Three- to four-year-olds' recognition that symbols have a stable meaning: pictures are understood before written words     

Apperly IA  Williams E  Williams J 《Child development》2004,75(5):1510-1522

In 4 experiments 120 three- to four-year-old nonreaders were asked the identity of a symbolic representation as it appeared with different objects. Consistent with Bialystok (2000), many children judged the identity of written words to vary according to the object with which they appeared but few made such errors with recognizable pictures. Children also made few errors when the symbols were unrecognizable pictures. In Experiments 2 to 4 this pattern of responses was preserved in conditions that made it unlikely or impossible for children to answer correctly by taking the symbol to refer to one of the objects with which it appeared. Instead, correct answers required children to appreciate that the symbol had a generic, abstract meaning.  相似文献   

The effectiveness of a marketing virtual reality learning simulation: A quantitative survey with psychophysiological measures     

Billy Sung  Enrique Mergelsberg  Min Teah  Brandon D’Silva  Ian Phau 《British journal of educational technology : journal of the Council for Educational Technology》2021,52(1):196-213

Virtual reality (VR) technology has been shown to be a promising teaching method in STEM subjects. Extending these findings, the current study is the first to develop and examine the feasibility of using a VR simulation in marketing (ie, a non-STEM subject). Specifically, the levels of immersion and three learning outcomes (learning attitude, enjoyment and performance) were compared between the marketing students who learned the same content through a VR simulation prototype versus a traditional static video presentation. Learning enjoyment was measured using facial electromyography, which served as a more objective measures for the feeling of enjoyment. Compared to the video condition, the results showed that VR resulted in a higher experience of immersion, learning attitude and learning enjoyment. Furthermore, immersion was found to fully mediate the positive effects of the VR simulation on learning attitude, but not enjoyment. Surprisingly, students in the video condition performed better on the knowledge-based test than those in the VR condition. The current study suggests that the current prototype of the VR simulations should be used as supplementary resource to increase the learning attitude and enjoyment, but not as a main teaching material to enhance knowledge-based performance in the marketing discipline.  相似文献   

Managing Relationships: Insights from a Student Gratitude Model     

Fazal-e-Hasan  Syed Muhammad  Mortimer  Gary  Lings  Ian  Sekhon  Harjit  Howell  Kerry 《Research in higher education》2021,62(1):98-119

Research in Higher Education - This paper develops a student relationship model which highlights the role of gratitude in impacting students’ positive perceptions, attitudes, and behavioral...  相似文献   

Adult literacy,local languages and lifelong learning in rural African contexts     

Trudell  Joel  Cheffy  Ian  Trudell  Barbara 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》2019,65(3):341-349

International Review of Education -  相似文献   

Practices and opinions reported by coordinators of graduate programs     

Edward A. Holdaway  Claude Deblois  Ian S. Winchester 《Interchange》1994,25(1):65-86

Information is presented about the organization of graduate studies, based on questionnaire responses of 582 coordinators of Canadian graduate programs. These coordinators, who were representative of disciplines and geographic regions, provided information about a wide range of matters, including enrolments, staff, admissions, supervision, research, publications, financial support, teaching experience, and completion rates and times. Many substantial differences were noted among the percentage frequencies of responses for departments classified by discipline and size. For example, students were perceived to choose their doctoral theses topics themselves much more frequently in education, social sciences, and humanities than in engineering, medical sciences, physical sciences, and biological sciences. Also, departments with smaller numbers of full-time graduate students tended to provide all doctoral students, with some teaching experience to a greater extent than did larger departments.  相似文献   

Funding of medical research in Australia by the National Health & Medical Research Council     

Ian Mccloskey 《Higher Education》1994,28(1):137-146

Australia invests a smaller percentage of its GDP, and a smaller percentage of total health expenditure, on medical and health research, than nations with which it often compares itself: some 16% of total national R&D expenditure is in the medical and health area (ASTEC). The National Health and Medical Research Council (NH&MRC) is an independent statutory body, with Principal Committees in medical and health research, health care, public health, and ethics. The Council is widely representative, meets in public, and is formally reviewed triennially. Its Medical Research Committee (MRC) advises on the distribution of $106 M for research projects, programs, units, and major institutes. Features of MRC's allocative procedures are emphasis on investigator-initiated proposals, extensive review, interviews, reporting in full, and blind determination of funding cut-offs. An extensive training and career support system is maintained, but no NH&MRC funded posts are tenured. There are extensive guidelines on Conflict of Interest, Good Scientific Practice, and Human and Animal Ethics.  相似文献   

An investigation of hierarchical relationships in children’s literacy attainments at baseline     

Marian Sainsbury  Ian Schagen  Chris Whetton  Louise Caspall 《Journal of Research in Reading》1999,22(1):45-54

This paper describes one element of the research basis for the Baseline Assessment Scales now published for optional use in baseline schemes nationally (SCAA, 1997a). The aim in developing these scales was to provide a range of criteria that would allow almost all children to show some attainment, whilst also acknowledging the attainments of the most able. For this purpose, four-point scales were required. The first point would be attainable by over 80 per cent of children in their first term of school, and the fourth by only 20 per cent or fewer, with two intermediate points. Four such scales were trialled for reading, and one for writing. As part of the trial analysis, an investigation was undertaken into the hierarchies amongst the items on each scale – that is, to what extent was it possible for a child to attain a more difficult item, whilst failing an easier item on the same scale? A ‘coefficient of dependency’ was calculated for each pair of items on each scale. The percentages of children achieving each item are reported, and the strength of the hierarchies amongst them. This provides some evidence as to the interrelationships between children’s literacy attainments at the start of school.  相似文献   

CITIZENSHIP EDUCATION AND CHARACTER EDUCATION: SIMILARITIES AND CONTRASTS   总被引：1，自引：0，他引：1  

Ian  Davies   Stephen  Gorard  Nick  McGuinn 《British Journal of Educational Studies》2005,53(3):341-358

ABSTRACT:  We suggest that there is a need for those who seek to explore issues associated with the implementation of citizenship education in England to clarify its specific nature. This can be done, at least in part, through a process of comparison. To that end we review some of the connections and disjunctions between 'character education' and 'citizenship education'. We argue, drawing from US and UK literature but focusing our attention on contexts and issues in England, that there are indeed some broad areas of overlap between these two fields. Citizens should be of 'good' character and the educational initiatives that we consider both emerge from a concern about current trends in society. However, we suggest that the overlaps with citizenship education principally apply when character education is drawn very broadly. When we examine a particular approach to character education that is often US-based, and titled as 'citizenship', we note many contrasts with citizenship education as formulated in the National Curriculum for England. We suggest that citizenship educators in England need to interpret claims about the similarity between these two fields with caution, or meanings that apply to both character education and citizenship education will be distorted.  相似文献   

Problematising the use of education to address social inequity: Could participatory action research be a step forwards?          下载免费PDF全文

Marina‐Stefania Giannakaki  Ian David McMillan  John Karamichas 《British Educational Research Journal》2018,44(2):191-211

This paper critiques international trends towards certain school practices aimed at promoting equity and social justice by closing gaps in specific learning outcomes among students. It argues that even though some of these practices (e.g. individualised student support, data‐driven leadership) improve learning outcomes for certain groups considered ‘disadvantaged’, they fail to have a genuine impact on the issue. They remain ‘locked’ in the logic of social mobility, reaffirming the legitimacy of a hierarchical system underpinned by competitive individualism, which unfairly distributes social opportunities under the guise of ‘merit’ and ‘justice’. The paper argues that unless students develop awareness of the subtle injustices legitimised by the current system, no specialised interventions will ever tackle inequity, but will, instead, reinforce it. Yet, attempts to explicitly challenge mainstream school practices are likely to face harsh resistance from system agents due to being so ingrained in school cultures. An alternative strategy is suggested which, without being too subversive, could raise students’ awareness—what Freire called ‘conscientização’. This would entail the application of participatory action research (PAR), under the cloak of traditional (system‐aligned) action research. Such PAR, despite its political character, would initially appear to fulfil the performative role of more technical interventions (e.g. raising test scores), but in such a way that ‘conscientização’ also happens in the process. This may set the ground for social reform, encouraging the transition to a more sustainable and equitable society based on collectivity and solidarity.  相似文献   

Changing patterns in community attitudes to child abuse     

Ian C. Lewis 《Child abuse & neglect》1981,5(1):19-22

Tasmania is the island state of Australia with a population of 416,000 people. A statewide programme on child abuse was commenced with the passing of a Child Protection Act in 1974. The results of the introduction of education programmes for professional groups and of providing information for the community have been analysed. Since 1972 notifications of suspected cases of child abuse have risen sixfold, but even now there are fewer cases reported in areas away from the main professional centre in the state. In the types of abuse being reported, there has been a sharp rise in self referrals and children deemed to be at risk. Sexual abuse may have been dealt with by other agencies before, but is now being notified. There has been a change in the age groups of children coming under notice with an increase in those between 2 and 12 years and a fall in those 0–2 years. The proportions of notifications from the various agencies have changed with considerably more coming from self referrals, from community referrals and from the education services. These trends would seem to indicate that both the professionals and the community are more aware of child abuse than formerly.  相似文献