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91.
92.
Lucy Hearne Paul King Tom Geary Neil Kenny 《International Journal for Educational and Vocational Guidance》2018,18(3):315-335
This article will discuss the findings of a single explanatory case study on the model of whole school guidance counselling in the Irish secondary school system, which was carried out during a turbulent period of policy and practice changes in the delivery of guidance counselling services to students from 2012 onwards. Although the case study is positioned within a single voluntary school, the findings may be typical of similar secondary schools settings in Ireland and abroad. Particular focus is given to explicating the key findings of the case study through the specific themes of: concepts of whole school guidance counselling, the Irish integrated model of guidance counselling, stakeholder roles and responsibilities, and the effect of resource re-allocations by policy makers funding guidance school services. 相似文献
93.
Tomáš Sýkora Tereza Stárková Cyril Brom 《British journal of educational technology : journal of the Council for Educational Technology》2021,52(1):42-56
Little is known about the instructional effects of narrative framing elements in child learning games. In this study, second and third graders (Mage = 8.24) played one of two versions of a successful, commercial mathematical learning game at home for 2 weeks (N = 95; between-subject design). The versions differed in the presence/absence of a background story conveyed through comic cutscenes at the beginning and the end of the game. Results showed that children played the game intensively in both conditions: despite not being forced to do so. Plus, they also learned from the game. As expected, children assigned to the cutscenes condition interfaced with the cutscenes. However, no between-group difference was detected in pre-post learning gains, parent-reported engagement, self-reported enjoyment, time spent with the game and the number of solved in-game tasks (all |ds| < 0.29). Altogether, no advantage or disadvantage from the narrative comic cutscenes was revealed. 相似文献
94.
Larry Peterson Tom Anderson Dan Blumenthal Dean Casey David Clark Deborah Estrin Joe Evans Mike Reiter Scott Shenker John Wroclawski 洪丹 陈茂科 《中国教育网络》2006,(11):18-20
2006年8月,GEN(I网络创新的全球化环境)项目组公布其项目的设计原则。来自普林斯顿大学、麻省理工大学、华盛顿大学等学校的十二位专家编写了这份报告。该报告阐述了GENI的研究范围、用户的需求、需求的内在压力,以及工程设计的原则。报告指出了GENI的价值主张,广泛的部署、多样化可扩展的网络技术集合、对真实用户流量的支持仍是GENI关注的原则和方向。上期已经介绍第一部分——“分布式需求定义GENI的重心”,本期刊出第二部分——“解决分布式需求的内在冲突”。 相似文献
95.
This study measured the effect of audio-video channel correspondence on attention and memory. Three versions of four TV news stories were the stimuli. The high-correspondence version employed a specific audio-video semantic match, the medium-correspondence version a less specific match, and the no-correspondence version no match. High channel correspondence promoted the most efficient division of attention and the best memory scores on visual and factual recognition measures. The medium-correspondence version yielded significantly worse visual memory and attention scores, but factual attention and memory scores equal to those for the high-correspondence version. The no-correspondence version yielded high visual recognition scores, but the worst visual attention scores, suggesting that attentional capacity boundaries were overwhelmed by the stimulus. The results across all conditions suggest that when attentional capacity is exceeded, memory of the overall story is degraded. 相似文献
96.
Brown MF Knight-Green MB Lorek EJ Packard C Shallcross WL Wifall T Price T Schumann E 《Learning & behavior》2008,36(4):327-340
In two experiments using a radial-arm maze, pairs of rats made choices among eight maze locations, each containing a large
quantity of one of two food types. The choices made by 1 rat affected the choices made by the other rat. Under most conditions,
visits by 1 rat increased the tendency of the other rat to subsequently choose that maze location. However, the effect depended
on the quality of the food available in a particular location. When it was possible for the rats to observe each other on
the maze arms and a rat had experienced that a location contained the less preferred food type, a previous visit to that location
by the foraging partner decreased the tendency to visit that location. These effects are attributed to working memory for
the spatial choices of another rat, and they indicate that memory produced by a rat’s own visit to a maze location is integrated
with memory for the behavior of another rat to determine spatial choice 相似文献
97.
98.
Tom Macready 《Educational Psychology in Practice》2009,25(3):211-220
Vygotsky regarded the site of learning to be within a matrix of relational action. From this perspective, learning social responsibility will involve a focus on the learning environments that are made available in schools. Adapting the concept of restorative justice to a school context, restorative practice offers a range of relevant learning opportunities. These learning opportunities relate to episodes of wrong‐doing, and to actions that reflect the values and principles of a socially responsible school culture. The importance of dialogue, respect for “the other” and social collaboration will be evident in school‐based restorative practices. 相似文献
99.
Tom L. Freudenheim 《Curator: The Museum Journal》2011,54(1):71-74
Abstract The author suggests being wary of looking ahead and thinking you can track truly significant changes. It’s worth being reminded that all the new tools in the world will only enhance but won’t replace the special, even magical, experience afforded by direct contact with original works of art. 相似文献
100.
Since the 1970s, using his world-systems analysis, Immanuel Wallerstein has developed a wide-ranging framework for the social
sciences, with potential applications for comparative educational research. In this paper we outline key aspects of Wallerstein’s
theorising, and then analyse the uptake, understandings, and applications of his analysis in the field of comparative and
international education, through a case study of the Comparative Education Review (CER) journal from 1980 to 2008. This paper examines how, and how widely, his analysis has been adopted and interpreted.
Our analysis highlights significant and—given the broader emphasis in comparative education on questions of education and
development—surprising absences in the application of this approach. We conclude by arguing for the use and development of
three critical features of his analysis in comparative work, as relevant and timely interventions in the field. 相似文献