Psychological reality and the role of the teacher in early-education sharing time     

Abdullah T. Alsafi 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》1994,40(1):59-69

The study of children's language development has been strongly influenced since the 1950s by linguistic research. How well, however, has the education of young children incorporated the concept of psychological reality, which interrelates the child's perceptual and cognitive development with linguistic and non-linguistic events in his/her environment? In reply to this question, the paper concentrates on“sharing time”, known also as“show and tell”, which has both affective and cognitive value. Although sharing time is a student-centered activity, the teacher plays a pivotal role in establishing its context, structure and norms. Feedback from the teacher and peers promotes language development, and the growth of curiosity and inquisitiveness. The article is derived from experience in teaching kindergarten teachers to conduct sharing time periods in Saudi Arabia. Practical suggestions are made for the implementation of the activity, in the interests of encouraging spontaneous and personalized language rather than focusing on evaluation of students' competence in the formal aspects of language development.  相似文献   

Change Readiness among Teaching Staff at Anadolu University,Turkey     

Yavuz Akbulut  Abdullah Kuzu  Colin Latchem  Ferhan Odabaşi 《Distance Education》2007,28(3):335-350

Turkey’s Anadolu University is one of the world’s largest mega‐universities. It is engaged in strategic planning in response to changes in the expectations of the Turkish Higher Education Council and the community at large. In re‐examining its vision and strategic directions, Anadolu University needs to be informed on the knowledge, skills, and attitudes of its teaching staff, and the systems and support needed to assure their change readiness. This article examines the literature of organizational and educational change and its implications for the university. It reports on a study based on the relevant constructs from the literature and is designed to gauge the extent and nature of teaching staff knowledge, skills, practice, and research in educational and technological change, motivating and de‐motivating factors, change adopter types, and perceptions of the organizational climate for change. It considers the implications of these findings and draws conclusions about what would be needed to improve staff readiness for change.  相似文献   

Academic and social attributions as predictors of emotional and behavioural difficulties in students referred for learning disabilities and typically achieving students: the female profile in Oman     

Mahmoud Mohamed Emam 《Emotional and Behavioural Difficulties》2018,23(3):326-339

Identification of children who exhibit emotional and behavioural difficulties (EBDs) has been prioritized in several countries in the Middle East and North Africa (MENA) region including Oman. Research showed that cognitive attribution processes are biased and defective in atypical populations such as students with learning disabilities (LD). The current study examined the relationship between school-based attributions including academic and social attributions and the display of EBDs in students referred for having LD and typically achieving students. The Student Academic Attribution Scale (SAAS), Student Social Attribution Scale (SSAS), and the Arabic version of the Strengths and Difficulties Questionnaire (A-SDQ) were administered to 135 typically achieving students and 89 students referred for LD. The participants were all females from middle school. Stepwise regression analyses showed that academic and social attributions were more predictive of EBDs in students referred for LD compared to typically achieving students. The attribution profile of students with LD reflected negative symptoms that lead to the display of internalizing and externalizing EBDs. The study findings are discussed in relation to how schools can utilize the cognitive process of attribution to support students with EBDs.  相似文献   

Coordinating scaffolds for collaborative inquiry in a game-based learning environment     

Asmalina Saleh  Chen Yuxin  Cindy E. Hmelo-Silver  Krista D. Glazewski  Bradford W. Mott  James C. Lester 《科学教学研究杂志》2020,57(9):1490-1518

Collaborative inquiry learning affords educators a context within which to support understanding of scientific practices, disciplinary core ideas, and crosscutting concepts. One approach to supporting collaborative science inquiry is through problem-based learning (PBL). However, there are two key challenges in scaffolding collaborative inquiry learning in technology rich environments. First, it is unclear how we might understand the impact of scaffolds that address multiple functions (e.g., to support inquiry and argumentation). Second, scaffolds take different forms, further complicating how to coordinate the forms and functions of scaffolds to support effective collaborative inquiry. To address these issues, we identify two functions that needed to be scaffolded, the PBL inquiry cycle and accountable talk. We then designed predefined hard scaffolds and just-in-time soft scaffolds that target the regulation of collaborative inquiry processes and accountable talk. Drawing on a mixed method approach, we examine how middle school students from a rural school engaged with Crystal Island: EcoJourneys for two weeks (N=45). Findings indicate that hard scaffolds targeting the PBL inquiry process and soft scaffolds that targeted accountable talk fostered engagement in these processes. Although the one-to-one mapping between form and function generated positive results, additional soft scaffolds were also needed for effective engagement in collaborative inquiry and that these soft scaffolds were often contingent on hard scaffolds. Our findings have implications for how we might design the form of scaffolds across multiple functions in game-based learning environments.  相似文献   

Robust dissipative control for internet-based switching systems     

Magdi S. Mahmoud  Hazem N. Nounou 《Journal of The Franklin Institute》2010,347(1):154-172

A class of hybrid multi-rate control models with time-delay and switching controllers are formulated based on combined remote control and local control strategies. The problem of robust dissipative control for this discrete system is investigated. An improved Lyapunov-Krasovskii functional is constructed and the subsequent analysis provides some new sufficient conditions in the form of LMIs for both nominal and uncertain representations. Several special cases of practical interests are derived. A numerical simulation example is given to illustrate the effectiveness of the theoretical result.  相似文献   

Comment on: “Chaos in the fractional order unified system and its synchronization” [Journal of the Franklin Institute 345 (2008) 392-401]     

Saleh Sayyad Delshad 《Journal of The Franklin Institute》2010,347(9):1795-1796

Based on Laplace transform theory, chaos synchronization of the fractional order unified system by using the one-way coupling method presented in Xiangjun et al. [Chaos in the fractional order unified system and its synchronization, Journal of the Franklin Institute 345 (2008) 392-401]. In this note, we present some points to the mentioned paper.  相似文献   

Building a customized module for the treatment of drug addiction under the remedial programs to be implemented on inmates at the drug rehabilitation centers in Malaysia     

Jamaludin Ahmad Tajularipin Sulaiman Saifuddin Kumar Abdullah Junaidi Shamsuddin 《美中教育评论》2009,6(11):57-64

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Learning materials recommendation using good learners’ ratings and content-based filtering   总被引：1，自引：0，他引：1  

Khairil Imran Ghauth  Nor Aniza Abdullah 《Educational technology research and development : ETR & D》2010,58(6):711-727

The enormity of the amount of learning materials in e-learning has led to the difficulty of locating suitable learning materials for a particular learning topic, creating the need for recommendation tools within a learning context. In this paper, we aim to address this need by proposing a novel e-learning recommender system framework that is based on two conceptual foundations—peer learning and social learning theories that encourage students to cooperate and learn among themselves. Our proposed framework works on the idea of recommending learning materials with a similar content and indicating the quality of learning materials based on good learners’ ratings. A comprehensive set of experiments were conducted to measure the system accuracy and its impact on learner’s performance. The obtained results show that the proposed e-learning recommender system has a significant improvement in the post-test of about 12.16% with the effect size of 0.6 and 13.11% with the effect size of 0.53 when compared to the e-learning with a content-based recommender system and the e-learning without a recommender system, respectively. Furthermore, the proposed recommender system performed better in terms of having a small rating deviation and a higher precision as compared to e-learning with a content-based recommender system.  相似文献   

Social media networks and pedagogy at the University of Jordan     

Huda Karajeh  Mahmoud Maqableh  Lama Rajab  Hiba Mohammad  Tahani Khatib  Nabeel Al-Qirim  Ali Tarhini 《Education and Information Technologies》2018,23(5):2073-2090

This study examined impact of a social media networks course on student use of SNSs performance. Moreover, it examined the associations among course design, course materials, learning experiences and a social media networks course. Survey instrument is used to examine the relationships in the proposed model. A total of 380 questionnaires have been collected from students at the University of Jordan who studied the social media networks course. A structural equation modelling approach based on AMOS 20.0 statistical software is used to study the causal relationships and test the hypotheses between the observed and latent constructs in the proposed research model. The analysis results revealed that course materials and learning experiences directly, positively and significantly impacted the social media networks course, which in turn had a significant impact on students’ use social networks sites performance. Course design, however, did not impact the social media networks course. Our findings have important implications as we demonstrated the validity of the joint two different models and provide information about impact of studying social media networks course on students’ academic performance.  相似文献   

Effect of verbal instructions and image size on visual search strategies in basketball free throw shooting     

Saleh A. Al-Abood  Simon J. Bennett  Francisco Moreno Hernandez  Derek Ashford  Keith Davids 《Journal of sports sciences》2013,31(3):271-278

We assessed the effects on basketball free throw performance of two types of verbal directions with an external attentional focus. Novices ( n = 16) were pre-tested on free throw performance and assigned to two groups of similar ability ( n = 8 in each). Both groups received verbal instructions with an external focus on either movement dynamics (movement form) or movement effects (e.g. ball trajectory relative to basket). The participants also observed a skilled model performing the task on either a small or large screen monitor, to ascertain the effects of visual presentation mode on task performance. After observation of six videotaped trials, all participants were given a post-test. Visual search patterns were monitored during observation and cross-referenced with performance on the pre- and post-test. Group effects were noted for verbal instructions and image size on visual search strategies and free throw performance. The 'movement effects' group saw a significant improvement in outcome scores between the pre-test and post-test. These results supported evidence that this group spent more viewing time on information outside the body than the 'movement dynamics' group. Image size affected both groups equally with more fixations of shorter duration when viewing the small screen. The results support the benefits of instructions when observing a model with an external focus on movement effects, not dynamics.  相似文献