Revising the Online Classroom: Usability Testing for Training Online Technical Communication Instructors     

Joseph Bartolotta  Tiffany Bourelle  Julianne Newmark 《Technical Communication Quarterly》2017,26(3):287-299

ABSTRACT

This article reports on an effort by the authors to use usability testing as a component of online teacher training for their multimajor technical communication course. The article further explains the ways in which program administrators at other institutions can create their own usability testing protocols for formative online teacher training in course design and in principles of user-centered design.  相似文献   

School-age child care: A review of five common arguments     

Mick Coleman  Bryan E. Robinson  Bobbie H. Rowland 《Early Childhood Education Journal》1991,18(4):13-17

During the past decade, parents and educators have increasingly expressed concern over the potential safety and developmental risks associated with children in self-care, or the care of another child (Garbarino, 1984; Harris, Kagay, & Ross, 1987; Robinson, Rowland, & Coleman, 1986; 1989; Zigler & Ennis, 1988). One result has been a growing interest in school-age child care (SACC) programs.Mick Coleman is Assistant Professor, Child and Family Development, and Extension Human Development Specialist, University of Georgia, Hoke Smith Annex, Athens, Ga. Bryan E. Robinson and Bobbie H. Rowland are both Professor of Human Services, University of North Carolina, Charlotte, NC  相似文献   

Specification of the stimulus-reinforcer relation in multiple schedules: Delay and probability of reinforcement     

Bruce L. Brown  Nancy S. Hemmes  David A. Coleman  Alison Hassin  Eva Goldhammer 《Learning & behavior》1982,10(3):365-376

Control of pigeons’ keypecking by a stimulus-reinforcer contingency was investigated in the context of a four-component multiple schedule. In each of three experiments, pigeons were exposed to a schedule consisting of two two-component sequences. Discriminative stimuli identifying each sequence were present only in Component 1, which was 4, 6, or 8 sec in duration, while reinforcers could be earned only in Component 2 (30 sec in duration). Control by a stimulus-reinforcer contingency was sought during Component 1 by arranging a differential relation between Component 1 cues and schedule of reinforcement in Component 2. In Experiment 1, rate of keypecking during Component 1 varied with the presence and absence of a stimulus-reinforcer contingency. When a contingency was introduced, rate of keypecking increased during the Component 1 cue associated with the availability of reinforcement in Component 2. In Experiment 2, the stimulus-reinforcer contingency was manipulated parametrically by varying the correlation between Component 1 cues and Component 2 schedules of reinforcement. Responding in Component 1 varied as a function of strength of the stimulus-reinforcer contingency. The relatively high rates of Component 1 responding observed in Experiments 1 and 2 pose difficulties for conceptions of stimulus-reinforcer control based on probability of reinforcement. In these two experiments, the stimulus-associated probabilities of reinforcement in Component 1 were invariant at zero. An alternate dimension of stimulus-reinforcer control was explored in Experiment 3, in which Component 1 cues were differentially associated with delay to reinforcement in Component 2, while probability of reinforcement was held constant across components. When the stimulus-reinforcer contingency was in force, rate of responding in Component 1 varied inversely with delay to reinforcement in Component 2. In a quantitative analysis of data from Experiments 2 and 3, relative rate of responding during Component 1 was strongly correlated with two measures of relative delay to reinforcement.  相似文献   

Ratings in the Research Assessment Exercise 2001 – the Patterns of University Status and Panel Membership   总被引：1，自引：0，他引：1  

Stephen Sharp  Simon Coleman 《Higher Education Quarterly》2005,59(2):153-171

Ratings awarded to university departments in the UK Research Assessment Exercise (RAE) 2001 were analysed to determine whether they were influenced either by the status of the university (pre‐1992 or post‐1992) or by whether the university was represented on the panel that determined the ratings. There was little evidence that panel membership has any effect on ratings, but an analysis of covariance also showed that, among universities not on the panel, pre‐1992 universities were more favourably assessed, relative to post‐1992 universities, than would be expected on the basis of their ratings in the 1996 RAE. This finding, along with the preponderance of pre‐1992 universities on all panels (even those where the majority of the research is conducted by post‐1992 universities), is used to urge strongly that in future RAEs, panel membership should be made much more representative of higher education in general and of the institutions submitting the research considered by each panel in particular.  相似文献   

The future role of the school administrator     

Peter Coleman 《Interchange》1972,3(4):53-64

The paper suggests that there is currently a good deal of uncertainty over the role of the principal, which is frequently described as one of educational leadership. This notion seems obsolete. Currently, there are pressures on principals to substantially modify this role, and these pressures seem to push the principal toward the definition of his role as that of administrator. On the basis of the beliefs of those involved in training programs for educational administrators, it is possible to predict that the future role of the school principal will, in fact, be that of building or school administrator. The role can be defined as that of administrative leader, as opposed to instructional leader. Administrative leadership involves at least the following elements: purpose-definding for the organization; coordination of the work of specialists, including decision-making; and responsibility for external relationships. The paper concludes by pointing out that this redefinition of the role of the school administrator, or administrative leader, has significant implications for in-service training for administrators, collective negotiations, and affiliation with teacher associations.

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Résumé D'après cet article, il y aurait actuellement une bonne dose d'incertitude quant au rôle du principal, rôle assimilé fréquemment à celui d'un leader en éducation. Or cette notion semble être périmée. De nos jours, les principaux d'écoles sont soumis à des pressions pour modifier considérablement ce rôle et ces pressions semblent pousser le principal à considérer son rôle comme celui d'un administrateur. D'après les croyances entretenues par les responsables des programmes de formation des administrateurs scolaires, il est possible de prédire que le rôle futur du principal d'école sera, en fait, comparable à celui d'un administrateur d'école ou d'immeuble. Ce rôle peut être assimilé au rôle de directeur administratif qui se distingue du directeur pédagogique. La direction administrative implique, au minimum, les éléments suivants: définition des objectifs d'organisation, coordination du travail des spécialistes, y compris la formulation de la politique et enfin responsabilité des relations externes. En conclusion, l'auteur souligne que cette redéfinition du rôle de l'administrateur scolaire ou du directeur administratif a des répercussions considérables sur la formation pratique des administrateurs, les négociations collectives et l'adhésion aux associations d'enseignants.

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Understanding visual and intertextual approaches in pedagogical and curriculum research: a pretext     

Julianne Moss 《International Journal of Inclusive Education》2013,17(4):379-388

In our globalised and hypertexual world, representations of curriculum reform are highly visual. The material world of these practices can be analysed through visual research methods. This paper is a pretext developed to explain the elements of the visual and intertextual approaches that can be applied in researching inclusive education through a curriculum focus. The pretext selectively situates recent developments in educational research that use visual methods as a part of the overall quest for ongoing conceptual and professional improvement of understanding a curriculum for all through practitioner and small‐scale research.  相似文献   

Recent Changes to Reference Services in Academic Libraries and Their Relationship to Perceived Quality: Results of a National Survey     

Jason Coleman  Melissa N. Mallon  Leo Lo 《图书馆管理杂志》2013,53(6):673-696

ABSTRACT

A national survey of academic librarians was conducted to examine relationships among reference service staffing changes, reference service innovations, adoption of reference technology, library type and size, and service quality. Analysis of the 606 response sets reveals trends toward reduced use of librarians and increased use of student staff at in-person service points, widespread increases in appointment-based and self-service reference, intensive efforts to reduce demand for reference by improving library instruction, and general improvements in reference service quality. Factors strongly associated with decreases or increases in quality are discussed in detail and implications for reference managers are provided.  相似文献   

Broadcasting     

Jack Lyle  Ken Coleman  Joseph Fletcher Littell  Joseph Julian  Dick Cavett  Christopher Porterfield 《Communication Booknotes Quarterly》2013,44(10):113-114

Jack Lyle's The People Look at Public Television: 1974 (Washington: Corporation for Public Broadcasting, 1975—$1.00, paper)

Ken Coleman's So You Want to be a Sportscaster (New York: Hawthron Books, 1973—$5.95)

Joseph Fletcher Littell (ed.) Coping with Television (Evanston, Ill.: McDougal, Littell, 1973— cost not given, paper)

Joseph Julian's This Was Radio: A Personal Memoir (New York: Viking, 1975—$8.85)

Dick Cavett and Christopher Porterfield's Cavett (New York: Harcourt, Brace Jevanovich, 1974—$8.95)  相似文献   

Photography     

Kelly Wise  Jeffrey Weiss  Herbert H. Wise  Marious B. Peladeau  A.D. Coleman  Francesco Scavullo 《Communication Booknotes Quarterly》2013,44(10):158-160

The Portfolios of Ansel Adams (Boston: New York Graphic Society, 1977—$19.50)

Kelly Wise's Still Points (Addison House, Morgan's Run, Danbury, N.H. 03230—$8.95, paper)

Jeffrey Weiss and Herbert H. Wise, Good Lives (New York: Quick Fox, with distribution by Hyperion Press of Westport, Ct., 1977—$6.95, paper)

The Best of Photojournalism 2 (New York: Newsweek Books, 1978—$16.95/9.95)

Marious B. Peladeau's Chansonetta: The Life and Photographs of Chansonetta Stanley Emmons 1858-1937 (Dobbs Ferry, N.Y.: Morgan and Morgan, l977—$8.95)

A.D. Coleman's The Grotesaue in Photography (New York: Ridge Press/Summit Books [Simon and Schuster], 1977—$10.00 1 paper)

Francesco Scavullo, et al. Scavullo on Men (N.Y.: Random House, 1977—$15.00)

Barbra Walz and Bernadine Morris's The Fashion Makers: An Inside Look at America's Leading Designers (N.Y. :Random House, 1978— $15.00)

Charles Klamkin and Matthew Isenberg's Photographica: A Guide to the Value of Historic Cameras and Images (New York: Funk & Wagnalls, 1978—$15.95)

Genoa Caldwell, ed. The Man Who Photographed the World: Burton Holmes Travelogues, 1892-1938 (New York: Harry Abrams, 1977—$25.00)

Peter Pollack's The Picture History of Photography: From the Earliest Beginnings to the Present Day (New York: Harry Abrams, 1977—$8.95, paper)  相似文献   

Evaluating Evidence‐Based Practice Behaviors in Team Contexts     

Julianne Manchester 《Performance Improvement》2013,52(7):24-31

The article explores the application of the Hall and Hord (2010) levels of use model to the context of interprofessional teams in health care settings. The discussion provides a framework for evaluating the progression of evidence‐based practice behaviors over time. Although several forms of guidance exist for measuring the strength and characteristics of health care teams, there do not appear to be frameworks in place for assessing the evolution of evidence‐based practices in a team context.  相似文献