Hokanson,Brad & Gibbons,Andrew ed (2013) Design in educational technology Springer (Berlin) isbn 978‐3‐319‐00926‐1 283 pp £90 http://www.springer.com/education+%26+language/learning+%26+instruction/book/978‐3‐319‐00926‐1          下载免费PDF全文

Dr Diane P Janes 《British journal of educational technology : journal of the Council for Educational Technology》2015,46(1):E2-E2

Here is a well written and well edited book with focus on the concept of design in modern educational technology practice. It is for both new and experienced designers; those new to the field might find opportunities to expand their practice, while experienced designers will find affirmation of many past practices and the opportunity to explore new ideas for future projects. If you think this book is likely to be of value to you, I suggest you buy your own copy Diane P Janes  相似文献   

Scientific Inquiry Self-Efficacy and Computer Game Self-Efficacy as Predictors and Outcomes of Middle School Boys’ and Girls’ Performance in a Science Assessment in a Virtual Environment     

Bergey  Bradley W.  Ketelhut  Diane Jass  Liang  Senfeng  Natarajan  Uma  Karakus  Melissa 《Journal of Science Education and Technology》2015,24(5):696-708

Journal of Science Education and Technology - The primary aim of the study was to examine whether performance on a science assessment in an immersive virtual environment was associated with changes...  相似文献   

Supporting emotion regulation in individuals with ASD,ADHD and bipolar disorder through trauma-informed instruction and self-regulation strategies     

Lauren A. Delisio  Diane Casale-Giannola  Caitlyn A. Bukaty 《Journal of Research in Special Educational Needs》2023,23(2):136-146

Since the beginning of the COVID-19 pandemic, students have endured drastic changes in educational routines. Such disruptions can be especially challenging for students who struggle with executive functioning, self-regulation and emotion regulation, such as students with autism spectrum disorder (ASD), attention deficit hyperactivity disorder (ADHD) and bipolar disorder. Using a framework of trauma-informed instruction, the authors supported classroom teachers in implementing sensory spaces for students with ASD, ADHD and bipolar disorder. The project included professional development and funding for teachers to develop, procure and offer sensory tools and strategies to assist students in recognising and managing emotions. The authors collected data on the effectiveness of the sensory supports, combining teacher surveys and student behaviour data. Results indicated increased teacher knowledge on trauma-informed instruction and use of sensory supports to promote executive functioning and self-regulation and decreased target behaviours in students based on structured observation and anecdotal teacher feedback.  相似文献   

Addressing Anti-Indianism in the Mainstream Curriculum: A Partnership Model     

Diane Caracciolo 《Multicultural Perspectives》2013,15(4):224-228

How do you live in a time when most people believe you are dead—from a people of the past—and you feel you have been made allergic to your true roots? You do, you just do. ?Geobe (2003, p. 55)  相似文献   

The Liberal Education of Teachers     

Carroll D. Champlin 《The Educational forum》2013,77(3):309-316

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Pluralism,poststructuralism, and evolutionary theory     

Joseph Carroll 《Academic Questions》1996,9(3):43-57

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Legal teaching methods to diverse student cohorts: a comparison between the United Kingdom,the United States,Australia and New Zealand     

Diane Kraal 《Cambridge Journal of Education》2017,47(3):389-411

This article makes a comparison across the unique educational settings of law and business schools in the United Kingdom, the United States, Australia and New Zealand to highlight differences in teaching methods necessary for culturally and ethnically mixed student cohorts derived from high migration, student mobility, higher education rankings and host governments promoting educational services. The approach of grounded theory is used, drawing data from instructor interviews and class observations of their teaching styles. While instructors from universities with higher numbers of international students are under pressure, the findings indicate there are positive consequences that result from these settings. Outcomes include experimentation in teaching methods, increases in the use of technology and more teacher training. There are concerns about English-language entry tests, a possible reputational risk for the higher education industry. This research contributes to the debate on changes in teaching methods that result from student mobility towards English-medium universities.  相似文献   

From divergent evolution to witting cross-fertilisation: the need for more awareness of potential inter-discursive communication regarding students' extended historical writing     

James Edward Carroll 《Curriculum Journal》2017,28(4):504-523

History education stakeholders in England have consistently judged that some students find formal historical writing prohibitively difficult due to the demands of constructing an extended argument. While policy makers have agreed students need support in their historical writing, recurring themes in centralised resourcing have been wastage, incoordination and replication. Furthermore, two concurrent but largely disconnected discourses have developed and promulgated initiatives relevant to students’ extended historical writing: ‘genre theorists’ and the ‘history teachers’ extended writing movement’. Despite certain goals held in common participants in the two discourses have tended to talk past one another with concomitant issues in resourcing. Unsystematic, cross-fertilisation between the discourses has led to cycles of genre theory being collectively discovered, forgotten, and rediscovered by history teachers with knowledge not being built cumulatively. Furthermore both discourses have independently developed similar initiatives in a form of convergent evolution resulting in duplication of labour. Finally, divergent evolution has occurred where genre theorists have advocated approaches that are increasingly redundant for history teachers’ requirements. A more activist stance is therefore required to ensure meaningful inter-discursive communication between genre theorists and the history teachers’ ‘extended writing movement’ to ensure efficacy in developing approaches to improving students’ extended historical writing.  相似文献   

Effect of foster care on young children's language learning     

Windsor J  Benigno JP  Wing CA  Carroll PJ  Koga SF  Nelson CA  Fox NA  Zeanah CH 《Child development》2011,82(4):1040-1046

This report examines 174 young children's language outcomes in the Bucharest Early Intervention Project, the first randomized trial of foster placement after institutional care. Age of foster placement was highly correlated with language outcomes. Placement by 15 months led to similar expressive and receptive language test scores as typical age peers at 30 and 42 months. Placement from 15 to 24 months also led to dramatic language improvement. In contrast, children placed after 24 months had the same severe language delays as children in institutional care. Language samples at 42 months confirmed that placement after 24 months led to lower expressive skill.  相似文献   

Perceived physical competence,enjoyment and effort in same‐sex and coeducational physical education classes     

Minjeong Lyu  Diane L. Gill 《教育心理学》2011,31(2):247-260

Perceived competence is a key motivational determinant of physical activity behaviours in adolescents, and motivational determinants are influenced by the class environment. The purpose of this study was to investigate levels of perceived physical competence, enjoyment and effort in class, focusing on gender and class‐type differences. Participants were 546 adolescents (289 males, 257 females) who were in same‐sex or coeducational physical education classes. The Hierarchical Physical Competence Scale (HPCS) and questionnaire measures of enjoyment and effort in classes were used to investigate students’ perceptions. Results of 2 × 2 multivariate analysis of variance (MANOVA) indicated that students’ perceptions of physical competence, enjoyment and effort in classes differed according to gender and class type, but these differences must be viewed in light of strong interaction effects. That is, female students reported more positive and adaptive perceptions in same‐sex classes and were more affected by class type than were male students.  相似文献