Wearable Textiles to Support Student STEM Learning and Attitudes     

Nugent  Gwen  Barker  Bradley  Lester  Houston  Grandgenett  Neal  Valentine  Dagen 《Journal of Science Education and Technology》2019,28(5):470-479

Journal of Science Education and Technology - Electronic textiles, especially those that can be worn (wearable textiles) are gaining traction within the P12 education community. The technology...  相似文献   

Differential relationships between RAN performance,behaviour ratings,and executive function measures: Searching for a double dissociation     

Ronald W. Stringer  Maggie E. Toplak  Keith E. Stanovich 《Reading and writing》2004,17(9):891-914

Abstract. In this study, we investigated the relationships between rapid naming of letters, digits and colours, and reading ability and executive function. We gave fifty-six grade three and four children rapid automatised naming tasks using letters and digits as stimuli, executive function measures including the Stroop task, a working memory task and the Trailmaking B task. The latter three tasks were used as measures of executive function. We also administered tests of verbal ability, reading and a behaviour checklist. The rapid naming of letters and digits was significantly correlated with reading, but not with executive function or behaviour ratings. The rapid naming of colours (from the Stroop task) was significantly correlated with the executive function tasks and the behaviour ratings but not with reading. We discuss the implications of this double dissociation for further studies of RAN.  相似文献   

The higher education dilemma in developing countries: Thailand's two decades of reform   总被引：1，自引：0，他引：1  

Keith Watson 《Higher Education》1981,10(3):297-314

Many developing countries are faced with the dilemma of whether to expand their higher education systems rapidly, in the face of demand and regardless of the social and employment consequences, or whether to curtail enrolments by some means of cut off or selection at the end of secondary school. This article discusses the dilemma in the context of Thailand. It discusses a variety of higher education models in use in the Third World countries and then shows how Thailand has modified its closed-access European-style universities through expansion and diversification in the 1960s and how it has experimented with open-access institutions during the 1970s. There have undoubtedly been problems but the experiment has eased some of the social pressures and tensions and it remains to be seen if the government can control an ever expanding pool of university students. Other countries faced with a similar dilemma could well learn from the Thai experience.  相似文献   

Academics’ experiences of understanding of their subject matter and the relationship of this to their experiences of teaching and learning   总被引：1，自引：0，他引：1  

Michael Prosser  Elaine Martin  Keith Trigwell  Paul Ramsden  Gillian Lueckenhausen 《Instructional Science》2005,33(2):137-157

In this paper we focus on the issue of how academic staff experience the understanding of their subject matter and the relationship of this understanding to their experience of teaching. In recent years there has been a substantial amount of research into how academic staff conceive of teaching and learning, how they approach their teaching, and how their approaches to teaching relate to how their students approach their learning. In our present project this research is being extended by looking at the way 31 academics from four broad fields of study experience their understanding of their subject matter and how this relates to the way they experience their teaching. Using a phenomenographic approach we show that academics who experience their subject matter in atomistic and less integrated ways experience their teaching in more information transmission and teacher-focused ways, while those with a more integrated and holistic experience of understanding their subject experience their teaching in more conceptual change and student-focused ways.in final form: 9 September 2004  相似文献   

An Evaluation of the Effectiveness and Acceptability of Teleconsultation     

Aaron J. Fischer  Evan H. Dart  Keith C. Radley  Dylan Richardson  Racheal Clark  Joy Wimberly 《Journal of educational and psychological consultation》2017,27(4):437-458

School-based psychological services are typically provided through a triadic model of consultation in which a school psychologist works directly with a teacher or school staff member to address the academic, behavioral, or mental health concerns of a student. With advances in current technology, school psychologists have the capacity to use videoconferencing to engage in their consultative responsibilities. Teleconsultation has the potential to improve the provision of consultative services by increasing school psychologists’ efficiency and providing individuals, especially those in rural areas, access to greater service. The current study evaluated the effectiveness and acceptability of teleconsultation as a means to deliver behavioral consultation services to three teachers and their students. A nonconcurrent multiple baseline across subjects was used. Results showed that consultants could develop a behavioral intervention with a teacher and effectively implement the intervention to improve student outcomes. Teachers also rated teleconsultation as an acceptable means for service delivery.  相似文献   

Effective literacy teaching behaviours   总被引：1，自引：0，他引：1  

Keith Topping  Nancy Ferguson 《Journal of Research in Reading》2005,28(2):125-143

There is much current interest in the identification of effective programmes for raising literacy standards. However, the effectiveness of such programmes might vary greatly according to implementation integrity and the preferred teaching styles or behaviours of teachers. This research explored whether highly effective teachers of literacy used teaching behaviours that were independent of any specific programme, whether these were consistent between teachers and different literacy teaching contexts, and whether teacher perceptions corresponded with observations of their behaviour. Five teachers were selected on the basis of high pupil literacy attainment and expert nomination, and observed during shared reading and general literacy teaching contexts. These highly effective literacy teachers tended to utilise similar teaching behaviours, but they did not utilise all behaviours thought to be associated with pupil achievement. Additionally, they utilised effective behaviours more in shared reading sessions than in general literacy sessions. Thus even these highly effective literacy teachers had room for improvement. To some extent the teachers were actually using more complex behaviours than they reported perceiving. They did not appear to perceive their behavioural variation between contexts, nor any under‐use of other effective teaching behaviours. The implications for professional practice, professional development and future research are explored.  相似文献   

Promoting Academic and Social‐Emotional School Readiness: The Head Start REDI Program     

Karen L. Bierman  Celene E. Domitrovich  Robert L. Nix  Scott D. Gest  Janet A. Welsh  Mark T. Greenberg  Clancy Blair  Keith E. Nelson  Sukhdeep Gill 《Child development》2008,79(6):1802-1817

Forty‐four Head Start classrooms were randomly assigned to enriched intervention (Head Start REDI—Research‐based, Developmentally Informed) or “usual practice” conditions. The intervention involved brief lessons, “hands‐on” extension activities, and specific teaching strategies linked empirically with the promotion of: (a) social‐emotional competencies and (b) language development and emergent literacy skills. Take‐home materials were provided to parents to enhance skill development at home. Multimethod assessments of three hundred and fifty‐six 4‐year‐old children tracked their progress over the course of the 1‐year program. Results revealed significant differences favoring children in the enriched intervention classrooms on measures of vocabulary, emergent literacy, emotional understanding, social problem solving, social behavior, and learning engagement. Implications are discussed for developmental models of school readiness and for early educational programs and policies.  相似文献   

Educational Philosophy and the Challenge of Complexity Theory   总被引：4，自引：0，他引：4  

Keith  Morrison 《Educational Philosophy and Theory》2008,40(1):19-34

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Neither good, nor bad, but dangerous: Surveillance as an ethical paradox     

Graham Sewell  James R. Barker 《Ethics and Information Technology》2001,3(3):181-194

We argue for a discursive ethic of surveillancethat accounts for the paradoxes that thephenomenon presents to today's organisationalmembers. We first we develop a genealogy ofprivacy and illustrate its relation tosurveillance, focusing on the antinomianrelationship between the public and private. Then we review the common ethicaltensions that arise in today's technologicallyintensive workplace. Lastly, we develop acritical approach to the ethical status ofprivacy and surveillance – a micro-ethics – that remains open todiscursively-based negotiation by those whofind themselves at the verypoint of scrutiny.  相似文献   

Sectoral patterns of technical change: Towards a taxonomy and a theory   总被引：10，自引：0，他引：10  

Keith Pavitt 《Research Policy》1984,13(6):343-373

The purpose of the paper is to describe and explain sectoral patterns of technical change as revealed by data on about 2000 significant innovations in Britain since 1945. Most technological knowledge turns out not to be “information” that is generally applicable and easily reproducible, but specific to firms and applications, cumulative in development and varied amongst sectors in source and direction. Innovating firms principally in electronics and chemicals, are relatively big, and they develop innovations over a wide range of specific product groups within their principal sector, but relatively few outside. Firms principally in mechanical and instrument engineering are relatively small and specialised, and they exist in symbiosis with large firms, in scale intensive sectors like metal manufacture and vehicles, who make a significant contribution to their own process technology. In textile firms, on the other hand. most process innovations come from suppliers.These characteristics and variations can be classified in a three part taxonomy based on firms: (1) supplier dominated; (2) production intensive; (3) science based. They can be explained by sources of technology, requirements of users, and possibilities for appropriation. This explanation has implications for our understanding of the sources and directions of technical change, firms' diversification behaviour, the dynamic relationship between technology and industrial structure, and the formation of technological skills and advantages at the level of the firm. the region and the country.  相似文献