Interactive Multimedia for Engineering Education     

PAUL G. RANKY 《European Journal of Engineering Education》1996,21(3):273-293

Our main educational objective is to support the new, multi-faceted, dynamically changing learning experiences that real life imposes on us and on our students. We have to recognize that traditional, mass produced, highly controlled static and rigid educational methods cannot cope with the increased amount of information, knowledge and inferencing requirements of this rapidly changing world. The life cycle of critical design and manufacturing technologies is contracting. Concepts such as time-to-market, total quality management, local design, global manufacture, concurrent or simultaneous engineering, parallel design and manufacturing, intelligent design and intelligent manufacturing systems are widely accepted. These new technologies require multi-skilled and well-educated engineers and managers as well as flexible and feedback-controlled manufacturing technologies, such as cellular manufacture, computer-integrated manufacturing, concurrent engineering and flexible manufacturing system. It is important to recognize that we are living in an era when the customers, not the designers or salesmen, are the kings. Customers require increasingly better products at a lower cost. In other words, products require continuous improvement and change, therefore flexible design and manufacture and the appropriate level of automation must be provided throughout the life cycle of product development. In the education business the customers are the learners, i.e. students entering access courses, college and university courses, mature students who are prepared to study in the evenings at home, at the university, or in open learning centres. Furthermore, there are a large number of continuing education students and other professionals seeking new focused knowledge in this rapidly changing and extremely competitive world.  相似文献   

A Multidimensional Analysis of the Mental Health of Graduate Counselors in Training     

PAUL E. WHITE  JANET B. FRANZONI 《Counselor Education & Supervision》1990,29(4):258-267

The mental health of graduate counselor trainees was examined. Trainees demonstrated more psychopathy than did the normal population on 6 of the 10 scales used.  相似文献   

ARE INNER CITY CHILDREN TEST-WISE?     

JAMES J. DIAMOND  JAMES AYRER  ROGER FISHMAN  PAUL GREEN 《Journal of Educational Measurement》1977,14(1):39-45

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Salient Effects of Practice Poster Sessions on Counselor Development: Implications for Research Training and Professional Identification     

P. PAUL HEPPNER  S. CRAIG ROONEY  LISA Y. FLORES  JEFFREY M. TARRANT  JACQUELINE K. HOWARD  AMY M. MULHOLLAND  RUSSELL THYE  SHERRI L. TURNER  KATHERINE M. HANSON  RODERICK L. LILLY 《Counselor Education & Supervision》1999,38(3):205-217

This study examined the effects of a 2-step practice poster session on first-year doctoral students' self-efficacy beliefs about making professional presentations, and evaluated the usefulness of an active-learning teaching assignment. Quantitative and qualitative data were collected from participants after each of 2 practice poster sessions. The results (a) suggest that the relatively brief training exercise significantly increased participants' self-efficacy to give scholarly presentations, and (b) replicate earlier reports about the usefulness of the learning assignment.  相似文献   

RESPONSE TO THE PRESIDENTIAL ADDRESS     

PAUL NASH 《Educational theory》1965,15(4):273-276

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RESPONSE TO PRESIDENTIAL ADDRESS     

PAUL NASH 《Educational theory》1962,12(3):142-145

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Teaching, Learning and Knowing     

PAUL DIE 《Educational Philosophy and Theory》1973,5(2):1-25

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Why Minimally Guided Teaching Techniques Do Not Work: A Reply to Commentaries     

JOHN SWELLER  PAUL A. KIRSCHNER  RICHARD E. CLARK 《教育心理学家》2013,48(2):115-121

Knowledge, although seemingly available, is often not used for problem solving. That means it remains "inert." Three types of explanations exist for this phenomenon. Metaprocess explanations assume that the relevant knowledge is available, but it is not used because of disturbed access processes (e.g., lacking metacognitive control). Structure deficit explanations suppose that the deficit is rooted in the structure of the knowledge itself (i.e., the knowledge is not available in a form that allows for its application). In situatedness explanations, the traditional concepts of knowledge and transfer are questioned. One basic assumption of this perspective is that knowledge is fundamentally situated (i.e., context-bound). In the last decade, instructional models have been developed that try to remedy the inert knowledge problem and take into account important aspects that have been raised by the different explanations.  相似文献   

Face‐to‐face with children     

PAUL F. COOK  JANET R. YOUNG 《课程研究杂志》2013,45(3):341-360

This paper investigates the motivational power of children to change teachers' beliefs about teaching. Weekly and summary reflections written by 18 preservice teachers served as data sources. Preservice teachers were learning from the children what they expect their teachers to know, to do, and to be, and in consequence of the face‐to‐face encounters with children, teachers were likely to establish and change their beliefs about children and how to teach. Teacher educators may encourage this learning by asking preservice teachers, during and after their work in classrooms, to respond to the questions: ‘As I related to the children, what did they require from me?’, and ‘How did I respond to these demands?’. The work of Emmanuel Levinas on the relationship in the face‐to‐face encounter between people provided an interpretive framework for evaluating responses to these questions.  相似文献   

Regulating Academic Pressure: From Fast to Slow     

KAREN FRANÇOIS  KATHLEEN COESSENS  NIGEL VINCKIER  JEAN PAUL VAN BENDEGEM 《Journal of Philosophy of Education》2020,54(5):1419-1442

This paper investigates the impact of publication pressure on the ethics and the scientific integrity in the domain of mathematics and of the arts. Both research fields are specific in their methodology, being that they do not start from a classical hypothesis and researchers in these areas are not knowing what the outcome will be. The research design is open, and creativity is a main part of the research investigation. Both research fields do not rely on empirical cases nor on data collection or data handling. This could be a reason why mathematics and arts seem to be less subject to scientific misconduct. After presenting the (inter)national regulations on ethics and integrity, we will investigate a philosophical analysis in which we consider possible influences from publication pressure that became widespread over all disciplines. We will clarify if and how mathematics and the arts are sensitive to scientific research misconduct or questionable research practices.  相似文献