The CoVis Project: Building a Large-Scale Science Education Testbed*     

Louis M. Gomez  J. Barry Fishman  D. Roy Pea 《Interactive Learning Environments》2013,21(1-2):59-92

This paper describes the construction and research program of the Learning Through Collaborative Visualization (CoVis) Project, a testbed for exploring science education reform with telecommunications technology. The CoVis testbed is contrasted with other forms of educational research in an “ecology of paradigms,” which argues that testbeds are in fact a new setting for research with different requirements and challenges for the researcher. Two extended examples of telecommunications research are provided as examples of the kind of research that testbeds are well suited to explore. The first example is the evolution of videoconferencing in the CoVis testbed. The second example is the design and development of a networked groupware application called the Collaboratory Notebook.  相似文献   

Changing academic identities in changing academic workplaces: learning from academics’ everyday professional writing practices     

Mary R. Lea  Barry Stierer 《Teaching in Higher Education》2013,18(6):605-616

In this article we examine issues of academic identity through the lens of academics’ everyday workplace writing, offering a complementary perspective to those already evident in the higher education research literature. Motivated by an interest in the relationship between routine writing and aspects of professional practice, we draw on data from interviews with 30 academics across three different universities. Our discussion is illustrated with excerpts from interview data, and is organised around three emerging themes: ‘reconstructing academic identities in a shifting academic workplace’, ‘considering new articulations of disciplinarity’, and ‘moving on from the golden age’. We conclude that the reconstruction of academic identities, through engagement with established and emerging workplace documents, may well be enabling academics to build new identities within the changing university.  相似文献   

中美大对比:在哪儿幸福更容易?     

Barry Cunningham  Leonard 《英语辅导》2013,(10):23-25

在中国涌现"出国热"的那几年,我们的父辈以及我们都在向往着国外的福利、教育和生活环境。有时候梦见自己身处国外都会是一件乐事,值得人们茶余饭后聊上半天。长大以后,随着国外的YouTube、Twitter和国内各类视频网站以及微博客的兴起,我们越来越多地了解到国外也有贫民窟、国外也有经济危机和失业、国外也有腐败和民主上的不完善,而更可怕的是,国外还有允许携带私人枪支的国民……出国,真的有那么好吗?在这篇文章里,一个地地道道的纽约人将向你叙述一个他自己总结出的结论:在中国,要幸福,并不需要太多。  相似文献   

Gender-Typed and Gender-Segregated Play Among Tanzanian Hadza and Congolese BaYaka Hunter-Gatherer Children and Adolescents     

Sheina Lew-Levy  Adam H. Boyette  Alyssa N. Crittenden  Barry S. Hewlett  Michael E. Lamb 《Child development》2020,91(4):1284-1301

Few data exist on gender-typed and gender-segregated play in hunter-gatherer societies, despite their unique demographic and cultural features which may influence children’s gendered play. Using naturalistic observations of Hadza (N = 46, 41% female) and BaYaka (N = 65, 48% female) hunter-gatherer 3- to 18-year-olds from Tanzania and the Republic of Congo, we showed that access to playmates was negatively associated with playing in mixed-gender groups. Young boys did not engage in more rough-and-tumble play than girls, but adolescent boys participated in this type of play more than adolescent girls. Children were also more likely to participate in work-themed play which conformed to gender norms within their society. Findings are discussed within the context of gendered division of labor, child autonomy, and demography.  相似文献   

Computer laboratory workshops as learning environments for university business statistics: validation of questionnaires     

Nguyen-Newby  Thuyuyen H.  Fraser  Barry J. 《Learning Environments Research》2021,24(3):389-407

Learning Environments Research - Research on learning environments at the higher-education level has been quite sparse compared with studies at other educational levels. Because statistics is...  相似文献   

Persistence of pediatric post traumatic stress disorder after 2 years     

Richard Famularo  Terence Fenton  Marilyn Augustyn  Barry Zuckerman 《Child abuse & neglect》1996,20(12):1245-1248

One-hundred and fifty-six children were randomly evaluated at an inner-city juvenile/family court. These children were removed from their parent's custody subsequent to a finding of severe child maltreatment. From our original sample of 156 children, 62 met strict criteria for Post Traumatic Stress Disorder (PTSD). Fifty-two of these 62 were successfully recruited and participated in the 2 year re-examination. Each PTSD diagnosis was conferred by the Diagnostic Interview for Children and Adolescents (DICA). From our sample of 52 PTSD children re-examined after 2 years, 17 (32.7%) retained the full PTSD diagnosis, while 67.3% did not meet criteria.  相似文献   

Gender differences in science achievement: Do school effects make a difference?     

Deidra J. Young  Barry J. Fraser 《科学教学研究杂志》1994,31(8):857-871

The problem of the underrepresentation of girls in science in Australian schools is often attributed to their poor performance. Yet the role of both the home and the school in affecting female science achievement is rarely examined empirically. The comprehensiveness of the Second International Science Study database provided an excellent opportunity to investigate the presence of gender differences in science achievement. Although previous studies of gender differences in science achievement have relied on methodology that has not adequately accounted for the school effects, this study used the design effect and hierarchical linear modeling (multilevel analysis) to explore whether there were significant gender differences. The relative contribution of schools to student achievement was examined, and school-level differences were found to contribute significantly toward explaining variations in student performance. Although statistically significant sex differences were found in physics achievement for 10-year-old, 14-year-old, and year-12 students, school effects were much more powerful in explaining student differences (9–19%) when compared with gender (3%).  相似文献   

Tax incentives for R&D: a critical evaluation     

Barry Bozeman  Albert N. Link 《Research Policy》1984,13(1):21-31

A number of policy proposals have recently been presented that seek to address the problem of declining productivity growth. Many of these are aimed at encouraging private R&D spending through tax incentives. This paper first reviews some of these proposals, then evaluates tax incentives per se as a policy tool for encouraging R&D growth, and finally offers suggestions for redesigning R&D related tax incentive policies.  相似文献   

The Discourses of Social Justice in Education     

Barry Troyna  Carol Vincent 《Discourse: Studies in the Cultural Politics of Education》1995,16(2):149-166

What the existing organization of schooling presupposes...is that in consumption terms, the world consists of equally powerful individual actors. Such, of course, is not the case in a hierarchically ordered capitalist system, where labour and capital, and indeed different forms of both, have differential access to resources enabling them to consume. By largely intervening only in provisional relations, the state fails to recognize the central dynamic of education ‐‐ that provision and consumption are not coterminous. In essence, state intervention does not go far enough. (Lynch, 1989, p.127)  相似文献   

The underutilization of information and communication technology-assisted collaborative project-based learning among international educators: a Delphi study     

Barry S. Kramer  Andrew E. Walker  Jennifer M. Brill 《Educational technology research and development : ETR & D》2007,55(5):527-543

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