Emotional AI and EdTech: serving the public good?     

Andrew McStay 《Learning, Media and Technology》2020,45(3):270-283

ABSTRACT

Education Technology (EdTech) companies are deploying emotional AI to quantify social and emotional learning. Focusing on facial coding emotional AI that uses computer vision and algorithms to see, recognise, categorise and learn about facial expressions of emotion, this paper evaluates nascent usage of these technologies in education. To do this, it assesses the nature of child rights, the history and modern usage of face-based emotional AI, methodology and efficacy, and what this paper sees as a clash of private and public interests. Concern is shown to be two-fold: first is on method, especially given scope for material effects on students; second are ethical and legal concerns. While proposing a list of considerations for any implementation for these technologies in the classroom, the paper concludes that significant risks exist in deployment of these technologies in the classroom.  相似文献   

Focusing Improvement and Quality Assurance: Work Samples as Authentic Performance Measures of Prospective Teachers’ Effectiveness     

Andrew A. McConney  Mark D. Schalock  H. Del Schalock 《Journal of Personnel Evaluation in Education》1998,11(4):343-363

The authors suggest that the gap between common evaluation practice in teacher preparation and the consensus reform goal of high levels of student learning for all students is an impediment to reinventing teacher preparation, professional development, and the professionalization of teaching. In the context of Oregons six-year-old educational transition to a standards-based design for schools and schooling, prospective teachers in Oregon have, since 1989, been required to design, develop, and implement teacher work samples as credible evidence of their effectiveness in fostering student learning as a condition for recommendation for an initial teaching license. This article describes teacher work sample methodology and evidence for its reliability and validity in evaluating the performance of prospective teachers. In short, this article describes a methodology that responds to one critical part of the National Commission on Teaching and Americas Futures challenge to reinvent teacher education and improve student learning.  相似文献   

Using new vocabulary in writing: Exploring how word and learner characteristics relate to the likelihood that writers use newly taught vocabulary     

Christina L. Dobbs  Devin Kearns 《Reading and writing》2016,29(9):1817-1843

Understanding academic vocabulary is essential to student success in school. Use of academic vocabulary words in writing is considered one of the strongest measures of how well a reader understands a given word. In theory, willingness to use academic vocabulary in writing indicates the complexity of acquiring representations of the word’s orthography, phonology, and semantics based on the word’s characteristics. In addition, a learner’s overall literacy skills should relate to whether they attempt to use words. In the present study, sixth graders (n = 66), seventh graders (n = 60), and eighth graders (n = 41) learned 25 academic vocabulary words in a supplementary academic vocabulary intervention and were then asked to use those words in short persuasive essay drafts. We measured whether these students attempted to use a word (a binary uses outcome) and the number of times a student used a word (a continuous attempts outcome) and used cross-classified random effects models to examine how (a) the orthographic, phonological, and semantic characteristics of words and (b) the students’ literacy-related characteristics related to their uses and attempts. For word characteristics, students were more likely to use and attempt high frequency than low frequency words. For student characteristics, students proficient on the state exam were more likely to use and attempt the words, and students learning English were less likely to attempt the words. Implications for vocabulary intervention and writing instruction are discussed.  相似文献   

Age of acquisition and the completeness of phonological representations     

Mobaghan  Josephine  Ellis  Andrew W. 《Reading and writing》2002,15(7-8):759-788

The age of acquisition effect(faster recognition and production of earlierlearnt than later learnt words) is a robustfinding in both picture naming and written wordrecognition and naming. One possibleexplanation of this effect is the PhonologicalCompleteness Hypothesis of Brown and Watson[(1987) Memory & Cognition 15: 208–216], which proposes that early acquired wordsare recognised and produced faster than lateacquired words because they have lessfragmented phonological representations. Thoughoften cited, this hypothesis has never beentested experimentally. The present study setout to test this hypothesis using aphonological segmentation task. If earlyacquired words are stored in a more completeform, then adult participants should be slowerto segment early words than late acquiredwords. In addition, if the AoA effect is aconsequence of the quality of an individual'sphonological representations then there shouldbe a clear relationship between phonologicalskill (as measured by the phonologicalsegmentation task) and the magnitude of the AoAeffect size. In order to assess therelationships between phonological skill andthe AoA effect in adults, participants werealso given a word and nonword naming task. Theword naming task manipulated AoA andspelling-sound consistency. The results of thesegmentation task failed to provide any supportfor Brown and Watson's (1987) phonologicalcompleteness hypothesis. Phonological skill wasfound to predict the size of the AoA effect inthe word naming task, but not the size of theAoA effect in the segmentation task.  相似文献   

Attitudes toward family obligation among adolescents in contemporary urban and rural China   总被引：6，自引：0，他引：6  

Fuligni AJ  Zhang W 《Child development》2004,75(1):180-192

A sense of obligation to support, assist, and respect the family was examined among approximately 700 urban and rural 10th- (M = 16.6 years) and 12th- (M = 18.9 years) grade students in the People's Republic of China. Urban male adolescents reported a weaker sense of family obligation than did rural male adolescents and both urban and rural female adolescents. Only children did not differ from those with siblings in terms of their attitudes toward family support and respect. A sense of family obligation was generally associated with more positive family relationships and a higher level of academic motivation among Chinese adolescents. Discussion focuses on how the shift to a market economy may influence adolescents' identification with the family in contemporary China.  相似文献   

Post‐Humanist Liberal Pragmatism? Environmental Education out of Modernity   总被引：2，自引：0，他引：2  

Andrew Stables  & William Scott 《Journal of Philosophy of Education》2001,35(2):269-279

The authors critique C. A. Bowers' argument that education for sustainability must be inspired by the practices of pre-modern cultures, and cannot be promoted through the postmodern pragmatism of Richard Rorty. Environmental education must rather be grounded in contemporary cultural practice. Although Rorty, like many other postmodernists, has shown little concern for the ecological crisis, his approach is potentially applicable to it. What is required is a broadening of focus: the ecological crisis is a crisis of post-Enlightenment humanism as well as of other aspects of modernity.  相似文献   

The power of the instructor in the solo experience: An empirical study and some non-empirical questions     

Andrew J. Bobilya  Leo H. McAvoy  Kenneth R. Kalisch 《Journal of Adventure Education & Outdoor Learning》2005,5(1):35-50

The purpose of this study was to investigate participants' perceptions of an organized solo within a wilderness experience program and the influence that the instructors have on their perception of the solo. More specifically, this research project focused on the role of the instructor in the solo as perceived by the participants while still on solo, at the end of their wilderness experience, and three and a half months following the program. Qualitative data indicated that the instructors do have an influence on the participants' perception of their solo experience through the (a) preparation for, (b) facilitation during and (c) discussion after the solo. Recommendations to enhance the use of the wilderness solo include: (a) understand student expectations prior to the solo, (b) provide a clear rationale for the solo and associated activities, (c) implement an optional instructor/student visit during solo, (d) provide a one-on-one discussion with students prior to a group debrief after the solo, and (e) carefully consider the impact of the solo on program events and group dynamics that follow.  相似文献   

“As Long As You Are Willing To Wait”: Access and Equity in Universities for Students With Disabilities     

Helen Meekosha  Andrew Jakubowicz  Esther Rice 《高等教育研究与发展》1991,10(1):19-39

The demand by people with disabilities to university education has been growing in recent years. A pilot study of five universities reviews their equity profiles and on‐the‐ground practices in relation to students with disabilities. Particular attention is paid to departments of Social Work which are postulated to contain the conditions under which disability issues in education might be recognised. The research suggests that there are major resource problems in meeting needs, exacerbated by bureaucratic conflict in government, and a limited willingness by resource‐pressed universities to plan effectively the recruitment and support of students with disabilities. Greatest progress has occurred where student action is most sustained and senior staff have a personal commitment to change  相似文献   

Real-time simulation in computer-assisted instruction     

Stanley Trollip  Andrew Ortony 《Instructional Science》1977,6(2):135-149

Large scale computer-assisted instruction systems generally impose severe constraints upon the demands that individual users may make. Nevertheless, it is possible to overcome these problems and a program is described which teaches students how to fly a specific maneuver through real-time simulation of the flight of a student-controlled airplane. This is achieved in spite of the fact that the student is flying his plane through the use of a manually controlled analog input device. Both computational and educational implications are discussed.Contractual support for this work was provided in part by the Life Sciences Program Air Force Office of Scientific Research, Contract number F44620-70-C-0105. Dr. Charles Hutchinson was the scientific monitor of the contract.  相似文献   

After postmodernism in educational theory?     

Andrew Stables 《Educational Philosophy and Theory》2018,50(14):1568-1569

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