period beyond which creativity may not develop.  相似文献   

Editorial     

Kay Livingston 《欧洲师范教育杂志》2007,30(1):1-2

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Effects of Academic Discipline and Teaching Goals in Predicting Grading Beliefs Among Undergraduate Teaching Faculty     

Barnes  Laura L. B.  Bull  Kay S.  Campbell  N. Jo  Perry  Katye M. 《Research in higher education》2001,42(4):455-467

Prior research reveals that differential grading patterns exist among the academic disciplines. One explanation may lie in discipline-related differences in teaching goals and beliefs about the meaning grades should convey. This study examined the effects of academic discipline and teaching goals on grading beliefs. A national sample (n = 442) of undergraduate teaching faculty provided responded to a survey measuring the importance of various teaching goals and orientations toward norm-referenced or criterion-referenced grading (Frame of Reference), and beliefs about using grades to sort and select students on the basis of achievement (Gatekeeping). Both teaching goals and academic discipline were significantly related to gatekeeping beliefs, but not to beliefs about frames of reference for grading. Higher gatekeeping scores were associated with faculty in the paradigmatic fields and those who emphasized analytic skills and time management. Lower gatekeeping scores were associated with the preparadigmatic disciplines and teaching goals of synthesis and integration and developing respect for others. Faculty who identified their primary teaching role as subject matter oriented were more gatekeeping than those who identified themselves primarily as being student/personal development oriented.  相似文献   

Rebirth     

Kay A. Persichitte 《TechTrends》2016,60(4):304-304

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Performance assessment and ECIT program review: Nuts & bolts     

Kay A. Persichitte  Mary Herring 《TechTrends》2002,46(6):42-45

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The Importance of Making the Well-Being of Children in Poverty a Priority     

Debra Lindsey Prince  Kaye Pepper  Kay Brocato 《Early Childhood Education Journal》2006,34(1):21-28

Hurricane Katrina exposed to the world the side of America that is often ignored or forgotten—the side of America where people live in poverty and struggle to meet their most basic needs. This article focuses primarily on children in Mississippi and highlights the effect that poverty has on children’s well-being at an early age and future academic success. It also provides evidence for the importance of funding high-quality pre-k programs and parental training to ensure they begin the process of preparing their children for success, not only in Mississippi but in the other states that are leaving their children behind. Finally, with the reauthorization of No Child Left Behind in 2007, recommendations are made for refocusing the premise of the law from accountability and high stakes testing to meeting the needs of all children so they can truly be successful in school.  相似文献   

Twenty years (and more) of international review: a retrospective view     

Kay Kyeongju Seo  Nick Eastmond  Hal Cain 《Educational technology research and development : ETR & D》2002,50(4):82-93

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