'The visual helps me understand the complicated things': pupil views of teaching and learning with interactive whiteboards   总被引：3，自引：0，他引：3  

Kate Wall  Steve Higgins  Heather Smith 《British journal of educational technology : journal of the Council for Educational Technology》2005,36(5):851-867

This study is one element of a government‐sponsored evaluation into the introduction of interactive whiteboards (IWBs) to Years 5 and 6 in English primary schools. This element of the research aimed to gather information regarding pupil views of IWBs and the impact these tools can have on teaching and learning. To extend current literature, the method targeted pupils’ views of how IWBs can impact on metacognition: thinking about learning. Using a template that has been developed by the Centre for Learning and Teaching at Newcastle University, pupils were encouraged to talk about learning in different contexts: this methodology and its rationale are described. The results show that overall comments from the pupils are positive, with the resulting themes encompassing how the IWB can facilitate and initiate learning and impact on preferred approaches to learning. The pupils describe how different elements of software and hardware can motivate, aid concentration, and keep their attention. On the negative side, pupils candidly describe their frustration when there are technical difficulties, their desire to use the board themselves and their perceptions of teacher and pupil effects. As IWBs are becoming more and more prevalent in schools, we discuss implications and make re‐commendations for teachers and manufacturers.  相似文献   

Cetacean Frustration: The Representation of Whales and Dolphins in Picture Books for Young Children     

Ellen S. Beaumont  Phillipa Mudd  Ian J. Turner  Kate Barnes 《Early Childhood Education Journal》2017,45(4):545-551

To enable children to develop towards becoming part of the solution to environmental problems, it is essential that they are given the opportunity to become familiar with the natural world from early childhood. Familiarity is required to develop understanding of, care for and, ultimately, action in terms of protecting the natural world. As adult-led reading of picture books is a common form of indirect exposure to the natural world for young children, this study examines the biological accuracy of the representation of whales and dolphins in the images and text of picture books. Of the total of 116 books examined, 74 (63.8?%) had errors in the representation of cetaceans in the images and/or text. Errors were identified in both fictional (mean?=?8.0 errors/book, SD?=?11.1, n?=?55) and non-fictional (mean?=?2.3 errors/book, SD?=?4.9, n?=?61) books. The potential impact of the errors is discussed, and suggestions are made as to how the impact could be reduced and how the biological accuracy of picture books could be improved.  相似文献   

The Diagnosis of Autism Spectrum Disorder in Urban Indonesia: A Brief Report     

Fransisca Febriana Sidjaja  Peter Anthony Newcombe  Irwanto  Kate Sofronoff 《International Journal of Disability, Development & Education》2017,64(1):33-44

  相似文献   

Fostering Peer Dialogic Engagement in Science Classrooms with an Educational Videogame     

Zuiker  Steven J.  Anderson  Kate T. 《Research in Science Education》2019,51(2):865-889

This study examines the design and enactment of a secondary physics unit on electromagnetism. The unit used an educational videogame to support peer dialogic engagement in a Singapore secondary school by engaging learners with qualitative physics phenomena. As an example of game-based learning, the unit includes activities and resources that organize a recurring progression of playing and interacting around science that we term play-centered cycles. We incorporate two complementary, qualitative analyses to consider how a recurring progression of playing with and talking about science-mediated peer dialogic engagement across two separate classes. Findings demonstrate that peer dialogic engagement occurred within each play-centered cycle for both classes but that the nature of such engagement varied across cycles and student teams. Additionally, comparative case analyses of focal teams’ peer dialogic engagement illuminate how the design of play-centered cycles productively supported play and learning while also highlighting emerging tensions for sustaining dialogic engagement. Findings underscore the plausibility of this approach to fostering science learning by articulating two principles for designing science learning environments that can guide ongoing efforts to enlist videogames and play in the service of talking about and learning science.

  相似文献   

The use of questions to scaffold narrative coherence and cohesion     

Macarena Silva  Kate Cain 《Journal of Research in Reading》2019,42(1):1-17

We examined the quality of 4‐ to 6‐year‐olds' production of narratives from picture sequences. Children (N = 81) first viewed a narrative picture sequence and then completed the narrative production task in each of two orders: either before or after answering a set of questions about the core elements of the story. Narratives elicited after questions were more coherent than those produced before the questions. In contrast, task order did not influence the cohesion of narratives nor the accuracy of responses to questions. An independent measure of memory was related to the gains in narrative coherence after answering questions. The results are discussed in relation to the role of questions as a guide to the structural elements of a narrative and a scaffold for understanding.  相似文献   

美国推出省电显示器     

Kate Greene  鱼敏坚 《中国教育网络》2007,(8)

笔记本、手持设备的电池续航能力受到人们的普遍关注,一项新的显示技术可以使手机和电脑的电池使用时间延长50%。这项新技术是由加利福尼亚州Clairvoyante公司开发的。该公司上个月宣布他们正在推出一种新技术,可以帮助手机、数码相机和笔记本电脑的制造商制  相似文献   

Children's sensitivity to rime unit frequency when spelling words and nonwords     

Kate Nation 《Reading and writing》1997,9(5-6):321-338

This paper presents two experiments investigating 8–9 year old children's sensitivity to rime level sound-spelling correspondence units when spelling words and nonwords. In Experiment 1, children spelled more words correctly if they contained a common rime unit rather than a unique or irregular unit. In Experiment 2, children spelled more words and nonwords correctly if they had many rime unit neighbours; words and nonwords with average or few rime unit neighbours were spelled less well. These findings show that children's spelling can not be described simply according to one-to-one phoneme-grapheme mapping. Instead, children are sensitive to lexical factors such as rime unit sound-spelling correspondence. The findings are interpreted within the framework of a connectionist model of spelling development.  相似文献   

The Leaking Pipeline: Women Postgraduate and Early Career Researchers in Australia   总被引：1，自引：0，他引：1  

White  Kate 《Tertiary Education and Management》2004,10(3):227-241

This paper explores the leaking pipeline in women's participation rates from Bachelor to postgraduate research programmes. In examining projects at two Australian universities to identify and implement strategies to improve women's participation in research higher degrees, it focuses on three points of leakagebetween Bachelor and Bachelor with Honours degree programmes, Bachelor degree with Honours and postgraduate research programmes, and completion of postgraduate research and taking up a postdoctoral position, and the links between them. It examines three important consequences of women not undertaking or completing postgraduate research: entering academia at lower levels or in casual positions, often while doing postgraduate research part-time; tending to focus on teaching rather than research; and, due to under-representation at middle levels, not achieving a critical mass in senior academia. The paper suggests ways in which university policy may impact on women's participation in postgraduate research programmes through implementation of university-wide and departmental policies encompassing the strategies identified in these studies.  相似文献   

Quality and Equity in Australian Universities: Contradictions and Challenges     

Janice Reid  Jane Barker  Kate Murphy 《高等教育研究与发展》1995,14(2):233-243

There is no apparent relationshipd bettwen the outcome of 1993 CQAHE quality ratings and universities’ standing on several measures of equity performance. Further, there is no relationship between the overall quality ratings and the content of universities’ submissions referring to equity issues.  相似文献   

Teachers as metacognitive role models     

Kate Wall  Elaine Hall 《欧洲师范教育杂志》2016,39(4):403-418

This paper draws on data collected during a longitudinal collaborative project with teachers in England from schools and further education colleges. The project investigated ‘Learning to Learn’ in partnership with teacher–researchers with a focus on how metacognitive awareness can be improved by enquiring into creative combinations of pedagogy, environment and learners’ dispositions. The paper is an attempt to make clear the theoretical underpinnings of our belief that the project teachers were enacting something different, something metacognitive. We present a pragmatic model of metacognition development based on ideas collaboratively produced across the project. The five cycles of development are exemplified from the pedagogic and the professional learning perspective with quotes, vignettes and case study excerpts. We show a catalytic relationship between the pedagogies used by the teachers to develop their students’ metacognition and the teachers’ own learning and metacognitive knowledge and skilfulness.  相似文献