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Education and Information Technologies - In recent times, Educational Data Mining and Learning Analytics have been abundantly used to model decision-making to improve teaching/learning ecosystems.... 相似文献
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Katherine Canada MD Frank Brusca 《Educational technology research and development : ETR & D》1991,39(2):43-51
The term technological gender gap refers to the idea that males and females have different technology-related attitudes, behaviors, and skills. This article reviews the mounting evidence documenting the existence of a gender gap, which, if ignored, could render large numbers of female students unprepared to meet the technological challenges of the future. Recommendations for ameliorating the technological gender gap are presented for educators and computer-based instruction (CBI) designers who are interested in providing equitable educational opportunities for male and female students. 相似文献
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This paper contrasts the notion of ‘independent learning’ as perceived by two informant groups at a UK institution of higher education: (1) teachers, educators and providers of education and (2) their students or ‘consumers’ of education. Both informant groups are staff and students studying in a culture different to that of their first education. They are identified in their receiving institution as ‘international’, or have identified themselves as such. The experience of transition into a UK University was explored with both informant groups, through interviews and focus groups, over a cycle of two years. ‘Independent learning’ as rhetoric and practice emerged for both groups as an issue in their transition from familiar to unfamiliar learning culture. Three key insights emerged. Firstly, a mismatch is identified between teacher perceptions and student interpretation of ‘independent learning’ expectations and practice. Secondly, it emerges that student experience of the learning culture is in a state of continuous flux, evolving between first arrival and end of programme through cycles of bafflement and empowerment. Finally, both students and teachers identify a number of strategies for dealing with this experience of ‘transitional’ independence. The paper concludes by recommending a notion of ‘phased scaffolding’ that might inform educational practice and by reflecting on the implications for the educator in revisiting received educational discourse from the perspective of participants negotiating a second learning culture. 相似文献
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Mediated public diplomacy scholarship investigates the manner in which governments attempt to shape the framing of its leaders, people, and foreign policy in other nations’ media outlets. A growing body of literature identifies agenda-building efforts by these governments who often use state-sponsored media platforms to promote some issues and attributes as more salient than others. The current study provides a unique examination of China's use of its Xinhua News Agency as an information subsidy for US news outlets. Study results point to a limited transfer of issue salience between the Chinese news agency and the US news outlets. Non-significant findings were identified regarding attribute agenda building. The results of the study identify a significant intermedia agenda-setting effect between the US news outlets, with The New York Times serving as a conduit between Chinese and US news agendas. Results are discussed in the context of global political public relations and mediated public diplomacy scholarship. 相似文献
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Jane Spiro 《English in Education》2007,41(3):78-93
This paper considers the ways in which the authentic strategies and struggles of the creative writer in formulating a text, can be translated into classroom activity. It explores four activities which derived from my own practice as a writer, and demonstrates the process of adapting, trialling and evaluating them in a range of different classroom settings. The paper attempts to answer the questions: w ere these ‘real‐life’ processes successful as a basis for learning activities? How did the learners respond and what can we learn from heir responses? The paper concludes with the premise that being congruent with one's own ‘real‐life’ strategies can indeed lead to valid learning activities, and that these activities help us to deconstruct many of the myths about what it means to be creative. 相似文献
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Suchanda Sahu MBBS MD Rajinder Chawla Bharti Uppal 《Indian journal of clinical biochemistry : IJCB》2005,20(2):54-61
Current recommendations of the Adult Treatment Panel and Adolescents Treatment Panel of National Cholesterol Education Program
make the low-density lipoprotein cholesterol (LDL-C) levels in serum the basis of classification and management of hypercholesterolemia.
A number of direct homogenous assays based on surfactant/solubility principles have evolved in the recent past. This has made
LDL-C estimation less cumbersome than the earlier used methods. Here we compared one of the direct homogenous assays with
the widely used Friedewald’s method of estimation of LDL-C to see the differences and correlation. We used direct homogenous
assay kit to estimate serum LDL-C and high-density lipoprotein cholesterol (HDL-C). Serum Triglyceride (TG) and Total Cholesterol
(TC) was estimated and using Friedewald’s formula LDL-C was calculated. The LDL-C level obtained by both methods in 893 fasting
serum samples were compared. The statistical methods used were paired t-test and Pearson’s correlation.
There was significant difference in the mean LDL-C levels obtained by the two methods at the TG levels <200 mg/dl (p<0.02)
and TC levels >150 mg% (p<0.001). The correlation coefficient (r) between Friedewald’s and direct assay estimation was 0.88.
Friedewald’s method classified 23.5 % of patients as high cardiac risk whereas there were 17.58% by direct assay.
Both had good correlation even though the serum triglyceride and total cholesterol levels affect the difference in LDL-C estimated
by both methods. Taking into account the cost and performance, Friedewald’s method is as good or even better for classifying
and managing patients. 相似文献
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Ethics committees have an important role to play in ensuring ethical standards (e.g. BERA, ESRC, RCUK recommendations) are met by educational researchers. Balancing obligations to participants, society, institutions and the researchers themselves is not, however, easy. Researchers often experience the ethics committee as unsympathetic to their research endeavour, whilst ethics committees find some research approaches do not make ethical implications sufficiently explicit. This potential for misunderstanding is evident in the literature, but studies investigating how participants perceive this relationship are missing. This research comprises a novel empirical study which explores researcher perceptions of research ethics committees. Fifty-five participants in higher education departments of education responded to an online survey. Open and closed-ended questions were used to collect data on roles, methodological stance, experiences of the research ethics committee, perceived tensions and examples of good practice. The results indicated that contemporary educational researchers regard research ethics committees as friends when researcher and reviewer are transparently engaged in a shared endeavour. When this shared endeavour breaks down, for a variety of reasons—including apparently unreasonable demands or mutual misunderstanding—the research ethics committees can become foes. The difference between foe and friend lies in the quality of communication, clear systems and a culture of respectful mutual learning. The contributions of this study have practical implications for the ways that education researchers and research ethics committees relate to one another within university settings, both to alleviate areas of tension and to arrive at a shared understanding which will enable best ethical research practice. 相似文献
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MD. Ektear Uddin MD. Mamun-Ur-Rashid 《The Journal of Agricultural Education and Extension》2016,22(1):43-60
Purpose: Globally, many extension professionals and policy-makers are advocating fee based services, in addressing the fund shortage and sustainable provision of agricultural advisory services. Hence, the article attempts to expose the farmers' willingness to pay (WTP) as agricultural extension in Bangladesh is experiencing chronic fund crisis.
Methodology: This study used contingent valuation method (CVM) for investigating farmers' WTP. Logit and Tobit model was employed to assess the determinants of WTP and amount willing to pay (AWTP) respectively. Besides, different qualitative methods were employed to have a deeper understanding of the research problems.
Findings: WTP was conditioned by providing quality extension services at farm and/or home of the farmers. The study also focused on farmers preferred mode of payment, criteria influencing payment decisions and the type of services for which they are willing to pay. Paid model can contribute to quality extension services, if started with a market oriented commodity based approach accompanied by adequate crop insurance support.
Practical implications: The study considered international experiences and national crisis in delivering extension services that provoke actions towards changing the extension policy of Bangladesh. The findings also prompt the factors that influence the paid extension service delivery for the crop farmers of Bangladesh.
Originality: Although, many studies have been conducted on privatisation of agricultural extension around the globe, we are not aware of any single study on crop farmers' willingness to pay for the extension services in Bangladesh. 相似文献