NATIONAL TRAITS AND CULTURE     

Geraldine P. Dilla  William James 《The Educational forum》2013,77(1):15-27

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Research Experiences and Methods Courses     

Geraldine M. Farmer 《College Teaching》2013,61(2):148-149

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Milestones of Educational Progress in Indonesia, 1950–1961     

Francis Eugene Mooney Jr. 《The Educational forum》2013,77(3):350-352

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Learners’ perceptions and illusions of adaptivity in computer-based learning environments     

Mieke Vandewaetere  Sylke Vandercruysse  Geraldine Clarebout 《Educational technology research and development : ETR & D》2012,60(2):307-324

Research on computer-based adaptive learning environments has shown exemplary growth. Although the mechanisms of effective adaptive instruction are unraveled systematically, little is known about the relative effect of learners’ perceptions of adaptivity in adaptive learning environments. As previous research has demonstrated that the learners’ view towards a learning environment strongly influences their learning outcomes and learning process, it can be discussed whether program-defined adaptivity is not only effective because of the underlying learner models, but also because the adaptivity is perceived and experienced as such by the learners. In this study, we apply the cognitive mediational paradigm and hypothesize that perceptions of adaptivity mediate the relation between adaptive instruction and learners’ motivations and learning outcomes. The results do not fully support the claim of the cognitive mediational paradigm. Both adaptivity and perceptions were related to motivation, but learners’ perceptions did not act as a mediating variable.  相似文献   

Understanding and Enhancing the Use of Multiple External Representations in Chemistry Education     

David Corradi  Jan Elen  Geraldine Clarebout 《Journal of Science Education and Technology》2012,21(6):780-795

Theories on learning with Multiple External Representations (MER) claim that low prior knowledge learners in science have difficulties using MER, which are seen as necessary to achieve a conceptual understanding. In two experiments, we analyze the mechanisms underlying the learning of chemistry with MER. Our first experiment focuses on how MER can support learning. We found no difference in learning gains of conceptual understanding, regardless of the format (whether MER were provided or not). It is concluded that chemical MER on themself cannot be seen as learning aids. The second experiment compares three types of instructional aids (prompts, prompts with an answer, and note-taking) to determine which types of aids enhance learning with MER. Contrary to the findings of Seufert (Learn Instr 13:227?C237, 2003), path-analysis suggests that the lowest prior knowledge group benefits the most from instructional aids such as prompts and note-taking. These aids guide learners?? attention towards one specific representational format (symbols), while other formats (submicroscopic representations) receive less attention.  相似文献   

A national Australian curriculum: in whose interests?     

Geraldine Ditchburn 《Asia Pacific Journal of Education》2012,32(3):259-269

The introduction of an Australian curriculum is likely to have a widespread and long-term impact on schools, teachers and students, and yet there has been a swift and an almost unquestioning acceptance of its introduction by the Australian public and by educators. This paper will use theoretical frameworks informed by Gramsci's cultural hegemony and the discourses and concepts related to global neo-liberalism, to contribute to an understanding of the overwhelming acceptance of the idea of a national curriculum. The paper will refer to critiques of neo-liberalism that have shaped a range of educational priorities internationally and in Australia. Using a critical approach to sources from the Australian Curriculum, Assessment and Reporting Authority and elsewhere, it will be argued that the introduction of an Australian curriculum is intentionally positioned to primarily meet the needs of global markets and the economy. The paper will conclude by suggesting that economic interests under neo-liberal conditions are driving and defining our approach to an Australian curriculum and that this agenda has the potential to sideline other important considerations, such as addressing issues of diversity and local contexts that must inhere in any curriculum provision.  相似文献   

Assessing Body Composition of Children and Adolescents Using Dual-Energy X-Ray Absorptiometry,Skinfolds, and Electrical Impedance     

Angela Mooney  Laurel Kelsey  Gilbert W. Fellingham  James D. George  Ron L. Hager  J. William Myrer 《Measurement in physical education and exercise science》2013,17(1):2-17

To determine the validity and reliability of percent body fat estimates in 177 boys and 154 girls between 12–17 years of age, percent body fat was assessed once using dual-energy X-ray absorptiometry and twice using the sum of two skinfolds and three bioelectrical impedance analysis devices. The assessments were repeated on 79 participants on a second day. The agreement between the percent body fat estimates from the four prediction methods and dual-energy X-ray absorptiometry was evaluated using Bland–Altman analyses and a mixed linear model. All methods were reliable within and between days. The sum of two skinfolds (±6.8% body fat), OMRON (OMRON Healthcare Inc., Vernon Hills, Illinois, USA) bioelectrical impedance analysis (0 ± 7.3% body fat), and TANITA 521 (TANITA Corporation, Tokyo, Japan) bioelectrical impedance analysis (±7.6% body fat) had wide prediction intervals and are acceptable for use in large population-based studies. The TANITA 300A bioelectrical impedance analysis is not recommended for use in children and adolescents due to its wide prediction interval (±8.1% body fat) and large bias. A criterion method should be used when the accurate assessment of body composition of an individual is critical.  相似文献   

Understanding Possibilities and Limitations of Abstract Chemical Representations for Achieving Conceptual Understanding     

David M. J. Corradi  Jan Elen  Beno Schraepen  Geraldine Clarebout 《International Journal of Science Education》2013,35(5):715-734

When learning with abstract and scientific multiple external representations (MERs), low prior knowledge learners are said to have difficulties in using these MERs to achieve conceptual understanding. Yet little is known about what these limitations precisely entail. In order to understand this, we presented 101 learners with low prior knowledge of abstract scientific MERs to see (a) how many, and what kind of ideas (propositions) learners remembered from these MERs and (b) what the impact of these ideas is on conceptual understanding of the content. Propositional analysis indicates that learners created flawed internal representations. The discussion analyses the potentials that the learners have in using abstract representations to increase their understanding of scientific information and possible effects of instruction.  相似文献   

Constructing Problems in a Web‐Based Learning Environment     

Shirley Corrent‐Agostinho  Geraldine Lefoe 《Educational Media International》2013,50(3):173-180

Abstract

This article describes how the World Wide Web was implemented in a graduate course. The interactions that took place among the students and between the students and instructor illustrate how problem‐based learning strategies can be supported by the Web. Of particular note, the course content focused on technology‐based learning, thus students were immersed in an authentic learning environment. The article chronicles the various strategies ? that students implemented to facilitate the problem‐solving process and concludes by way of issues to consider when implementing such strategies within Web‐based learning environments  相似文献   

Dyslexia‐friendly further & higher education     

Geraldine A. Price 《欧洲特需教育杂志》2013,28(4):445-447

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