A case study of using peer feedback in face-to-face and distance learning classes among pre-service teachers     

María D. Vásquez-Colina  Marianne Robin Russo  Mary Lieberman  John D. Morris 《Journal of Further & Higher Education》2017,41(4):504-515

This study investigated a feedback exchange activity for engaging pre-service teachers and the nature of such feedback in two undergraduate classes, a distance learning (DL) and a face-to-face (F2F) class. The research question asked if the nature of peer feedback was different between F2F and DL class formats. Students’ work samples were collected during class time to examine feedback function ratings. Participants also completed an online questionnaire to examine the nature of expectations of the feedback given. For both the nature of expectations and feedback function ratings, results for chi-square analyses demonstrated no statistically significant difference between the two modes of instruction (F2F versus DL), and the peer feedback categories. However, provision of feedback was significantly favoured in the F2F class over the DL class. Implications for course curriculum and future research are discussed.  相似文献   

What is Your Fitness Tracker Communicating?: Exploring Messages and Effects of Wearable Fitness Devices     

Daniel St. Clair Kreitzberg 《Qualitative Research Reports in Communication》2016,17(1):93-101

Although studies have investigated how the technical features of wearable fitness trackers promote physical activity, we understand less about how communication surrounding such devices may contribute to their success. Addressing current opportunities for inquiry is important, as the popularity of fitness trackers and other wearable devices grows. Through interviews with 25 people wearing fitness devices, this study elucidates how and with whom people communicate fitness tracker messages and explains the effects of sociomaterial practice on interactions between wearable fitness device users. Our findings show the vital role of communication in sharing and encouraging physical activity.  相似文献   

Drama and the University     

Robin Rook 《Cambridge Journal of Education》1971,1(2):77-82

  相似文献   

The expressive arts and resilience in aging     

Robin A. Majeski  Merrily Stover 《Educational gerontology》2019,45(3):161-166

  相似文献   

The Relation of Parental Affect and Control Behaviors to Children's Classroom Acceptance: A Concurrent and Predictive Analysis     

Susan Isley  Robin O'Neil  Ross D. Parke 《Early education and development》1996,7(1):7-23

The present study is a longitudinal examination of the relations between parental expressions of affect and parental control behaviors and children's classroom acceptance in kindergarten and first grade. One hundred-sixteen kindergarten-aged children and their parents were videotaped during physical play sessions and parents were rated on global affective and behavioral dimensions. Ratings of classroom social acceptance were provided by teachers and peers. Results indicated that parents' expressed positive and negative affect were related to children's classroom acceptance in kindergarten and in first grade. The most powerful and consistent predictor of children's social acceptance was fathers' expressed negative affect, particularly between father-son dyads. The current study emphasizes the importance of continued examination of linkages between the family and peer systems, especially with respect to the ways in which children's experiences in the family and school environments may mutually influence social development, and points to the need for further examination of the mechanisms by which multiple social contexts may influence children's behavior in the family and in school.  相似文献   

Still no pedagogy? principle,pragmatism and compliance in primary education   总被引：5，自引：1，他引：5  

Robin Alexander 《Cambridge Journal of Education》2004,34(1):7-33

This article revisits Brian Simon's 1981 Simon B (1981) Why no pedagogy in England? in: B. Simon & W. Taylor (Eds) Education in the eighties: the central issues (London, Batsford) 124 145  [Google Scholar] judgement that for deep‐seated historical reasons English education lacks a coherent and principled pedagogy. Given that since 1997 the tide of educational centralisation has added teaching methods to those aspects of schooling which the UK government and/or its agencies seek to prescribe, it is appropriate to test the continuing validity of Simon's claim by reference to a major policy initiative in the pedagogical domain: the government's Primary Strategy, published in May 2003. This article defines pedagogy as both the act of teaching and its attendant discourse and postulates three domains of ideas, values and evidence by which both are necessarily framed. It then critically assesses the Primary Strategy's account of some of the components of pedagogy thus defined, notably learning, teaching, curriculum and culture, and the political assumptions which appear to have shaped them. On this basis, the Primary Strategy is found to be ambiguous and possibly dishonest, stylistically demeaning, conceptually weak, evidentially inadequate and culpably ignorant of recent educational history. The article is an extended version of the last in the 2002–2003 Research Lecture series at Cambridge University Faculty of Education, and preserves some of the style of its initial mode of presentation.  相似文献   

Million Book Project vs Google^TM Print     

ST. CLAIR Gloriana 《浙江大学学报(A卷英文版)》2005,6(11):1195-1200

INTRODUCTION Google’s announcement that it intended to digi- tize all the books in several major research libraries was met with mixed reactions. John Wilkin at the University of Michigan declared “This is the day the world changes,” while Rory Litwin said in Library Juice that the move would “commercialize the great research libraries with a handshake, suddenly and epochally.” The four directors of the Universal Li- brary and Million Book Project have received many questions ab…  相似文献   

Computer conferencing: a contribution to self-directed learning     

Robin Mason 《British journal of educational technology : journal of the Council for Educational Technology》1988,19(1):28-41

This article describes computer conferencing in its educational context, particularly as a tool for encouraging greater autonomy in the learner. Conferencing experiments at the Open University with a large undergraduate course (1000–2000 students) are described, and guidelines proposed: the conferencing system must be integral to the course and related directly to an assessment, the facility must be easy to use and the conference moderator needs special skills to manage the conference. Various problems can arise, such as the non-participant 'lurker' and the dominant personality. Ways in which conferencing can improve educational interaction are suggested. With an innovation as untested as conferencing, it is premature to expect definitive answers; rather this paper poses questions and identifies issues about the role of conferencing in education in the future.  相似文献   

Pigeons’ short-term memory for temporal and visual stimuli in delayed matching-to-sample     

Robin L. Bowers  Ralph W. Richards 《Learning & behavior》1990,18(1):23-28

In the present experiment, we compared directly pigeons’ short-term memory of temporal and visual stimuli in a delayed matching-to-sample task. The sample stimuli consisted of red and green lights presented for 5 and 30 sec, followed by a retention interval and blue and yellow comparisons. For subjects in the visual group, duration was irrelevant and the color of the sample was the conditional cue. For animals in the temporal group, color was irrelevant and duration of the sample was the conditional stimulus. The results showed that acquisition of the matching task was faster and accuracy was higher in the visual than in the temporal group. More importantly, memory of either sample generally declined at a similar rate when the duration of the retention interval was increased and when the intertrial interval was reduced. Taken together, the results indicate that with 1–8-sec retention intervals, short-term memory for temporal stimuli is similar to that found with color-visual samples. The findings are discussed in terms of retrospective and prospective processing.  相似文献   

Concepts of peace education: A view of western experience     

Robin Burns  Robert Aspeslagh 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》1983,29(3):311-330

Approaches to the theory and practice of peace education are as varied as the situations across the world in which it is undertaken. Against a framework established by the Peace Education Commission of IPRA, current trends in the conceptualization and experience of peace education (from a Western view-point) are considered and reveal (1) acceptance of ‘development’ with ‘justice’ and ‘human rights’ as integral to the concept of peace; (2) emphasis on the psychological as well as socio-political, economic and structural conditions that maintain present injustices and oppressions; (3) renewed efforts to try out innovative educational approaches to a variety of learning situations, from the pre-school to adult formal and non-formal settings; (4) new concern about the materials, content and techniques of learning; and (5) fresh examination of the inter-relationships between theory and practice, research and action. Analyzing a number of conceptual approaches to peace and disarmament education, the authors support a political, participatory strategy and set it in a historical context. Hence, its connection with development education and the significance and implications of a global perspective are demonstrated. The global perspective is seen as a growing-point for peace education today, providing the potential for political consciousness and action.  相似文献