Problems of Specialization and Generalization in the Lower Secondary School: the case of Scotland     

Nigel Grant 《Compare》1980,10(2):141-151

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Difficulties in defining mobile learning: analysis,design characteristics,and implications     

Grant  Michael M. 《Educational technology research and development : ETR & D》2019,67(2):361-388

Educational technology research and development - Mobile learning, or m-learning, has become an umbrella term for the integration of mobile computing devices within teaching and learning. In the...  相似文献   

How can we Teach History through Television?     

Grant Bage 《Learning, Media and Technology》1997,23(2-3):203-214

This article contrasts the often ambivalent attitudes of teachers towards television and generalised research on teachers’ uses of television, with detailed empirical evidence from primary school history co‐ordinators describing their reactions to and expectations of the medium. The data describes a wide variety of reasons why television is educationally useful in the teaching and learning of history. The argument is articulated that teachers and children can be sophisticated viewers of televisual schools history, offering useful guidelines for programme makers; but that teacher conservatism and lack of advisory support for teachers’ deployment of the medium may be hindering its educational effectiveness.  相似文献   

Learning to teach with the web: Factors influencing teacher education faculty     

Michael M. Grant   《The Internet and Higher Education》2004,7(4):329-341

Professional development at postsecondary institutions has primarily been supported through a central faculty development center. With purposive sampling, this small case study explored the ways in which teacher education faculty members were influenced to participate in decentralized professional development focused on learning to teach with WebCT. Results suggest that university faculty were influenced by both intrinsic factors (including convenience, comfort, common interests, and future purposes) and an extrinsic factor (external pressures). This research suggests that these factors also contributed to the faculty's satisfaction with the professional development. A follow-up interview explored how faculty coped with budgetary limitations and encouragement to pursue other distance education technologies.  相似文献   

Measures of reading comprehension: do they measure different skills for children learning English as a second language?     

Amy Grant  Alexandra Gottardo  Esther Geva 《Reading and writing》2012,25(8):1899-1928

The validity of two measures of English reading comprehension was examined across three different groups of English language learners (ELLs; 64 Portuguese, 66 Spanish and 65 Cantonese). All three groups were achieving within the average range in second grade. An exploratory principal components analysis of reading skills was carried out to determine which skills were related to two commonly used tests of reading comprehension, the Woodcock Language Proficiency Battery??s test of Passage Comprehension (WLPB-PC; Woodcock, 1991) and the Gray Oral Reading Test-4 (GORT-4; Wiederholt & Bryant, 2001). The factor solutions were different for the three language groups but showed many similarities in that the GORT-4 and WLPB-R tests of reading comprehension fell on the same factor within each group. Hierarchical regression analyses examining relationships among vocabulary, decoding and reading comprehension showed that language group membership did not significantly predict performance on either measure of reading comprehension. Differences that arose are likely due to issues with task validity and not ELL status. Limitations and future research are discussed.  相似文献   

Little pitchers use their big ears: preschoolers solve problems by listening to others ask questions     

Mills CM  Danovitch JH  Grant MG  Elashi FB 《Child development》2012,83(2):568-580

Children ask questions and learn from the responses they receive; however, little is known about how children learn from listening to others ask questions. Five experiments examined preschoolers' (N = 179) ability to solve simple problems using information gathered from listening to question-and-answer exchanges between 2 parties present in the same room. Overall, the ability to efficiently use information gathered from overheard exchanges improved between ages 3 and 5. Critically, however, across ages children solved the majority of problems correctly, suggesting preschoolers are capable of learning from others' questions. Moreover, children learned from others' questions without explicit instruction and when engaged in another activity. Implications for the development of problem-solving skills are discussed.  相似文献   

The power of information: health information and UK agendas     

Ruth Carlyle  Maria J. Grant 《Health information and libraries journal》2012,29(4):257-259

The Department of Health published a new health information strategy in May 2012. The document provides a framework for health information in England over the next 10 years. Health information developments in England, however, do not mirror developments in other parts of the United Kingdom. This article is a personal reflection on the new health information strategy in England, including comparison with developments in the other UK nations.  相似文献   

Peer Review at the Health Information and Libraries Journal     

Maria J. Grant 《Health information and libraries journal》2014,31(4):251-253

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Verbal aggression: A study of the relationship between communication traits and feelings about a verbally aggressive television show     

Matthew M. Martin  Carolyn M. Anderson  Grant C. Cos 《Communication Research Reports》2013,30(2):195-202

This study investigated the relationship between people's communication tendencies for sending and receiving verbally aggressive messages with their opinions and feelings about a verbally aggressive television show. Participants (N=216) completed measures of verbal aggressiveness and psychological hurt before viewing a 7‐minute clip from the television show Daddy Dearest. Participants then completed measures for show affinity, character affinity, and show realism. The results showed that people who were verbally aggressive, tended to watch more television weekly, and did not report being hurt by receiving verbally aggressive messages, expressed more affinity for the character and the show and perceived the show to be similar to real life. People who reported greater psychological hurt from receiving verbally aggressive messages and tended to watch more television weekly also reported that the show was similar to real life.  相似文献   

Dimensions and Validation of a Perceived Message Cognition Value Scale     

Derek R. Lane  Nancy Grant Harrington  Lewis Donohew  Rick S. Zimmerman 《Communication Research Reports》2013,30(3):149-161

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