Scripted collaboration in serious gaming for complex learning: Effects of multiple perspectives when acquiring water management skills     

Hans G. K. Hummel  Jasper van Houcke  Rob J. Nadolski  Tony van der Hiele  Hub Kurvers  Ansje Löhr 《British journal of educational technology : journal of the Council for Educational Technology》2011,42(6):1029-1041

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Event-related potentials: search for positive and negative child-related schemata in individuals at low and high risk for child physical abuse     

Milner JS  Rabenhorst MM  McCanne TR  Crouch JL  Skowronski JJ  Fleming MT  Hiraoka R  Risser HJ 《Child abuse & neglect》2011,35(4):249-266

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From academia to media: staging the public career of critical literacy     

Joel Windle 《The Australian Educational Researcher》2011,38(3):311-327

This paper explores some of the processes through which an educational policy agenda can be generated in the media sphere. It casts light on the roles of journalists and various types of expert in these processes as they pertain to critical literacy. I argue for the usefulness of cross-field performance as a concept which helps to illuminate the special place of individuals who position themselves across journalistic, academic and political fields. The analysis is supported by examination of patterns in newspaper reporting and academic publication, which suggests that contestation of critical literacy serves as a staging device for a team of policy entrepreneurs, whose performances work to discredit and exclude other players.  相似文献   

The Dominance Concept Inventory: A Tool for Assessing Undergraduate Student Alternative Conceptions about Dominance in Mendelian and Population Genetics     

Joel K. Abraham  Kathryn E. Perez  Rebecca M. Price 《CBE life sciences education》2014,13(2):349-358

Despite the impact of genetics on daily life, biology undergraduates understand some key genetics concepts poorly. One concept requiring attention is dominance, which many students understand as a fixed property of an allele or trait and regularly conflate with frequency in a population or selective advantage. We present the Dominance Concept Inventory (DCI), an instrument to gather data on selected alternative conceptions about dominance. During development of the 16-item test, we used expert surveys (n = 12), student interviews (n = 42), and field tests (n = 1763) from introductory and advanced biology undergraduates at public and private, majority- and minority-serving, 2- and 4-yr institutions in the United States. In the final field test across all subject populations (n = 709), item difficulty ranged from 0.08 to 0.84 (0.51 ± 0.049 SEM), while item discrimination ranged from 0.11 to 0.82 (0.50 ± 0.048 SEM). Internal reliability (Cronbach''s alpha) was 0.77, while test–retest reliability values were 0.74 (product moment correlation) and 0.77 (intraclass correlation). The prevalence of alternative conceptions in the field tests shows that introductory and advanced students retain confusion about dominance after instruction. All measures support the DCI as a useful instrument for measuring undergraduate biology student understanding and alternative conceptions about dominance.  相似文献   

What is task-centered learning?     

Gregory M. Francom  Joel Gardner 《TechTrends》2014,58(5):27-35

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‘A Flame More Bright Than Lasting’: the Tory party,political reform and educational change 1865‐1870     

Tony Taylor 《Journal of educational administration and history》1991,23(2):62-74

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Personal construct psychology as a constructivist approach to learning     

Dr Tony Fetherston 《Research in Science Education》1994,24(1):370-370

This paper proposes that Kelly's Personal Construct Psychology deserves examination as a constructivist basis for science teaching and learning. It argues that because of the explicit nature of the psychology, the clear definition of learning and meaning and the integration of affective, psychomotor and cognitive dimensions of learning, the psychology has much to offer science education.  相似文献   

The spirit that always denies     

Tony Hafliger 《Higher Education Quarterly》1986,40(3):294-302

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Specific Learning Difficulties (Dyslexia): Equal Opportunities Issues     

Tony Cline  Rea Reason 《British Journal of Special Education》1993,20(1):30-34

Their article raises important questions concerning the lack of attention to issues of equal opportunity in the literature on specific learning difficulties. The authors identify five objectives for professional practice and research.  相似文献   

The Right to Teach, the Right to Learn     

Laurie Bush  Tony Hill 《British Journal of Special Education》1993,20(1):4-7

Believe that the findings and recommendations of the Elton Committee have much to offer schools for children with emotional and behavioural difficulties, as well as mainstream schools. They outline the way they have introduced 'assertive discipline' into behaviour management policy of the school.  相似文献