Literacy and Children Who Are Blind and Who Have Additional Disabilities— the challenges for teachers and researchers     

Steve McCall  Mike McLinden 《International Journal of Disability, Development & Education》2001,48(4):355-375

This paper considers the challenges that confront teachers wishing to develop literacy skills in children with complex needs and the issues which face those wishing to research this area. The article is based upon work undertaken by the authors in the United Kingdom into the use of the Moon tactile code to provide access to literacy for children who are blind and who have additional disabilities. Moon has become established as an option for developing the literacy of children who are blind in the UK and it has been estimated that around 100 children are using Moon in their schoolwork. A general overview of the use of Moon by children in the UK is reported upon in McCall and McLinden (2001) and a full report of the Moon research project and its outcomes can be found in McCall (2000). Here the authors reflect on some of the challenges that have emerged during their 10 years of investigation in this area. The reflections are presented under four broad headings: "Resourcing Literacy," "Defining the Population," "Defining Literacy," and "Evaluating Literacy." Each of these headings represents a cluster of issues that the authors consider that those with an interest in the development of literacy for children with complex educational needs will need to address.  相似文献   

Acting with technology – By Victor Kaptelinin & Bonnie Nardi     

Mike Johnson   《British journal of educational technology : journal of the Council for Educational Technology》2008,39(1):184-185

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Control and constraint in e‐learning: Choosing when to choose – By Jon Dron     

Mike Johnson 《British journal of educational technology : journal of the Council for Educational Technology》2008,39(6):1135-1136

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BOOK REVIEWS     

Geoff Teece  Dr Rosemary Preston  Mike McLinden  Merike Darmody  Michael Crossley 《比较教育学》2008,44(1):111-119

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Using teacher stories to reveal quality educational practice: An Eastern Cape experience     

Kathryn Paige  Mike Chartres  Alan Kenyon 《International Journal of Educational Development》2008,28(5):524-533

The University of Fort Hare Distance Education Project set out to improve qualifications of primary teachers in rural and township schools in the Eastern Cape of the Republic of South Africa. At the culmination of an 11-year AUSAid collaboration between the University of Fort Hare and University of South Australia a research project to reveal quality educational practice was undertaken. Using oral histories as the methodology, teacher stories were gathered through a sequence of interviews and classroom observations. This collection of oral histories constitutes the basis for the paper. Its research focus has been the science and mathematics practices of eight teachers who typify the many hundreds who participated in the project. This paper explores the use of oral history as a methodology for documenting quality educational practice.  相似文献   

Mathematical models for academic webs: Linear relationship or non-linear power law?     

Nigel Payne  Mike Thelwall 《Information processing & management》2005,41(6):1495-1510

Previous studies of academic web interlinking have tended to hypothesise that the relationship between the research of a university and links to or from its web site should follow a linear trend, yet the typical distribution of web data, in general, seems to be a non-linear power law. This paper assesses whether a linear trend or a power law is the most appropriate method with which to model the relationship between research and web site size or outlinks. Following linear regression, analysis of the confidence intervals for the logarithmic graphs, and analysis of the outliers, the results suggest that a linear trend is more appropriate than a non-linear power law.  相似文献   

The use of intelligent technology at home and at school: what do parents think?     

Mike Van  Duuren 《British journal of educational technology : journal of the Council for Educational Technology》1994,25(3):231-232

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Computer science and engineering: utilizing action research and lesson study     

Andrea C. Burrows  Mike Borowczak 《Educational Action Research》2019,27(4):631-646

ABSTRACT

This article explores one group’s use of action research (AR) and lesson study in three US university-level computer science courses affecting 85 undergraduate computer science and engineering students. It offers an overview of three areas including AR, lesson study, and engineering soft skills. The research group identified a problem: undergraduate engineering student soft skill understanding. The group collaborated to enhance participant engagement with this problem by utilizing one lesson focused on soft skills over three research lesson iterations in three distinct university semesters (2017-2018). Field notes were the main data collection method. Observational field notes were recorded in the three research lesson iterations, and themes from the notes were identified. The group valued peer interactions, and the research lesson adaptations as well as pedagogical changes were based on evidence. Four themes were identified, and participant comments were considered as the lessons became more focused . The research group argues that AR and lesson study are separate and distinct ventures based on this yearlong experience, which is counter to some other literature presented. Implications are large for all stakeholders interested in AR, lesson study, soft skill utilization, conflict management, and participant learning impact. Possibilities for enhanced participant engagement exists with honed lesson pedagogy.  相似文献   

Questioning Styles and Students' Learning: Four case studies     

Helena Pedrosa de Jesus  Patr?′cia Almeida  Mike Watts 《教育心理学》2004,24(4):531-548

A study of the relationships between students' questioning and learning styles is being conducted on data collected in two university semesters with a sample of 300 students. This report discusses the results of case studies looking in depth at four of the students. These were involved in further data collection through written and oral questions, interviews and classroom observation experiments. The main aim is to unravel the interrogative bases of the students' learning by looking at the quality and quantity of questions they ask. This means that among other characteristics, the nature and the deliberative or spontaneous use of questions by the four students were investigated. It was possible to distinguish question‐askers by tallying their questions. Their learning styles were characterised using Kolb's Learning Styles Inventory. The study also allowed for snapshots of how particular learners shape questions. Looking at the way in which these questioning styles fit with their orientations to learning, and how this drives learning, informs what teaching might best then ensue.  相似文献   

数字时代的远程教育和终身学习——第16届亚洲开放大学协会年会主题报告     

迈克·穆尔  杜琼英 《云南电大学报》2003,5(1):22-30

引言人们现在都一致认为:新的数字技术以其快速的信息存储和传输引起了世界经济、国家经济乃至整个社会的巨变。在数字时代,知道怎样获得信息并把信息转化为知识是经济、社会、个人发展的主要驱动力,个别人可能还会认为这也是政治发展的主要驱动力。对于知识产业、知识工人以及帮助人们在成指数增长的信息中找到定位感的知识系统的话题我们已习以为常。据统计,世界信息量每两年翻两番。知识爆炸使得我们所学的知识必须很快更新。例如,理工系的学  相似文献