‘A process where we’re all at the table’: community archives challenging dominant modes of archival practice     

Jimmy Zavala  Alda Allina Migoni  Michelle Caswell  Noah Geraci  Marika Cifor 《档案与原稿》2017,45(3):202-215

Community archives have compelled shifts in dominant archival management practices to reflect community agency and values. To analyse these shifts, we ask: In what ways do community archives and their staff challenge traditional archival modes of practice? Do community archives work within or against dominant frameworks for institutional sustainability? Do community archives challenge or replicate dominant custody practices? Based on semi-structured interviews with 17 founders, staff and volunteers at 12 Southern California community archives, this research examines the diverse models of practice utilised by community archives practitioners that diverge from and challenge standard practices in the field. By addressing these questions, our research uncovers a variety of models of practice employed by communities in Southern California to autonomously create and sustain their archives.  相似文献   

Serial pattern learning by rats: Transfer of a formally defined stimulus relationship and the significance of nonreinforcement     

Stewart H. Hulse  Noah P. Dorsky 《Learning & behavior》1979,7(2):211-220

Two experiments with rats tested independent predictions from cognitive theories of serial pattern learning. The animals learned to anticipate, as measured by running times in a straight alley, different quantities of food pellets organized into formally defined, five-element serial patterns. In Experiment 1, for some animals the patterns were all formally structured according to a monotonic “less than” relationship in which any quantity was always less than its predecessor. For others, no consistent formal rule was applied. Results of a transfer test with a new pattern showed positive transfer if the formal structure of the new pattern was identical to that used initially, but negative transfer if the new pattern was formally different. In Experiment 2, two groups learned the monotonic patterns 18-10-6-3-1 or 18-10-6-3-0 food pellets, while two others learned the nonmonotonic patterns 18-3-6-10-1 or 10-3-6-10-0 food pellets. We asked if the difference in value of the terminal element, 1 or 0 food pellets, would affect the facility with which the patterns were learned. The results showed that learning rate and the qualitative response to the elements of the monotonie and nonmonotonic patterns were independent of the value of the terminal element. Both experiments lend additional support to the utility of using cognitive models of human serial-pattern learning for an analysis of the sequential behavior of nonhuman animals.  相似文献   

An e-learning environment embedded with sign language videos: research into its usability and the academic performance and learning patterns of deaf students     

Mohd Hashim  Mohd Hisyamuddin  Tasir  Zaidatun 《Educational technology research and development : ETR & D》2020,68(6):2873-2911

Educational technology research and development - This research investigates the usability of an e-learning environment that is embedded with sign language videos and deaf students’ related...  相似文献   

Book reviews     

A. Harry Passow  Gilbert de Landsheere  A. D. C. Peterson  Harold J. Noah  Henry Saltzman  W. D. Halls  Gordon Bishop  Richard F. Goodings  Helmut von Bracken  Franz Hilker  Daniel J. Casey  Donald E. Super  Klaus Schleicher  Neville Postlethwaite  B. F. Nel  Peter Martin Roeder  Wolfgang Brezinka  Hans Friedrich  Eric Ashby  Franklin Parker  Ernst Prokop  Clare Burstall  Kenneth Austwick 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》1968,14(3):328-375

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The HMS Malaya Cup Football League, 1921–1941: Towards the Institutionalization of Football in British Malaya     

Lim Peng Han  Mohd Salleh Aman 《国际体育史杂志》2017,34(17-18):1981-2007

Abstract

This research is part of a larger phenomenon about the diffusion and transmission of football in various British colonies, particularly in Asia. After the British occupied the Straits Settlements of Penang, Malacca, and Singapore and enforced indirect rule in the Federated Malay States of Perak, Selangor, Negri Sembilan, and Pahang and Unfederated Malay States of Perlis, Kedah, Kelantan, and Trengganu and Johore, they established sports clubs and played football. They also introduced the game to the Malay, Chinese, Eurasian, Indian, and Sikh communities. In 1921, the British donated the HMS Malaya Cup for football. The inaugural football league consisted of seven colony or state teams and players from the European and local communities. During the first decade (1921–1930), two outstanding European and six local players were highlighted. By the end of next 11 years (1931–1941), 10 teams took part in the competition. During this period, 10 outstanding players emerged from the local communities. Singapore appeared in all 21?Cup finals winning 12 times and drew twice. Selangor was 14 times finalists winning four times and drew twice. Perak won twice out of three final appearances. Kedah and Penang were losing finalists 1940 and 1941, respectively.  相似文献   

New Rules for Business in a Flat World: A Trustees Call to Action     

J. Noah Brown  Kenneth P. Burke 《Community College Journal of Research & Practice》2013,37(6):441-448

As policymakers, community college trustees have a responsibility to help keep their communities strong. How they do this is by helping to give everyone a chance for higher education. Thomas Friedman says that John F. Kennedy's vision was to put a man on the moon. His vision is to put every American on a campus. To do this, trustees can use these 7 “New Rules of Business:” (a) having a renewed focus on higher education accountability, (b) continued anxiety over college affordability, (c) waning public support, (d) growing expectations, (e) increasing competition, (f) changing demographics, and (g) the growing leadership crisis.  相似文献   

Cognitive and metacognitive learning strategies among Arabic language students     

Ghazali Yusri  Nik Mohd Rahimi  Parilah M. Shah  Wan Haslina Wah 《Interactive Learning Environments》2013,21(3):290-300

This study investigates cognitive and metacognitive strategies in learning oral Arabic among students at Universiti Teknologi MARA (UiTM), Malaysia. The concept of these strategies was derived from the self-regulated learning framework, which consists of five components, namely rehearsal, elaboration, organization, critical thinking, and metacognitive strategies. The purposes of this study are to investigate the level of cognitive and metacognitive strategies used (1) among UiTM students; (2) between students with different prior experiences, namely, some of them had an experience of 5 years in learning Arabic in secondary school (abbreviated by SWE) and some of them did not have any experience at all (abbreviated by SNE); (3) between students of different gender; and (4) between students with the interaction of different gender and prior experience. The sample of this study consists of 183 students and employs a questionnaire adapted from the Motivated Strategies for Learning Questionnaire (MSLQ). The study revealed that (1) all UiTM students used cognitive and metacognitive strategies at a moderate level; (2) SWE scored significantly higher than SNE in all five components of cognitive and metacognitive strategies; (3) females scored significantly higher than males in rehearsal, organization, and metacognitive strategies; and (4) there were no statistically significant differences noted in all components between students with the interaction of prior experience and gender. This study had some classroom implications. It suggested that some improvement and changes in learning oral Arabic should be made in terms of selecting learning materials, implementing oral Arabic activities, and learning tasks, which will stimulate the use of all strategies, as well as conducting proficiency tests instead of achievement tests. Students should also be exposed to the learning techniques which used all these strategies extensively and collaborative activities may be carried out among students with mixed prior experience and gender.  相似文献   

Between realism and explanation     

Noah Friedman-Biglin 《Metascience》2014,23(2):269-271

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Science Trainee Teachers' Pedagogical Content Knowledge and its Influence on Physics Teaching     

Lilia Halim  Subahan Mohd. Mohd.> Meerah 《Research in Science & Technological Education》2013,31(2):215-225

This study examined Malaysian science teachers' pedagogical content knowledge (PCK) of selected physics concepts. The two components of PCK investigated were (i) knowledge of students' understanding, conceptions and misconceptions of topics, and (ii) knowledge of strategies and representations for teaching particular topics. The participants were 12 trainee teachers from various academic science backgrounds attending a one-year postgraduate teacher-training course. They were interviewed on selected basic concepts in physics that are found in the Malaysian Integrated Science curriculum for lower secondary level. The findings showed that trainee teachers' PCK for promoting conceptual understanding is limited. They lacked the ability to transform their understanding of basic concepts in physics required to teach lower secondary school science pupils. The trainees' level of content knowledge affected their awareness of pupils' likely misconceptions. Consequently, the trainees were unable to employ the appropriate teaching strategies required to explain the scientific ideas. This study provides some pedagogical implications for the training of science teachers.  相似文献   

Researching emotion and affect in the history of education     

Noah W. Sobe 《History of education》2013,42(5):689-695

This exploratory paper was prepared for a symposium held at the 2011 ISCHE conference in which participants were asked to envision future challenges in the historiography of education, to predict where the field was moving, and to imagine what innovations and new interests would arise in the subsequent 30 years. While the paper is playfully written from the vantage point of 30 years in the future and pretends to offer a retrospective review of what happened in the field over that period, its primary purpose is to seriously suggest a number of ways that historians of education might engage with the history of emotion and affect in their work. The first section of the paper describes the consolidation of the history of emotions as a field of historical study and discusses the importance of a ‘governmentality' approach. It is then suggested in the second section that historians of education increasingly drew on the concept of ‘affect' and developed ‘affective histories' of education that both built upon and departed from earlier histories of emotions. The third section of the paper discusses some of the ways in which historians of education incorporated into their work insights from neuroscience into consciousness and choice-making as well as an increased awareness of the object-mediated body.  相似文献