Sustainable participatory processes of education technology development     

Bolmsten  Johan  Manuel  Michael Ekow 《Educational technology research and development : ETR & D》2020,68(5):2705-2728

Educational technology research and development - According to UNESCO, sustainable education requires a participatory development process. This article reports the results of three case studies...  相似文献   

Learning to Read Bilingually Modulates the Manifestations of Dyslexia in Adults     

Marie Lallier  Guillaume Thierry  Polly Barr  Manuel Carreiras  Marie-Josephe Tainturier 《Scientific Studies of Reading》2018,22(4):335-349

According to the Grain Size Accommodation hypothesis (Lallier & Carreiras, 2017), learning to read in two languages differing in orthographic consistency leads to a cross-linguistic modulation of reading and spelling processes. Here, we test the prediction that bilingualism may influence the manifestations of dyslexia. We compared the deficits of English monolingual and early Welsh–English bilingual dyslexic adults on reading and spelling irregular English words and English-like pseudowords. As predicted, monolinguals were relatively more impaired in reading pseudowords than irregular words, whereas the opposite was true for bilinguals. Moreover, monolinguals showed stronger sublexical processing deficits than bilinguals and were poorer spellers overall. This study shows that early bilingual reading experience has long-lasting effects on the manifestations of dyslexia in adulthood. It demonstrates that learning to read in a consistent language like Welsh in addition to English gives bilingual dyslexic adults an advantage in English literacy tasks strongly relying on phonological processing.  相似文献   

Professional Development of Teacher Trainers: a case study     

M. Lourdes Montero  Jose Manuel Vez 《欧洲师范教育杂志》1990,13(1-2):25-34

This paper reviews the literature on teacher trainers with special reference to current initiatives in Spain, and provides a case study of the design, delivery and follow‐up to a course for teacher trainers of English language teaching and the pedagogy of language. The course was designed to promote the concept of teachers as reflective practitioners.  相似文献   

The Development of Implicit Memory From Infancy to Childhood: On Average Performance Levels and Interindividual Differences          下载免费PDF全文

Isabel A. Vöhringer  Thorsten Kolling  Frauke Graf  Sonja Poloczek  Ina Fassbender  Claudia Freitag  Bettina Lamm  Janina Suhrke  Johanna Teiser  Manuel Teubert  Heidi Keller  Arnold Lohaus  Gudrun Schwarzer  Monika Knopf 《Child development》2018,89(2):370-382

The present multimethod longitudinal study aimed at investigating development and stability of implicit memory during infancy and early childhood. A total of 134 children were followed longitudinally from 3 months to 3 years of life assessing different age‐appropriate measures of implicit memory. Results from structural equation modeling give further evidence that implicit memory is stable from 9 months of life on, with earlier performance predicting later performance. Second, it was found that implicit memory is present from early on, and no age‐related improvements are found from 3 months on. Results are discussed with respect to the basic brain structures implicit memory builds on, as well as methodological issues.  相似文献   

The role of non-formal contexts in teacher education for STEM: the case of horno3 science and technology interactive centre     

Claudia Fernández-Limón  Juan Manuel Fernández-Cárdenas  Alma Adrianna Gómez Galindo 《师资教育杂志》2018,44(1):71-89

Abstract

Teacher education can benefit directly from experiences in non-formal settings. This article presents a research study with elementary teachers who were teaching in public schools in the state of Nuevo León, México, and participated in a STEM Continuous Professional Development (CPD) workshop. The workshop provided a platform for teachers to interact with scientists and disseminators of science, allowing the appropriation of scientific knowledge applied to everyday activities and settings. Participants improved the quality of their teaching practices in classrooms and gained a new understanding of STEM subjects, enabling them to promote inspiring learning experiences with their students, where dialogue, experimentation and elucidation became an important part of their lessons. The study was carried out using ethnographic tools for analysing recorded videos, 15 sets of field notes, and 49 questionnaires. The sequential analysis of talk and gestures in their participation in the CPD workshop demonstrated high levels of involvement, creativity, and collaborative solution of STEM problems.  相似文献   

Assessment of collaborative learning experiences by graphical analysis of wiki contributions     

Manuel Palomo-Duarte  Juan Manuel Dodero  Inmaculada Medina-Bulo  Emilio J. Rodríguez-Posada  Iván Ruiz-Rube 《Interactive Learning Environments》2013,21(4):444-466

The widespread adoption of computers and Internet in our life has reached the classrooms, where computer-supported collaborative learning (CSCL) based on wikis offers new ways of collaboration and encourages student participation. When the number of contributions from students increases, traditional assessment procedures of e-learning settings suffer from scalability problems. In a wiki-based learning experience, automatic tools are required to support the assessment of such huge amounts of data. In this work, we present StatMediaWiki, a tool that collects and aggregates information that helps to analyze a MediaWiki installation. It generates charts, tables and different statistics enabling easy analysis of wiki evolution. We have used StatMediaWiki in a Higher Education course and present the results obtained in this case study.  相似文献   

Moving beyond the minimum: socially just pedagogies and Asperger’s syndrome in UK higher education     

Manuel Madriaga  Dan Goodley 《International Journal of Inclusive Education》2013,17(2):115-131

A year‐long longitudinal study was conducted to gain insight into the lives of eight students who had a label of Asperger’s syndrome during their transitions into higher education in the UK. Reflecting on life history data, the findings suggest that universities might actually be maintaining and (re)producing barriers that perpetuate the exclusion and ghettoisation of disabled people. The analysis goes beyond an acknowledgement of institutional disabling practices to pinpoint the subtle impacts of issues of pedagogy, learning, teaching, and assessment. It is argued, therefore, that inclusive education needs to engage more directly with the specific issues faced by learners with the label of Asperger’s syndrome. However, rather than viewing this as an issue of special education for distinctly impaired learners, Asperger’s syndrome must be understood with reference to wider questions of how higher educators respond to diversity and difference.  相似文献   

Library Website Management and Maintenance: A Study of the Uk 1994 Group     

Sue Manuel  James Dearnley  Graham Walton 《New Review of Academic Librarianship》2013,19(1):68-96

The Academic Library website is a key access point for information and services. This paper reports on a study of the 1994 Group Library web presence, with a view to establishing their practices in terms of site management and maintenance. It provides evidence of the commitment this Group makes towards ensuring their sites meet the needs of their users. The study encompassed a survey to gather data on current management and maintenance practices, and direct observation of the home pages of these Libraries to establish layout conventions and details of changes made over time. The influence of University policy in respect of the look-and-feel of the Library website and decision making around it are revealed. The implementation of new social technologies across this Group also became evident. We also show that a number of Libraries in the Group are not currently evaluating the use of their site, and that changes to some home pages were seldom made during the study period. Due to the limitations inherent in focusing on a limited number of Library websites, a larger sample size would make the findings of this research more applicable to a wider range of University Libraries.  相似文献   

Reassessing the Effect of Survey Characteristics on Common Method Bias in Emotional and Social Intelligence Competencies Assessment     

Joan Manuel Batista-Foguet  Melanie Revilla  Willem E. Saris  Richard Boyatzis  Ricard Serlavós 《Structural equation modeling》2013,20(4):596-607

Since the idea of method variance was inspired by D. T. Campbell and Fiske in 1959, many papers have demonstrated an ongoing debate about both its nature and impact. Often, method variance entails an upward bias in correlations among observed variables—common method bias. This article reports a split-ballot multitrait–multimethod experimental design for estimating 2 opposite biases: the upward biasing method variance from the reaction to the length of the response scale and the position of the survey items in the questionnaire and the downward biasing effect of poor data quality. The data are derived from self-reported behavior related to emotional and social competencies. This article illustrates a methodology to estimate common method bias and its components: common method scale variance, common method occasion variance, and the attenuation effect due to measurement errors. The results show that common method variance has a much smaller impact than random and systematic measurement errors. The results also corroborate previous findings: the greater reliability of longer scales and the lower reliability of items placed toward the end of the survey.  相似文献   

Relating Latent Change Score and Continuous Time Models     

Manuel C. Voelkle  Johan H. L. Oud 《Structural equation modeling》2013,20(3):366-381

The primary goal of this article is to demonstrate the close relationship between 2 classes of dynamic models in psychological research: latent change score models and continuous time models. The secondary goal is to point out some differences. We begin with a brief review of both approaches, before demonstrating how the 2 methods are mathematically and conceptually related. It will be shown that most commonly used latent change score models are related to continuous time models by the difference equation approximation to the differential equation. One way in which the 2 approaches differ is the treatment of time. Whereas there are theoretical and practical restrictions regarding observation time points and intervals in latent change score models, no such limitations exist in continuous time models. We illustrate our arguments with three simulated data sets using a univariate and bivariate model with equal and unequal time intervals. As a by-product of this comparison, we discuss the use of phantom and definition variables to account for varying time intervals in latent change score models. We end with a reanalysis of the Bradway–McArdle longitudinal study on intellectual abilities (used before by McArdle & Hamagami, 2004) by means of the proportional change score model and the dual change score model in discrete and continuous time.  相似文献