Automation and education: III. Technology and the instructional process     

James D. Finn 《Educational technology research and development : ETR & D》1960,8(1):5-26

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International education policy in Japan in an age of globalisation and risk     

Jeremy Rappleye 《Asia Pacific Journal of Education》2016,36(1):185-188

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A short review of information and communication technologies and basic education in LDCs—what is useful, what is sustainable?     

Jeremy Grace  Charles Kenny   《International Journal of Educational Development》2003,23(6):627-636

Information and communication technologies such as radio and television have long been used in education. The advent of the technology of the Internet has created pressure for Internet access in primary and secondary schools across the world. This paper reviews some of the available evidence on the impact and cost of such technologies in developing countries. It concludes that while there is strong evidence for the efficacy and efficiency of interactive radio instruction, the evidence on the impact of computer-supported education remains mixed, and costs are prohibitive for many LDCs (less developed countries).  相似文献   

Toward a Learning Technologies knowledge network   总被引：3，自引：0，他引：3  

Roy D. Pea  Robert Tinker  Marcia Linn  Barbara Means  John Bransford  Jeremy Roschelle  Sherry Hsi  Sean Brophy  Nancy Songer 《Educational technology research and development : ETR & D》1999,47(2):19-38

The National Science Foundation-funded Center for Innovative Learning Technologies (CILT) is designed to be a national resource for stimulating research and development of technology-enabled solutions to critical problems in K-14 science, math, engineering and technology learning. The Center, launched at the end of 1997, is organized around four themes identified as areas where research is likely to result in major gains in teaching and learning, and sponsors research across disciplines and institutions in its four theme areas. CILT brings together experts in the fields of cognitive science, educational technologies, computer science, subject matter learning, and engineering. It engages business through an Industry Alliance Program and is also training postdoctoral students. CILT's founding organizations are SRI International's Center for Technology in Learning, University of California at Berkeley (School of Education and Department of Computer Science), Vanderbilt University's Learning Technology Center, and the Concord Consortium. Through its programs, CILT seeks to reach beyond these organizations to create a web of organizations, individuals, industries, schools, foundations, government agencies, and labs, that is devoted to the production, sharing and use of new knowledge about how learning technologies can dramatically improve the processes and outcomes of learning and teaching. This paper describes the rationale and operations of the Center, and first-year progress in defining a set of CILT partnership projects with many other institutions that came out of our national theme-team workshops. Roy Pea, of SRI International, is Director of CILT. Marcia Linn (U. California, Berkeley), John Bransford (Vanderbilt University), Barbara Means (SRI International), and Robert Tinker (Concord Consortium), serve as CILT's coprincipal investigators. Sherry Hsi (Ubiquitous Computing) and Sean Brophy (Technology and Assessment Models) are among the first group of CILT Postdoctoral Fellows. Jeremy Roschelle (SRI International) and Nancy Songer (University of Michigan) are CILT theme-team leaders. Roy Pea and Marcia Linn would like to thank the Spencer Foundation for support during their year at the Center for Advanced Study in the Behavioral Sciences, Stanford University, in which they developed the CILT concept with the other authors. CILT is funded by National Science Foundation grant #CDA-9720384. Pea and Linn would also like to acknowledge contributions to this article by the many authors of CILT partnership project proposals, and by theme-team leaders. The authors thankfully acknowledge Donna Baranski-Walker for her many contributions to developing the CILT Industrial Alliance Program while serving as its Director in 1998.  相似文献   

13个讨老师喜欢的方法     

Lynn  F.Jacobs  Jeremy S. Hyman 《海外英语》2009,(12):34-35

在学校里,那些讨老师喜欢的学生总是能得到更多的帮助。无论是在学习上还是找工作的过程中。老师愿意花时间亲培养他们喜爱的学生。也乐意为其写一份好的就业推荐书。那么,怎样才能成为讨老师喜欢的学生呢？请看本期直面留学。  相似文献   

SLOODLE: Connecting VLE tools with emergent teaching practice in Second Life   总被引：1，自引：0，他引：1  

Jeremy W. Kemp  Daniel Livingstone  Peter R. Bloomfield 《British journal of educational technology : journal of the Council for Educational Technology》2009,40(3):551-555

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The etiology of giftedness     

Lee Anne Thompson  Jeremy Oehlert 《Learning and individual differences》2010,20(4):298-307

Many theories of giftedness either explicitly or implicitly acknowledge the role of genetic influences; yet, empirical work has not been able to establish the impact that genes have specifically on gifted behavior. In contrast, a great deal of research has been targeted at understanding the etiology of individual differences in general and specific cognitive abilities across the entire range of ability and to a lesser extent, high cognitive ability. This paper attempts to outline what we know and what we don't know about the etiology of giftedness as operationally defined as high g. We review studies selected to represent a variety of approaches that each address a different question about genetics and giftedness. These studies include quantitative genetic research which estimate heritability, shared and nonshared family environment – at the high and low ends of intelligence – as well as the heritability of group differences for general cognitive ability and specific cognitive abilities. We discuss the molecular genetic methods and mechanisms contributing to cognitive ability and suggest how epigenetic factors may operate. Quantitative and molecular genetic studies that include endophenotypes representing intelligence at a level closer to the genotype, are also included. This last group of studies represent a relatively new area of work that builds on and extends the extensive groundwork established by classic quantitative genetic studies of behavior.  相似文献   

Family and social risk,and parental investments during the early childhood years as predictors of low-income children's school readiness outcomes     

Rashmita S. Mistry  Aprile D. Benner  Jeremy C. Biesanz  Shaunna L. Clark  Carollee Howes 《Early childhood research quarterly》2010

Using data from the National Early Head Start (EHS) Research and Evaluation Project (N = 1851), the current study examined relations among cumulative family and social risk, assessed during infancy and the preschool years, and children's prekindergarten achievement, self-regulatory skills, and problematic social behavior, testing if these associations were mediated through two sets of family processes–responsive parenting practices and the provision of language stimulation and literacy practices. Structural equation modeling results highlight the significance of the timing of children's experience of risk in predicting school readiness competencies. Risk exposure during infancy was observed to be most detrimental for children's school readiness skills and was partially mediated by risk exposure during the preschool years and family processes, assessed during toddlerhood and the preschool years. Moderation analyses revealed no difference in the strength of relationships among the study variables by EHS assignment or by race/ethnicity.  相似文献   

Effects of drop sets with resistance training on increases in muscle CSA,strength, and endurance: a pilot study     

Hayao Ozaki  Atsushi Kubota  Toshiharu Natsume  Jeremy P. Loenneke  Takashi Abe  Shuichi Machida 《Journal of sports sciences》2018,36(6):691-696

To investigate the effects of a single high-load (80% of one repetition maximum [1RM]) set with additional drop sets descending to a low-load (30% 1RM) without recovery intervals on muscle strength, endurance, and size in untrained young men. Nine untrained young men performed dumbbell curls to concentric failure 2–3 days per week for 8 weeks. Each arm was randomly assigned to one of the following three conditions: 3 sets of high-load (HL, 80% 1RM) resistance exercise, 3 sets of low-load [LL, 30% 1RM] resistance exercise, and a single high-load (SDS) set with additional drop sets descending to a low-load. The mean training time per session, including recovery intervals, was lowest in the SDS condition. Elbow flexor muscle cross-sectional area (CSA) increased similarly in all three conditions. Maximum isometric and 1RM strength of the elbow flexors increased from pre to post only in the HL and SDS conditions. Muscular endurance measured by maximum repetitions at 30% 1RM increased only in the LL and SDS conditions. A SDS resistance training program can simultaneously increase muscle CSA, strength, and endurance in untrained young men, even with lower training time compared to typical resistance exercise protocols using only high- or low-loads.  相似文献   

Leaving lessons: learning from the exit decisions of experienced teachers     

Jeremy Glazer 《Teachers and Teaching》2018,24(1):50-62

For most teachers in the United States, teaching is no longer a career-long occupation. This article examines the narratives of a particular group of leavers, former teachers who made significant investments in their teacher training and who taught for at least three years before making the decision to exit. The accounts of these invested leavers are used to look at workplace change as a motivating factor for teacher exit, particularly changes in classroom authority that occur after teachers have begun to feel competent.  相似文献