Online training of TPACK skills of higher education scholars: a cross-institutional impact study     

Bart Rienties  Natasa Brouwer  Katerina Bohle Carbonell  Danielle Townsend  Anne-Petra Rozendal  Janneke van der Loo 《欧洲师范教育杂志》2013,36(4):480-495

Higher education institutions should provide adequate training for teachers in order to increase their awareness of the complex interplay between technology, pedagogy and the cognitive knowledge in their disciplines. However, research has shown that providing effective staff development from teacher educators to support these teachers’ skills is not straightforward. An online teacher training programme created and implemented by a team of 14 teacher educators in a cross-institutional programme in the Netherlands was followed by 67 teachers. Data were gathered using a TPACK (Technological, Pedagogical, Content Knowledge) instrument in a pre-post test design. Furthermore, (perceived) learning satisfaction was measured in order to determine whether the design was appropriate. The results indicate that the teachers’ TPACK skills increased substantially. Furthermore, most participants were positive about the design and implementation of the online professionalisation programme. Nonetheless, not all teachers were able to effectively learn in this context, requiring further fine-tuning and research.  相似文献   

The duty to succeed: honor versus happiness in college and career choices of East Asian students in the United States     

Lauren Dundes  Eunice Cho  Spencer Kwak 《Pastoral Care in Education》2013,31(2):135-156

To better understand factors underlying educational and career choices, this study used both survey data from an online networking tool and data collected in college classrooms to gauge differences between Asians (primarily Korean) and white students in the United States. More Asians (41%) than whites (9%) prioritized prestige over happiness, while more white students (67%) than Asian‐American students (28%) deemed happiness as paramount in selecting a college. When assessing their parents, more Asian Americans thought their mothers (51%) and fathers (34%) emphasized prestige in choosing a college than white mothers (9%) and fathers (17%). In addition, Asian parents were assessed as much more prone to stress the importance of financial independence in career selection while white parents were perceived as prioritizing career enjoyment. Certain parenting techniques were much more common among Asians, such as reminding children of parental sacrifices made for the next generation, teaching them that academic performance is a matter of family honor and prodding academic success by comparing their accomplishments with those of children of family and friends. These findings may reflect a conscious strategy to overcome racial discrimination if education is seen as the primary path to upward social mobility. Awareness of the social and emotional cost of the staunch emphasis on the duty to succeed is important for those involved in educating and providing career counseling for college students with an Asian family background. Acknowledgement of pressure to honor parental expectations of narrowly defined acceptable academic and career achievement should be a part of counseling sessions that might otherwise focus exclusively on individual aspirations without due recognition of an interdependent, collectivistic orientation where upholding family expectations is integral to perceived success.  相似文献   

Evaluating intelligent interfaces for post-editing automatic transcriptions of online video lectures     

J.D. Valor Miró  R.N. Spencer  A. Pérez González de Martos  G. Garcés Díaz-Munío  C. Turró  J. Civera 《Open Learning》2013,28(1):72-85

Video lectures are fast becoming an everyday educational resource in higher education. They are being incorporated into existing university curricula around the world, while also emerging as a key component of the open education movement. In 2007, the Universitat Politècnica de València (UPV) implemented its poliMedia lecture capture system for the creation and publication of quality educational video content and now has a collection of over 10,000 video objects. In 2011, it embarked on the EU-subsidised transLectures project to add automatic subtitles to these videos in both Spanish and other languages. By doing so, it allows access to their educational content by non-native speakers and the deaf and hard-of-hearing, as well as enabling advanced repository management functions. In this paper, following a short introduction to poliMedia, transLectures and Docència en Xarxa (Teaching Online), the UPV’s action plan to boost the use of digital resources at the university, we will discuss the three-stage evaluation process carried out with the collaboration of UPV lecturers to find the best interaction protocol for the task of post-editing automatic subtitles.  相似文献   

Girls at risk. Early school‐leaving and early marriage in the 1950s     

Stephanie Spencer 《Journal of educational administration and history》2009,41(2):179-192

Britain in the 1950s offered increased opportunities for secondary education leading to better career prospects at a time of full employment. A government report into early leaving in 1954 noted that it was girls of all social classes who were most ‘at risk’ of not staying the course. The following article discusses first the nature of risk and suggests that for girls perhaps, staying at school and delaying marriage, at a time when unequal pay and opportunities were the norm, was perceived as more of a risk than the safety of marriage and dependent domesticity. It then considers the concerns of the Early Leaving Report in more detail. Despite the attempts by policy makers to encourage girls into education, there were rival discourses which persuaded girls into domesticity and the article concludes by indicating the varied and pervasive nature of some of this rhetoric.  相似文献   

Online partitioning method for decentralized control of linear switching large-scale systems     

Wicak Ananduta  Tomás Pippia  Carlos Ocampo-Martinez  Joris Sijs  Bart De Schutter 《Journal of The Franklin Institute》2019,356(6):3290-3313

A novel partitioning approach for linear switching large-scale systems is presented. We assume that the modes of the switching system are unknown a priori but can be detected. We propose an online partitioning scheme that can partition the system when the mode switches, thus adapting the partition to the mode. Moreover, after the system has been partitioned, we apply a decentralized state-feedback control scheme to stabilize the system. We also apply a dwell time stability scheme to prove that the closed-loop system remains stable even after both the mode and partition changes. The proposed approach is illustrated by means of an automatic generation control problem related to frequency deviation regulation in a large-scale power network.  相似文献   

Word-learning abilities in deaf and hard-of-hearing preschoolers: effect of lexicon size and language modality     

Lederberg AR  Spencer PE 《Journal of deaf studies and deaf education》2009,14(1):44-62

Deaf and hard-of-hearing (DHH) children's ability to rapidly learn novel words through direct reference and through novel mapping (i.e., inferring that a novel word refers to a novel object) was examined. Ninety-eight DHH children, ranging from 27 to 82 months old, drawn from 12 schools in five states participated. In two tasks that differed in how reference was established, word-learning abilities were measured by children's ability to learn novel words after only three exposures. Three levels of word-learning abilities were identified. Twelve children did not rapidly learn novel words. Thirty-six children learned novel words rapidly but only in the direct reference task. Forty-nine children learned novel words rapidly in both direct reference and novel mapping tasks. These levels of word-learning abilities were evident in children who were in oral-only and in signing environments, in children with cochlear implants, and in deaf children of deaf parents. Children's word-learning abilities were more strongly correlated to lexicon size than age, and this relation was similar for children in these different language-learning environments. Acquisition of these word-learning abilities seems based on linguistic mechanisms that are available to children in a wide range of linguistic environments. In addition, the word-learning tasks offer a promising dynamic assessment tool.  相似文献   

Book reviews     

David R. Spencer  Claire Hoertz Badaracco  John Feather  Kenneth Womack  Thomas L. Bonn 《Publishing Research Quarterly》1999,15(1):62-73

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Onward and upward     

John Stenhouse  Hamish Spencer  Paul E. Griffiths 《Metascience》1998,7(1):52-64

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Fugitive Truths     

Margaret Meek Spencer 《English in Education》1987,21(3):3-9

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Analysis of testing with multiple choice versus open‐ended questions: Outcome‐based observations in an anatomy course          下载免费PDF全文

Cheryl A. Melovitz Vasan  David O. DeFouw  Bart K. Holland  Nagaswami S. Vasan 《Anatomical sciences education》2018,11(3):254-261

The pedagogical approach for both didactic and laboratory teaching of anatomy has changed in the last 25 years and continues to evolve; however, assessment of student anatomical knowledge has not changed despite the awareness of Bloom's taxonomy. For economic reasons most schools rely on multiple choice questions (MCQ) that test knowledge mastered while competences such as critical thinking and skill development are not typically assessed. In contrast, open‐ended question (OEQ) examinations demand knowledge construction and a higher order of thinking, but more time is required from the faculty to score the constructed responses. This study compares performances on MCQ and OEQ examinations administered to a small group of incoming first year medical students in a preparatory (enrichment) anatomy course that covered the thorax and abdomen. In the thorax module, the OEQ examination score was lower than the MCQ examination score; however, in the abdomen module, the OEQ examination score improved compared to the thorax OEQ score. Many students attributed their improved performance to a change from simple memorization (superficial learning) for cued responses to conceptual understanding (deeper learning) for constructed responses. The results support the view that assessment with OEQs, which requires in depth knowledge, would result in student better performance in the examination. Anat Sci Educ 11: 254–261. © 2017 American Association of Anatomists.  相似文献