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101.
To review the status of research in educational broadcasting, assess its adequacy in the light of contemporary requirements
and propose a program of urgently needed research, 23 research specialists from organizations and institutions engaged in
educational broadcasting participated in a five-day Seminar on Research in Educational Broadcasting. The Seminar was sponsored
by the National Association of Educational Broadcasters with funds provided by the W. K. Kellogg Foundation. Management responsibility
was handled by The Ohio State University, which also generously contributed the services of many members of its staff. The
Seminar was held December 9–13, 1957, on The Ohio State University campus in Columbus. For the past few years, Dr. Tyler has
been director of the annual Institute for Education by Radio and Television. 相似文献
102.
Making learning fun: Quest Atlantis, a game without guns 总被引:18,自引:0,他引:18
Sasha Barab Michael Thomas Tyler Dodge Robert Carteaux Hakan Tuzun 《Educational technology research and development : ETR & D》2005,53(1):86-107
This article describes the Quest Atlantis (QA) project, a learning and teaching project that employs a multiuser, virtual
environment to immerse children, ages 9–12, in educational tasks. QA combines strategies used in commercial gaming environments
with lessons from educational research on learning and motivation. It allows users at participating elementary schools and
after-school centers to travel through virtual spaces to perform educational activities, talk with other users and mentors,
and build virtual personae. Our work has involved an agenda and process that may be called socially-responsive design, which
involves building sociotechnical structures that engage with and potentially transform individuals and their contexts of participation.
This work sits at the intersection of education, entertainment, and social commitment and suggests an expansive focus for
instructional designers. The focus is on engaging classroom culture and relevant aspects of student life to inspire participation
consistent with social commitments and educational goals interpreted locally.
This research was supported in part by a CAREER Grant from the National Science Foundation, REC-9980081 and by the National
Science Foundation Grant #0092831. 相似文献
103.
Science & Education - Concepts related to the nature of science (NOS) have been considered an important part of scientific literacy as reflected in its inclusion in curriculum documents. A... 相似文献
104.
This study attempts to explore and discuss preschool teachers’ perception of gender differences in young children through their verbal expression. The teachers (Study I, n —121, Study II, n= 31) in this study perceive female preschoolers as positive and sensitive learners. While many learner qualities such as inventive, problem‐solver, builder, hands‐on, questioning, etc. are identified more often for boys than girls, overall the teachers’ perception of the boys’ group is less “teachable” and “easy to work with” than the girls group. In addition, one of the most intriguing and concerning observations is that girls are perceived as “passive learners” and therefore they are more “teachable” than boys. As implications of the study, the paper discusses an important understanding of gender‐fair and gender‐congruent pedagogical awareness for developmentally and culturally appropriate practice in early childhood education. This study was originally presented at the 1999 AERA Annual Meeting, April 19‐23, Montreal, Canada, and was titled Examination of Preschool Teachers’ Biased Perception on Gender Difference. 相似文献
105.
Tyler E. Smith Susan M. Sheridan 《Journal of educational and psychological consultation》2013,23(2):128-157
ABSTRACTWhen families are engaged in their education, children’s academic, behavioral, and social-emotional development is indirectly supported. Many teacher-training programs (TTPs) focused on preparing teachers to communicate and work with families have been developed, although inconsistencies regarding their effectiveness exist. The current meta-analysis of 39 studies systematically analyzed the effects of TTPs on teachers’ family-engagement practices, attitudes, and knowledge. TTPs included preservice university courses, teacher in-service, and professional development programs. Studies were coded for key sample, setting, and quality characteristics. Analyses revealed TTPs had a significant positive effect on all teacher family-engagement outcomes. Key intervention components were also determined (e.g., communication strategies, collaborative planning, and problem solving) and can be used to inform the development of future TTPs. Although results are promising, future TTPs should aim to improve methodological rigor and study quality. 相似文献
106.
Examination of over 600 on‐air promos carried within or adjacent to situation comedies showed that the promos’ salience impacted the ratings of the promoted program. After controlling for the ratings of the lead‐in to the promoted program, significant associations were found for the method of construction of the promo, the familiarity of the promoted program, the amount of clutter within breaks, the position of the promo within the break, and the rating of the program carrying the promotion. The results suggested a six‐part model for maximizing the effectiveness of on‐air promotion. 相似文献
107.
Susan Tyler Eastman Gregory D. Newton Paul D. Bolls 《Journal of Applied Communication Research》2013,41(3):238-259
This study assessed the impact of content--as opposed to structural--factors on television program ratings, seeking to locate clusters of components that would identify effective on-air promotion and allocate content a better-defined place within theoretic models of media priming. Stepwise multiple regression analyses of 1,547 on-air promos for 155 prime-time programs demonstrated that 5-9% of ratings variance was accounted for by content appeals, humor, and presentation in promos for comedy programs. The influence of content variables was greater for familiar than unfamiliar comedies, and humor and presentation in promos contributed to variance in ratings for mid-rated but not high- or low-rated comedies. 相似文献
108.
Tyler G. Johnson 《Quest (Human Kinetics)》2013,65(3):187-196
Mind-body dualism has likely influenced how many view human beings and their behavior—mind (i.e., thinking) is elevated over body (i.e., performing)—even in Physical Education Teacher Education. The problem is that such a perspective makes physical education content (i.e., dance, games, play, and sport) subsidiary to more “intellectual” or “academic” content. This article invites Physical Education Teacher Education faculty to consider how to effectively “send the message” to future physical educators that physical education content is valuable and respectable and in many ways epitomizes intelligent human behavior. Specifically, Physical Education Teacher Education faculty are invited to (a) challenge traditional definitions of intelligence and introduce alternative definitions, (b) participate regularly in their own playgrounds, (c) provide a sufficient dose of activity courses in their curricula, (d) teach activity courses, (e) establish a performance-oriented culture, and (f) administer performance and/or game play evaluations. 相似文献
109.
Elvis Enrique Nunez Rose M. Pringle Kevin Tyler Showalter 《International Journal of Science Education》2013,35(15):2421-2453
A survey of the literature on evolution instruction provides evidence that teachers’ personal views and understandings can shape instructional approaches and content delivered in science classrooms regardless of established science standards. This study is the first to quantify evolutionary worldviews of in-service teachers in the Caribbean, specifically in Belize, an English-speaking nation with a high school system guided by a regional biology syllabus and strict standardized tests. Using the Measure of Acceptance of the Theory of Evolution (MATE) instrument and knowledge test, we investigated (1) the current level of acceptance and understanding of evolution as given by 97% of high school biology teachers in Belize; (2) the factors associated with acceptance and understanding of evolutionary theory. With an average MATE score of 64.4 and a mean knowledge score of 47.9%, Belizean teachers were classified as having both ‘Low Acceptance’ and ‘Low Understanding’ of evolutionary theory. A positive correlation was found between teacher acceptance and understanding of evolution. A review of the Caribbean Secondary Examination Certificate biology syllabus suggests that evolution plays a minimal role in the high school biology classroom. We believe that Belize presents a unique opening for future training on evolution instruction since 57% of the biology teachers self-proclaim to be unprepared to teach evolution. The results of this study have implications for policy, practice and research with teachers’ acceptance, understanding and confidence in teaching evolution serving as important predictors for instructional approaches used in the biology classroom. 相似文献
110.
Tyler Bushnell 《Sports biomechanics / International Society of Biomechanics in Sports》2013,12(3):261-268
In the finishing kick of a distance race, maximizing speed becomes the focus even if economy may be sacrificed. If distance runners knew how to alter their technique to become more sprint-like, this process could be more successful. In this study, we compared the differences in technique between sprinters and distance runners while running at equal and maximal speeds. Athletes consisted of 10 Division I distance runners, 10 Division I sprinters, and 10 healthy non-runners. They performed two tests, each consisting of a 60-m run on the track: Test 1 at a set pace of 5.81 m/s, while Test 2 was maximal speed. Video was collected at 180 Hz. Significant differences (P < 0.05) between the sprint and distance groups at maximal speeds were found in the following areas: speed, minimum hip angle, knee extension at toe-off, stride length, contact time, and recovery knee at touchdown. In Test 1, sprinters and distance runners displayed many of the same significant differences. The control group was similar to the distance group in both trials. As distance runners attempt to sprint, the desired adjustments do not necessarily occur. Distance runners may benefit from biomechanical interventions to improve running speed near the end of a race. 相似文献