Teacher/pupil perspectives on computer-augmented physics lessons on measurement in kenyan secondary schools     

Janice M. Stuhlmann 《Technology, Pedagogy and Education》2013,22(2):199-211

The application of computers in Kenya is relatively uncommon, and the facilities and stage of professional and organisational development in Kenya appear to reflect this. This article describes the views of a group of pupils and their teacher regarding the impact of a computer-based instruction (CBI) programme that involved the collaborative learning of a physics course on measurement. Three secondary schools and a total of 118 pupils were studied in three classrooms, one class acting as a comparison. The same teacher taught the same physics content to all three classes using one of two teaching methods, namely: (1) the traditional mode and (2) the CBI mode. Selected students and their teacher were observed and interviewed. The qualitative data analysis methods of comparison and clustering were used to identify pattern and themes within the interview data. Results of the study indicate significant improvements in pupils' learning of physics as well as in the development of positive effects and/or socialisation skills. Accounts by the teacher, as well as those by the students, indicate a perception of the potential of CBI to enhance their learning of measurement concepts and methods. For instance, the study revealed that, apart from its positive influence on the pupils' classroom interaction patterns, the pupils in the treatment groups learned the concepts and methods better than their counterparts in the true control group. Furthermore, the experience influenced the teacher's belief about teaching using CBI to augment physics instruction.  相似文献   

FOREWORD     

Janice M. Hinson  Kimberely N. LaPrairie 《Community College Journal of Research & Practice》2013,37(6):483-484

ABSTRACT

The study reported in this paper examined the types of professional-development activities, support systems, and organizational structures necessary for community college faculty to make transitions from traditional teaching to Web-based teaching. Results indicate that (a) instructional change can by initiated through sustained professional development; (b) change is more meaningful and effective when it occurs in context over a sustained period of time; (c) faculty can embrace innovations when supported by knowledgeable professionals and their peers; and (d) students welcome the use of Web-based components in course work. The implications for practice may be useful to those wishing to increase faculty's online instructional competence.  相似文献   

The Role of Career and Technical Education in Iowa Community Colleges     

Frankie Santos Laanan  Jonathan I. Compton  Janice Nahra Friedel 《Community College Journal of Research & Practice》2013,37(4):293-310

ABSTRACT

This scholarly paper describes and analyzes the role of career and technical education (CTE) in Iowa community colleges. Iowa's community colleges are doing a good job of responding to the changing workforce needs of the state and providing smooth career pathways. However, changes in the population and economy of the state will call for further changes in CTE programs. The distinctive characteristics of CTE in Iowa community colleges, the impact of community college CTE programs on the state's economy, the role of accountability, and the future implications for CTE in the state are discussed. Recommendations based on the results of the study include improving articulation agreements, increasing retention among at-risk students, and increasing collaboration among Iowa's 15 community colleges.  相似文献   

Reading Comprehension Tests Vary in the Skills They Assess: Differential Dependence on Decoding and Oral Comprehension     

Janice M. Keenan  Rebecca S. Betjemann  Richard K. Olson 《Scientific Studies of Reading》2013,17(3):281-300

Comprehension tests are often used interchangeably, suggesting an implicit assumption that they are all measuring the same thing. We examine the validity of this assumption by comparing some of the most popular reading comprehension measures used in research and clinical practice in the United States: the Gray Oral Reading Test (GORT), the two assessments (retellings and comprehension questions) from the Qualitative Reading Inventory (QRI), the Woodcock–Johnson Passage Comprehension subtest (WJPC), and the Reading Comprehension test from the Peabody Individual Achievement Test (PIAT). Modest intercorrelations among the tests suggested that they were measuring different skills. Regression analyses showed that decoding, not listening comprehension, accounts for most of the variance in both the PIAT and the WJPC; the reverse holds for the GORT and both QRI measures. Large developmental differences in what the tests measure were found for the PIAT and the WJPC, but not the other tests, both when development was measured by chronological age and by word reading ability. We discuss the serious implications for research and clinical practice of having different comprehension tests measure different skills and of having the same test assess different skills depending on developmental level.  相似文献   

Choice of Reading Comprehension Test Influences the Outcomes of Genetic Analyses     

Rebecca S. Betjemann  Janice M. Keenan  Richard K. Olson  John C. DeFries 《Scientific Studies of Reading》2013,17(4):363-382

Vowel representations are particularly difficult for children to learn because most vowel phonemes can be spelled in several different ways. Children in Grades 1, 2, and 3 spelled nonwords with an ambiguous vowel and reported their spelling strategies. Analysis of the children's spellings and strategy reports revealed a shift in relying solely on phonological information to considering orthographic information for making vowel letter choices. Implications for vowel spelling development are discussed.  相似文献   

Accessibility,textbooks, and Access Services     

Janice E. Kahler 《Journal Of Access Services》2017,14(3):138-145

Putting access in Access Services is the goal. The Course Reserves unit is the place. Textbooks are the focus. Electronic technologies are the future. Patron-centric services will be our standard. Access to textbooks by all patrons will be the achievement. Course Reserves located in Library West at the University of Florida George A. Smathers Libraries has begun policies and procedures to enhance the patron experience based on specific needs using programs, technologies, and particular attention to customer service. This article explores providing services for accessible electronic textbooks to patrons who have specific needs such as blindness or low vision.  相似文献   

Dynamic modeling and nonlinear control strategy for an underactuated quad rotor rotorcraft     

Ashfaq Ahmad Mian  Dao-bo Wang 《浙江大学学报(A卷英文版)》2008,9(4):539-545

In this paper, a nonlinear dynamic MIMO model of a 6-DOF underactuated quad rotor rotorcraft is derived based on Newton-Euler formalism. The derivation comprises determining equations of motion of the quad rotor in three dimensions and seeking to approximate the actuation forces through modeling of the aerodynamic coefficients and electric motor dynamics. The derived model is dynamically unstable, so a sequential nonlinear control strategy is implemented for the quad rotor. The control strategy includes exact feedback linearization technique, using the geometric methods of nonlinear control. The performance of the nonlinear control algorithm is evaluated using simulation and the results show the effectiveness of the proposed control strategy for the quad rotor rotorcraft near quasi-stationary flight.  相似文献   

Self-regulated learning and satisfaction: A key determinants of MOOC success     

Albelbisi  Nour Awni  Al-Adwan  Ahmad Samed  Habibi  Akhmad 《Education and Information Technologies》2021,26(3):3459-3481

Education and Information Technologies - MOOC is an innovative method in modern education, particularly important for sharing of excellent educational resources worldwide. To realize the full...  相似文献   

Under‐reacting Children: the transition to Secondary school,a four year follow‐up study     

Janice Culling 《Educational studies》1985,11(1):77-83

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Celebrating a life: A tribute to Suzanne Wade     

Janice A. Dole 《Contemporary educational psychology》2008

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