Instructor-provided summary infographics to support online learning     

Silvia Elena Gallagher  Mairtin O’Dulain  Niamh O’Mahony  Claire Kehoe  Fintan McCarthy  Gerard Morgan 《Educational Media International》2017,54(2):129-147

Infographics are a visualisation tool that can be used to improve retention, comprehension and appeal of complex concepts. The rise of infographic use in education has facilitated new forms of application and design of these tools. Instructor-provided summary infographics are a new form of infographic, whereby key learning objectives and content are summarised in graphical form at the end of a lesson. However, it is unknown whether these types of infographics can support learning in online environments. This exploratory research investigates student perceptions, retention, applications and activity generation of instructor-provided summary infographics in a massive online learning environment. Using both post-course learner survey data (n = 1,899) and text mining analysis (n = 72,490 words), results present how learners perceived instructor-provided summary infographics as useful and appealing for retaining, clarifying and understanding learning concepts. The research contributes a novel understanding of summary infographics in online learning environments, and supports their use as a design tool for educational delivery in the online space.  相似文献   

A Call to Arms for a Paradigm Shift in Urban Education: A Movement     

Tabitha Dell’Angelo  Lynnette Mawhinney 《The Educational forum》2017,81(4):357-359

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Child Temperament and Home-Based Parent Involvement at Kindergarten Entry: Evidence From a Low-Income,Urban Sample     

Jinjoo Han  Erin E. O’Connor  Meghan P. McCormick  Sandee G. McClowry 《Early education and development》2017,28(5):590-606

Research Findings: Home-based involvement—defined as the actions parents take to promote children’s learning outside of school—is often the most efficient way for low-income parents to be involved with their children’s education. However, there is limited research examining the factors predicting home-based involvement at kindergarten entry for low-income families. This is a notable oversight given established links between parent involvement and children’s educational outcomes. To learn more about this gap, we used data from 220 low-income, urban students to examine associations between 4 dimensions of child temperament—negative reactivity, task persistence, withdrawal/shyness, and motor activity—and home-based parent involvement. Parent–child conflict was also examined as a mechanism explaining associations between dimensions of child temperament and parent involvement. Hierarchical multiple regression analyses revealed that a withdrawn/shy temperament in children predicted lower levels of home-based parent involvement, whereas a task-persistent temperament predicted higher levels of home-based parent involvement. Parent–child conflict partially mediated the relationship between task persistence and home-based parent involvement. Practice or Policy: Results expand understanding of home-based involvement at kindergarten entry in low-income families and illuminate the need to consider child temperament within the context of early intervention programs.  相似文献   

How Individual Differences Interact With Task Demands in Text Processing   总被引：1，自引：0，他引：1  

Zuowei Wang  John Sabatini  Tenaha O’Reilly  Gary Feng 《Scientific Studies of Reading》2017,21(2):165-178

Reading is affected by both situational requirements and one’s cognitive skills. The current study investigated how individual differences interacted with task requirements to determine reading behavior and outcome. We recorded the eye movements of college students, who differed in reading efficiency, while they completed a multiple-choice (MC) comprehension test in two within-subject conditions: one in which they read passages and answered MC questions as in a typical reading test and one in which they wrote a summary before answering the MC questions. We found students spent longer time reading the text in the summary-writing condition, resulting in a benefit in the time they spent when answering MC questions. This time benefit was larger for students who had relatively low reading efficiency. These results demonstrated that both task requirements and individual differences can interact to affect reading behavior and performance. Implications for reading practice and assessment are discussed.  相似文献   

Skills for Life: insights from the new ‘professionals’   总被引：1，自引：1，他引：0  

Sundeep Dhillon  Raquel Hamilton‐Victor  Diane Jeens  Sarah Merrick  June O’Brien  Nikki Siddons 《Journal of educational administration and history》2011,43(1):61-83

This article originates in a networking project that facilitated the coming together of a group of Skills for Life (SfL) teachers from different Further Education (FE) contexts across the West Midlands region of England. The original impetus was to explore and develop a model of Continuing Professional Development (CPD) that was shaped by the needs of SfL teachers. The project created a forum in which the participants were empowered to share their experiences outside their college settings. Through this discursive process a textured picture emerged of similar experiences and common concerns. The congruence of these experiences suggested that, in certain respects, there was a degree of commonality across the various FE institutions the participants were working in, at least in the way that SfL provision was taking place. Furthermore, the data yielded specific insights into the meaning of professionalism for SfL practitioners. Foremost amongst these findings was the sense that the participants felt marginalised and perceived their professional identity as situated on the bottom rung in a hierarchy of subject specialisms. Another important outcome that related to CPD was that through participation in the network project, these teachers reported feeling that despite the managerialised nature of their workplaces, their agency was re‐energised and their sense of themselves as teachers affirmed.  相似文献   

Educational commodification and the (economic) sign value of learning outcomes   总被引：1，自引：0，他引：1  

David Brancaleone  Stephen O’Brien 《British Journal of Sociology of Education》2011,32(4):501-519

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预印本学术交流模式演化历程与我国发展对策研究     

方卿  郑昂  曾建勋 《中国图书馆学报》2023,49(4):56-71

科学交流载体的演变、开放获取运动的推动及学术出版模式的创新,使预印本逐步成为备受关注的科学交流模式。在相关主体的联合推进下,学术界逐渐接受和认可预印本的学术交流价值。本文梳理了预印本学术交流模式演化历程,将预印本学术交流的发展分为四个阶段：小型学术团体驱动的探索实验期(1990年前)、学科与技术驱动的初创时期(1991—2012年)、多主体驱动的极速扩张时期(2013—2019年)和疫情影响下的加速发展时期(2020年至今)。从平台类型、出版融合、技术创新、学术社区团体、成果认可和运营经费等方面出发,总结归纳预印本学术交流模式的发展特征,并对我国预印本学术交流体系的发展提出对策和建议：(1)加强预印本著作权认可,保障预印本首发权认定;(2)促进预印本和期刊协同发展,形成统一的开放学术出版流程;(3)构建预印本论文开放评议机制,化解“以刊评文”难题;(4)营造预印本学术交流氛围,培育中国预印本文化;(5)开放互联形成集群效应,提升预印本平台的国际影响力。图1。参考文献44。  相似文献   

Similarities and differences in collegiality/managerialism in Irish and Australian universities     

Pat O’Connor  Kate White 《Gender and education》2011,23(7):903-919

In the collegial model the basis for appointment to senior management in the collegial model is nomination by a community of scholars, whereas it is by line management in the managerial one. This article focuses on the basis of appointments in universities and the gendering of such structures. Data are drawn from qualitative interviews with both men and women senior manager-academics at Dean level and above in Ireland and Australia (N = 44). In both countries the power of the President/Vice-Chancellor (VC) was very much as a Chief Executive Officer in the managerialist model, rather than the ‘primus inter pares’ of the collegial model. Moreover, Presidents/VCs controlled the appointments of Vice-Presidents/Deputy VCs and Deans and were seen as being able to affect the gender profile of senior management. However, in the Australian system (in contrast to the Irish one) there was no ambivalence about the VC actively rectifying gender inequalities in management. In a context where hybrid forms of management are emerging, this article questions the relevance of collegial/managerialist models in understanding the gendering of universities.  相似文献   

Developing a systemic approach to teacher education in sub-Saharan Africa: emerging lessons from Kenya,Tanzania and Uganda     

Frank Hardman  Jim Ackers  Niki Abrishamian  Margo O’Sullivan 《Compare》2011,41(5):669-683

While many countries in Eastern and Southern Africa are on track for meeting the Education for All targets, there is a growing recognition of the need to improve the quality of basic education and that a focus on pedagogy and its training implications needs to be at the heart of this commitment. By drawing on three East African countries, Kenya, Tanzania and Uganda, which are at different stages of development with regard to the reforming of teacher education, this paper explores the challenges and the lessons learned from each of the countries with regard to the development and strengthening of pre- and in-service training. The tension between quality, breadth and cost-effectiveness is explored together with a broader discussion of key principles to be taken into account when enhancing teacher education in the region as a whole.  相似文献   

凯洛夫、赞可夫和艾—达教学与发展理论的比较研究     

袁盎 《宁波教育学院学报》2011,13(4):62-65,72

凯洛夫、赞可夫和艾—达关于教学与发展的理论,基于不同的学生发展观,开展不同的教学活动,在俄罗斯基础教育领域成为一道独特的风景线。三种理论之间既有区别又有继承。基于三种理论的不同教学体系,丰富了学生发展的要求,也奠定了俄罗斯基础教育领域的多样化、系统化。从比较的角度梳理三种理论之间的关系,借鉴于我国基础教育教学改革。  相似文献