A qualitative and postmodern perspective on open learning in Hong Kong     

Roger Boshier  D.D. Pratt 《Distance Education》1997,18(1):110-136

Most educational research in Hong Kong is nested within a top‐down or expert view of the world and there has been little interest in the views of the ordinary citizen. The authors adopted a postmodern perspective and interviewed 110 ordinary citizens in public places (on ferries, in restaurants or parks) about what open learning means to them. Responses were arrayed in four discourses. The authors deconstruct and reflect on the meaning of each discourse. Of the four, only the Idyllic Island discourse involved a positive construction of open learning. The others — the Shameful Inferiority discourse, the Lonely Learner discourse and the Impropriety discourse involved exceedingly perjorative constructions that will pose a considerable challenge for providers of open learning.  相似文献   

The Relations Between Children’s Reading Comprehension, Working Memory, Language Skills and Components of Reading Decoding in a Normal Sample   总被引：1，自引：0，他引：1  

Deborah A. Goff  Chris Pratt  Ben Ong 《Reading and writing》2005,18(7-9):583-616

The primary aim of the current study was to identify the strongest independent predictors of reading comprehension using word reading, language and memory variables in a normal sample of 180 children in grades 3–5, with a range of word reading skills. It was hypothesized that orthographic processing, receptive vocabulary and verbal working memory would all make independent contributions to reading comprehension. The contributions of reading speed, receptive grammatical skills, exposure to print, visuospatial working memory and verbal learning and retrieval (a measure of longer-term retention) were also investigated. Working memory tasks that required the processing and storage of numerical and spatial material were used. One of the numerical working memory tasks was based on the number span task developed by Yuill, Oakhill, and Parkin British Journal of Psychology, 1989, 80, 351–361. A visuospatial equivalent of that task was developed from the forward Corsi block task [Corsi, Abstracts International, 1973, 34, 891]. The results revealed that, after controlling for age and general intellectual ability, the word reading and the language variables had a much stronger relation with reading comprehension than the memory variables. The strongest independent predictor of reading comprehension was orthographic processing since it captured variance in both word reading, language skills and verbal working memory. The forward Corsi task and performance on a measure of verbal learning and retrieval each made small independent contributions to reading comprehension but the contribution of verbal working memory was not significant. It was concluded that tasks measuring the interplay between short-term and long-term memory, in which new information is combined with information already stored in long-term memory, may better predict reading comprehension measured with the text available than working memory tasks which only have a short-term memory component.  相似文献   

Multi-point e-conferencing with initial teacher training students in England: Pitfalls and potential     

Nick Pratt   《Teaching and Teacher Education》2008,24(6):1476-1486

This article reports on attempts to initiate multi-point e-conferencing between English teacher education students on school placements, their host teachers and their university tutors. A sociocultural perspective is adopted in analysing the project, using the metaphor of a ‘professional knowledge landscape’ [Clandinin, D. J., & Connelly, F. M. (1995). Teachers’ professional knowledge landscapes. New York: Teachers College Press] to make sense of participants’ experiences. Findings suggest that considerable difficulties exist not just in terms of technical challenges, but also in terms of ethics, values, complexity and communications in schools. A similar project undertaken in Singapore [Sharpe, L., Hu, C., Crawford, L., Gopinathan, S., Khine, M. S., Moo, S. N., et al. (2003). Enhancing multi-point desktop video conferencing (MDVC) with lesson video clips: Recent developments in pre-service teaching practice in Singapore. Teaching and Teacher Education, 19(5), 529–541] is used to highlight the contextual nature of these challenges. The paper concludes that the promotion of new technologies as a key part of current education planning in the UK is questionable with insufficient attention being given to the sociocultural implications of such change. Implications are drawn for universities, schools and for future policy development.  相似文献   

Who’s asking the questions in classrooms? Exploring teacher practice and student engagement in generating engaging and intellectually challenging questions     

Yvonne Zeegers  Katrina Elliott 《Pedagogies: An International Journal》2019,14(1):17-32

Student engagement that leads to enhanced learning outcomes involves three interdependent facets: behaviour, emotion and cognition. As such, learning activities that encourage deep learning and the intellectual challenging of minds should provide opportunities for reasoning and critical and creative thinking. An approach that resonates strongly with student engagement involves fostering student voice in the classroom, and the generation and utilization of students’ questions is one means of achieving this. Implicit in this approach is the need for both teachers and students to pose questions that engage and intellectually challenge thinking. In this pilot case study, eight volunteer teachers from one school chose to investigate their own practice by either focusing on their own questioning skills to foster student engagement in the classroom or, on how they could support their students to generate intellectually challenging questions that lead to increasing student voice, engagement and deeper learning in the classroom. Key findings were that who does the questioning is not an either-or dichotomy, and that significant pedagogical shifting requires a long-term focus. This shift is influenced by teachers’ commitment to using questioning as a pedagogical approach for enhancing student learning.  相似文献   

Learning to reason from samples: commentary from the perspectives of task design and the emergence of “big data”     

Janet Ainley  Robert Gould  Dave Pratt 《Educational Studies in Mathematics》2015,88(3):405-412

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What's new in the 2020 World Health Organization Guidelines on Physical Activity and Sedentary Behavior?     

Michael Pratt 《运动与健康科学(英文)》2021,10(3):288

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Heats of dilution and their variations with temperature     

Frank R. Pratt 《Journal of The Franklin Institute》1918,185(5):663-695

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Experimental test of the Wiedemann-Franz ratio through a change of state     

Edwin F. NorthrupFrank R. Pratt 《Journal of The Franklin Institute》1917

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Automatic indexing of pathology data.     

G S Dunham  M G Pacak  A W Pratt 《Journal of the American Society for Information Science》1978,29(2):81-90

A procedure for automated indexing of pathology diagnostic reports at the National Institutes of Health is described. Diagnostic statements in medical English are encoded by computer into the Systematized Nomenclature of Pathology (SNOP). SNOP is a structured indexing language constructed by pathologists for manual indexing. It is of interest that effective automatic encoding can be based upon an existing vocabulary and code designed for manual methods. Morphosyntactic analysis, a simple syntax analysis, matching of dictionary entries consisting of several words, and synonym substitutions are techniques utilized.  相似文献   

Uganda Sets an Example     

Charles A. Pratt 《Educational Media International》2013,50(4):44-48

The new Audio-Visual Aids Centre of the National Institute of Education on the campus of Makerere University College, Kampala, Uganda, opened for business in September.  相似文献