University TV     

Derek Holroyde 《British journal of educational technology : journal of the Council for Educational Technology》1971,2(3):247-249

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The evolution of an effective pedagogy for teachers using the interactive whiteboard in mathematics and modern languages: an empirical analysis from the secondary sector     

Derek Glover  Douglas Averis  Victoria Door 《Learning, Media and Technology》2007,32(1):5-20

There has been considerable investment in the use of interactive whiteboard technology in schools in the UK. There is evidence that whilst teachers understand such technology, many do not understand the nature and implications of interactive learning. Observation and analysis of 50 video‐recorded lessons taught by ‘successful’ teachers drawn from mathematics and modern foreign language departments in secondary schools led to the classification of three types of practice representing a spectrum of increasing interactivity. The nature of this good practice was analysed together with criteria for assessing the changes being wrought by technology in approaches to learning and teaching. The investigation concluded that the use of new technology alone cannot lead to enhanced learning. Teachers also need training to develop awareness of the relationship between approaches to interactive learning and conceptual and cognitive development in subject areas.  相似文献   

Mental Calculation Methods Used By 11-Year-Olds in Different Attainment Bands: a reanalysis of data from the 1987 APU survey in the UK     

Derek Foxman  Meindert Beishuizen 《Educational Studies in Mathematics》2002,51(1-2):41-69

This paper describes thereanalysis of data obtained in 1987 on themental calculation strategies used by asample of 11-year-olds in the course of anational survey of schools in England,Wales and Northern Ireland. The mentalskills test was administered to pupils in aone-to-one situation and the reanalysismade use of classifications of mentalstrategies developed in the past decade ininternational research. These pupils werea subsample of the main sample of about 10000 who took a written test of mathematicsin the survey, 247 taking both tests. Thescores on the written test were used todistribute these pupils into three bands ofattainment in order to compare thefrequency and effectiveness of thestrategies used by pupils of differentlevels of attainment. Eight of thereanalysed questions are discussed, each ofthem involving one of the four basicarithmetic operations. Some are purelynumerical and in others the numbers are ina context. Top band pupils mostly preferredsequential strategies which leave one ofthe numbers in the calculation complete,while the Bottom band generally preferredto split complete numbers and operateseparately on the components of the numbersthus partitioned. The most popularstrategy for Middle band pupils in severalquestions was the standard algorithm usedmentally. Complete number strategies werethe most successful for pupils in all threebands. Possible implications for theNational Numeracy Strategy in Britain arediscussed. This revised version was published online in July 2006 with corrections to the Cover Date.  相似文献   

International Perspectives on Curriculum Studies,Vol. 1, Curriculum and Assessment (David Scott,Ed.)     

Derek Foxman 《Assessment in Education: Principles, Policy & Practice》2002,9(2):269-271

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The effect of changes in item sequence on student performance in a multiple-choice chemistry test     

Derek Hodson 《科学教学研究杂志》1984,21(5):489-495

It is standard practice to arrange items in objective tests in order of increasing difficulty, on the assumption that such an arrangement increases student motivation and produces more reliable tests. The validity of this assumption was investigated in the context of a multiplechoice chemistry test. Fifty items were arranged in three sequences of difficulty: random (R), easy-to-hard (E-H) and hard-to-easy (H-E). The mean test score was significantly higher for the test sequenced E-H than for the test sequenced H-E. Item difficulty index was raised by placement of the easier items toward the beginning of the test and lowered by placement of these items toward the end of the test. Test reliability was largely independent of item sequence.  相似文献   

Teaching Mathematics in mixed ability pairs     

Derek F. Digby 《Cambridge Journal of Education》1976,6(1-2):39-47

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Teachers’ Personal Constructs and their Pupils’ Self‐images     

Derek Blease 《Educational studies》1986,12(3):255-264

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Towards An Understanding of Muslim American Adolescent High School Experiences     

Derek X. Seward  Shaza Khan 《International journal for the advancement of counseling》2016,38(1):1-11

The researchers conducted a grounded theory study to explore the experiences of Muslim American adolescents in high school. Findings indicate that students had to navigate unique challenges because of their religious faith, but those obstacles presented opportunities to confront bias and discrimination. Recommendations for how school counselors can support the development of Muslim American adolescents are presented.  相似文献   

China’s education,curriculum knowledge and cultural inscriptions: Dancing with the wind,     

Derek R. Ford 《Educational Philosophy and Theory》2019,51(7):744-745

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Foreign patent flows to and from the United Kingdom     

Derek L. Bosworth 《Research Policy》1984,13(2):115-124

A substantial part of the stock of technological knowhow in any given country is determined by foreign companies. Flows of technology are reflected in part by the international pattern of patenting behaviour. This paper examines both the patent applications in the UK by foreign countries and UK patent applications abroad. It concludes that each country is exposed to a subset of world-wide technology determined by the profitability of transfer of new knowhow. Profitability is affected by the size of potential supply of new inventions in donor countries, by the attractiveness of markets for knowhow in recipient countries and by the costs of transfer.  相似文献