ICT背景下的教与学   总被引：2，自引：0，他引：2  

Ray Barker  蔚蓝 《中国教育技术装备》2006,(1):61-63

本文对ICT背景下教师教学和学生学习及其相互之间的关系进行了探讨。以大量的调查材料为依据，提出ICT技术装备的优越性和教学应用中存在的问题。  相似文献   

Science and history     

Bernard Barker 《Cambridge Journal of Education》1977,7(3):148-153

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Performance Approach,Performance Avoidance and Depth of Information Processing: A fresh look at relations between students' academic motivation and cognition     

Katrina L. Barker  Dennis M. McInerney  Martin Dowson Institute 《教育心理学》2002,22(5):571-589

This study examines the effects of motivational approach on the recall of verbal information processed at shallow and deep levels. Two hundred students attending the same primary school were randomly assigned to either a mastery focused condition, performance approach condition, performance avoidance condition, or a control group. The participants were motivationally manipulated prior to receiving 12 stimulus words designed to be encoded at either shallow or deep levels of processing. A free recall test followed, then a cued recall test. Results indicate that students remembered more stimulus words during cued recall than free recall. Recall of verbal information was superior when processed according to the deeper (category and sentence) levels of processing. Performance approach and avoidance goals resulted in superior recall during free and cued recall, compared with a mastery goal or with the control group. The usefulness of these findings for promoting greater clarity among motivational frameworks and ideas for further research are discussed.  相似文献   

An ESD pathway to quality education in the Cyprus primary education context     

Chrysanthi Kadji-Beltran  Nicoletta Christodoulou  Aravella Zachariou  Petra Lindemann-Matthies  Susan Barker  Costas Kadis 《Environmental Education Research》2017,23(7):1015-1031

This research is based on the rationale that the well-defined framework of education for sustainable development (ESD), its connection with real life and its specific integration in the educational policies and curricula can help to enhance quality education (QE) in a meaningful and identifiable way. In a first step, the common ground of ESD and QE was explored in different areas: common dimensions, future-oriented objectives, commonly targeted skills, value orientation, teaching and learning approaches. In a second step, this information was taken as a base to investigate how well twelve lesson units for primary school reflect the common ground of ESD and QE. The units were specifically developed for this research, in which ESD experienced teachers (mentors) supported inexperienced ones (mentees). Results indicate that ESD can reinforce QE, but that teachers need support with regard to the political and cultural dimensions of SD issues, collaborations with local communities and assessments.  相似文献   

Emotional Feeding and Emotional Eating: Reciprocal Processes and the Influence of Negative Affectivity          下载免费PDF全文

Silje Steinsbekk  Edward D. Barker  Clare Llewellyn  Alison Fildes  Lars Wichstrøm 《Child development》2018,89(4):1234-1246

Emotional eating, that is, eating more in response to negative mood, is often seen in children. But the origins of emotional eating remain unclear. In a representative community sample of Norwegian 4‐year‐olds followed up at ages 6, 8, and 10 years (analysis sample: n = 801), one potential developmental pathway was examined: a reciprocal relation between parental emotional feeding and child emotional eating. The results revealed that higher levels of emotional feeding predicted higher levels of emotional eating and vice versa, adjusting for body mass index and initial levels of feeding and eating. Higher levels of temperamental negative affectivity (at age 4) increased the risk for future emotional eating and feeding.  相似文献   

Book reviews     

Philip G. Altbach  Lewis Elton  Lynn Davies  Roy Lowe  Sally Tomlinson  Ali M. El-Agraa 《Higher Education》1989,18(3):361-371

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Conferences: making a good thing rather better?     

Lewis Elton 《British journal of educational technology : journal of the Council for Educational Technology》1983,14(3):200-212

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Information Technology, Education and Training     

Philip Barker 《British journal of educational technology : journal of the Council for Educational Technology》1985,16(2):102-115

Over the last few years information technology has presented itself as a powerful tool to aid the solution of many of the problems faced by modern society. This paper examines the nature of this new tool and discusses its potential for aiding the implementation of teaching, learning and training processes.  相似文献   

A Practical Introduction to Authoring for Computer Assisted Instruction. Part 9: database support     

Philip Barker 《British journal of educational technology : journal of the Council for Educational Technology》1987,18(2):121-139

Database technology is often used to facilitate the manipulation and management of large volumes of data, information, and knowledge. In doing this, databases themselves are often used to model real-world situations involving different types of entity and the relationships that exist between them. Through the use of appropriate case-studies this paper discusses how database technology might be usefully employed in order to enhance and extend the quality of a student's computer-assisted learning experience.  相似文献   

Effective Professional Development in Science and Mathematics Education: Teachers' and Facilitators' Views     

Meredith Park Rogers  Sandra Abell  John Lannin  Chia-Yu Wang  Kusalin Musikul  David Barker  Shannon Dingman 《International Journal of Science and Mathematics Education》2007,5(3):507-532

This study compares the views of teachers and professional development facilitators about effective professional development (PD). We analyzed interviews with 72 teacher participants and 23 PD facilitators involved in nine science and mathematics PD projects. The teachers' themes for characterizing effective PD included classroom application, teacher as learner, and teacher networking. Similarly, the PD facilitators discussed effective PD as having classroom application and experiences for teachers as learners. In addition, PD facilitators shared the need to develop collegial relationships with teachers and improve teacher knowledge. These views correspond to some of the standards and recommendations described in policy and research documents on effective PD. Criteria of effective PD in these documents that the participants did not mention included: (1) challenging teachers' content and pedagogical content knowledge with transformative learning experiences, (2) encouraging teacher leadership for sustained support, and (3) focusing on student learning by instructing teachers on how to use student data to inform their teaching practice. Our findings have implications for designing PD that reflects the criteria of standards-based reform.  相似文献