Training elementary mathematics teachers using interactive multimedia     

Gary G. Bitter  Mary M. Hatfield 《Educational Studies in Mathematics》1994,26(4):405-409

Two studies were conducted wherein an interactive, multimedia-based instructional system was piloted with preservice elementary school teachers. Mathematics methods classes experienced conventional instruction with a new interactive technological-instructional system as supplemental course material. An analysis of interview data indicated that students were more likely to incorporate the knowledge they acquired from the system into their teaching repertoire. Many students thought that this mode of presentation enhanced their learning of mathematics teaching methods and their teaching in other fields.This project was supported, in part, by a grant from the National Science Foundation (Award # TPE-8950317) and International Business Machines.  相似文献   

'Blended' education and the transformation of teachers: a long-term case study in postgraduate UK Higher Education   总被引：1，自引：0，他引：1  

Gary Motteram 《British journal of educational technology : journal of the Council for Educational Technology》2006,37(1):17-30

This paper discusses the role of blended learning in teacher education on a Master's programme at Manchester University. Blended learning is the bringing together of traditional physical classes with elements of virtual education. The paper focuses on one particular module of the degree and attempts to capture students’ experiences of using a number of online tools. As our students are primarily in‐service teachers, this experience is particularly relevant and equips them to make use of educational technology in the language classroom. Some comparisons are also made with a cohort of teachers studying the programme at a distance. The paper explores a range of issues that currently feature in the adult education literature, namely, deep and surface learning, communities of practice, and the importance of educational dialogue. The paper illustrates how important the blended nature of this module is for the teachers to get a balanced programme that upgrades skills and knowledge, but which also enables them to reflect on past and future practice. A transformative education scale is used to show that teachers can be transformed. The paper is a case study that makes use of data that explore the student perspective on a series of research questions.  相似文献   

Writing better computer user documentation: From paper to hypertext : R. B . John Wiley & Sons, New York (1990). xv + 365 pp., $39.95, ISBN 0-471-62259-1     

Gary Marchionini 《Information processing & management》1991,27(6)

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Reviewer merits     

Gary Marchionini 《Information processing & management》2007

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VII. IDEAL COMPONENTS AND CURRENT CHARACTERISTICS OF ALTERNATIVE CARE OPTIONS FOR CHILDREN OUTSIDE OF PARENTAL CARE IN LOW‐RESOURCE COUNTRIES     

Victor K. Groza  Kelley McCreery Bunkers  Gary N. Gamer 《Monographs of the Society for Research in Child Development》2011,76(4):163-189

Utilizing the United Nations Convention on the Rights of the Child and the Guidelines for the Alternative Care of Children, this paper examines critical components and current characteristics of alternative care for children in low‐resource countries. It begins by exploring the role of values within policy and practice related to child welfare. Then a brief examination comparing alternative care in high‐ versus low‐resource countries is presented. Alternative care includes a continuum approach beginning with family support and reunification, kinship care, foster care, domestic adoption, and ending with intercountry adoption. Specific examples are provided from Eastern Europe, Latin America, and Africa. The paper concludes with the need for more research related to alternative care outcomes that could inform policy and practice.  相似文献   

Two Applications of Venn Diagrams     

Glenn Waddell  Jr.  Robert J. Quinn 《Teaching Statistics》2011,33(2):46-48

The Venn diagram is suggested as a graphical solution to conjunction fallacies and a modification of it is suggested to more fully communicate set relations.  相似文献   

The Influence of Digital Interactive Textbook Instruction on Student Learning Preferences,Outcomes, and Motivation     

Blanche W. O'Bannon  Gary J. Skolits  Jennifer K. Lubke 《Journal of Research on Technology in Education》2017,49(3-4):103-116

This study examined achievement when an interactive textbook (iBook) was used in place of lecture to teach students to create instructional flipcharts for a Promethean interactive whiteboard. The study was conducted with students enrolled in a required technology course for teachers at a large research-intensive university in the southeastern United States. Further, the study examined the iBook group's perceptions of the benefits and challenges of using an interactive text as an educational tool. The results showed a significant difference in the achievement of students who received instruction delivered through the use of the interactive textbook versus those who received lecture instruction. In addition, the participants indicated that the iBook provided a new way of learning, and also motivated them to learn, made learning more exciting, increased their attention toward instruction, was more efficient, and increased their interest in the class. A few students disliked viewing in landscape view versus portrait view, felt more cues were needed to alert less intuitive multimedia components, and desired access extended to Android platforms. (Keywords: 21st-century skills, interactive textbooks, iBooks, ebooks, teacher education)  相似文献   

The potential for lifelong learning in dementia: a post-humanist exploration     

Jocey Quinn  Claudia Blandon 《International Journal of Lifelong Education》2017,36(5):578-594

Numbers of people with dementia are projected to grow to 682 million globally by 2050. However, despite this escalation, the widely-promoted positive vision of lifelong learning throughout all ages does not extend to people with dementia. Constructions of learning for those with dementia are predominantly limited to the management of symptoms. The focus on retrieval of memory does not seem to allow for the emergence of the learner as a ‘new beginner’ or as a teacher. This paper focuses on a recent study, Beyond Words to challenge dominant assumptions about dementia and learning. Using a post-humanist theoretical framework, this longitudinal qualitative study explores the benefits of community music for those who face problems communicating with words: such as those with dementias, autism, learning difficulties and brain damage. Rather than characterising them as ‘non-verbal’ it positions them as ‘post-verbal’ and able to communicate in different ways. Moving away from discussions of ‘selfhood’, the paper uses a post-humanist approach to explore an agentic assemblage including one person with dementia from the study and also explores how another participant teaches important lessons about materiality and time. It demonstrates that learning and ‘new beginnings’ and ‘becomings’ can and do take place at advanced stages of dementia, challenging the assumption that dementia is a wasteland for learning. It also shows how people with dementia have much to teach researchers about living and learning.  相似文献   

Is SES really that important for educational outcomes in Australia? A review and some recent evidence     

Gary N. Marks 《The Australian Educational Researcher》2017,44(2):191-211

This paper demonstrates that the emphasis on students’ socioeconomic status (SES) in research and policy circles in Australia is unwarranted. The bivariate relationships between SES and educational outcomes are only moderate and the effects of SES are quite small when taking into account cognitive ability or prior achievement. These two influences have much stronger relationships with students’ outcomes than SES and their effects cannot be attributed to the influence of SES at earlier points of time. The theoretical explanations for socioeconomic inequalities in education (e.g. schools and cultural factors) are problematic and are not supported by empirical work. The much weaker than assumed effects of SES has implications for research and policy.  相似文献   

Who writes what when?: Examining children’s early composing     

Quinn  Margaret F.  Bingham  Gary E.  Gerde  Hope K. 《Reading and writing》2021,34(1):79-107

Reading and Writing - Conceptual models of early writing suggest multiple component skills support children’s early writing development. Although research interest in early writing skills has...  相似文献