Wearable technologies for students with disabilities     

Greg Conderman  Toni Van Laarhoven  Jesse Johnson  Lisa Liberty 《Support for Learning》2021,36(4):664-677

Students with disabilities typically experience academic, social, and behavioural challenges in school. Some of these students also often experience anxiety and stress associated with school situations and events. Wearable technologies are an emerging innovation in the United States that can support students with disabilities during stressful academic or social situations. This article discusses issues associated with wearables, offers questions to consider when considering a wearable device for a student, and describes several wearable technologies for students with disabilities.  相似文献   

Debiaser for Multiple Variables to enhance fairness in classification tasks     

《Information processing & management》2023,60(2):103226

Nowadays assuring that search and recommendation systems are fair and do not apply discrimination among any kind of population has become of paramount importance. This is also highlighted by some of the sustainable development goals proposed by the United Nations. Those systems typically rely on machine learning algorithms that solve the classification task. Although the problem of fairness has been widely addressed in binary classification, unfortunately, the fairness of multi-class classification problem needs to be further investigated lacking well-established solutions. For the aforementioned reasons, in this paper, we present the Debiaser for Multiple Variables (DEMV), an approach able to mitigate unbalanced groups bias (i.e., bias caused by an unequal distribution of instances in the population) in both binary and multi-class classification problems with multiple sensitive variables. The proposed method is compared, under several conditions, with a set of well-established baselines using different categories of classifiers. At first we conduct a specific study to understand which is the best generation strategies and their impact on DEMV’s ability to improve fairness. Then, we evaluate our method on a heterogeneous set of datasets and we show how it overcomes the established algorithms of the literature in the multi-class classification setting and in the binary classification setting when more than two sensitive variables are involved. Finally, based on the conducted experiments, we discuss strengths and weaknesses of our method and of the other baselines.  相似文献   

Skills policy for growth and development: The merits of local approaches in Vietnam     

《International Journal of Educational Development》2021

  相似文献   

Where do you come from,where do you go? Assessing skills gaps and labour market outcomes for young adults with different immigration backgrounds     

《International Journal of Educational Development》2021

Using PISA and PIAAC data from twelve OECD countries, we examine the gap in cognitive skills among immigrants and natives and evaluate how those differences have evolved over time. We also consider how demographics, family background and school quality explain the development of cognitive skills of young people with immigrant backgrounds. The results show, first, that some convergence in skills occurs between second-generation immigrants and natives over time. Second, demographics, family background and school quality variables all contribute to the achievement gaps across different groups.  相似文献   

学分银行理念下开放教育综合实践教学改革初探     

谢妙忻  吴晓辉 《继续教育研究》2021,(1):33-36

随着信息技术日新月异、行业形态不断改变、新业态源源不断出现,社会对人才培养也随之提出更高的要求。在开放教育中,综合实践教学虽然处在战略性地位,但是在学习者专业技能培养中,往往只偏重于理论教育,实践技能教育存在流于形式、学习内容陈旧、实践资源缺失等问题,导致人才培养与实际岗位需求脱节。为了适应开放教育的发展趋势,结合当前开放教育综合实践教学中存在的实施不足、教学方式单一和实践基地弱化等问题,提出开放教育综合实践教学模式应以“学分银行”理念为基础,对综合实践教学进行行之有效的改革,以提升其教学质量和有效性。  相似文献   

大学生思政课自主学习面临的“微”干扰及应对研究     

朱景林 《当代教育理论与实践》2021,13(2):26-31

微时代大学生思政课自主学习享有网络信息带来的便捷,同时也面临网络裹挟的一些干扰。克服这些干扰还存在一些主要障碍,需要在提高学生意识形态的鉴别力、增强自主学习环境的塑造力、提高教师自身网络教育的驾驭力和提升网络学习的保障力等方面下功夫。  相似文献   

日韩武技现代化对我国学校武术的启示     

张长念  张长思 《武汉体育学院学报》2020,54(3):63-69,91

时至今日,武术仍未能很好地进入校园,其原因何在,如何从柔道、跆拳道、空手道的成功现代化和国际化当中寻求启发,成为紧迫论题。主要运用文献资料法,基于对学校武术历史、现状的反思和日韩武技现代化的启示,对我国学校武术的根本问题和根本方略做出探讨。研究认为,学校武术开展的现状不能实现中华民族赋予它的文化使命,日韩武技现代化的经验可为我们提供启示——将传统意义上的搏杀武技改造为一项现代文明搏击项目,该项目需满足几个趋势保证安全文明化、保持技击本质性、具有游戏趣味性、彰显民族独特性。在此基础上,做出武术以太极推手形式进入校园的提案。  相似文献   

Methods for assessing higher education research team collaboration: comparing research outputs and participant perceptions across four collaborative research teams     

Nick Kelly  Joanne Doyle  Marisa Parker 《高等教育研究与发展》2020,39(2):215-229

ABSTRACT

This article suggests that situations in which multiple research teams are convened under similar conditions present an opportunity to discover factors that lead to productive collaboration. It argues that social network analysis of research team outputs becomes more valuable when paired with data about research participant perceptions; and that any variables used as indicators of collaboration need to be calibrated using datasets from multiple studies with cross-team comparisons. The article provides an example of the kind of methodology needed to achieve this, describing a study with data from four research teams based at an Australian university campus, reporting their research performance over four years under conditions in which many variables were controlled and with results augmented by a survey of participant perceptions. Findings from the study indicate that there were exceptions to hypothesized associations between participant perceptions of collaboration and specific social network analysis measures over co-authorship data. The article suggests that, given the methodological challenges of studying research teams in the field, multiple datasets combining findings such as those in the present study are a path towards the development of indicators of productive higher education research collaboration.  相似文献   

Improving nature of science instruction in elementary classes with modified science trade books and educative curriculum materials     

Jeanne L. Brunner  Fouad Abd-El-Khalick 《科学教学研究杂志》2020,57(2):154-183

This study investigated the effect of including explicit nature of science (NOS) content in read-alouds of elementary science trade books on the teaching and learning of NOS. We focused on three aspects of NOS: the creative, the empirical, and the inferential NOS. The trade books were read aloud by teachers in three hierarchical levels: Level I served as a control and consisted of a trade book that remained unmodified, Level II consisted of a trade book that had been modified to include explicit references to NOS, and Level III consisted of a modified trade book accompanied by educative curriculum materials that were aimed at improving the teachers' views of NOS as well as supporting teaching about NOS. We used the Views of Nature of Science Questionnaire-form CE (VNOS-CE) preintervention and postintervention to determine changes in teachers' views of NOS and interviews preintervention and postintervention to determine changes in students' views. Audio recordings of read-alouds were used to determine changes in teaching practice, including the frequency and the quality (i.e., naïve or informed) of the NOS references in the discussions. Interviews were used to determine teachers' perceptions of the modified trade books and educative curriculum materials. We found that both teachers and students developed more informed views of the targeted NOS aspects after the intervention and that teachers addressed NOS more often, and in a more informed manner, when they had trade books that explicitly supported NOS instruction and educative curriculum materials that supported their learning about NOS. Furthermore, they perceived the intervention materials favorably. Teachers' views and practices were able to change in tandem because of the intervention materials that supported explicit NOS instruction. We highlight the need for more widespread development of similar educative curriculum materials.  相似文献   

How teachers’ individual autonomy may hinder students’ academic progress and attainment: Professionalism in practice     

Christopher Day 《British Educational Research Journal》2020,46(1):247-264

This article reports a 3-year case study of a primary school in England, in which a recently appointed principal attempted to build ‘collegial professional autonomy’ (Nordic Journal of Studies in Educational Policy, 2 , 2015, 20) within a push to improve students’ progress and attainment. The research examined the tensions between staff who embraced the principal's agenda for collegially agreed change, and whose students’ academic progress and performance improved over a 3-year consecutive period when measured in terms of students’ entry-level attainment and socio-economic factors, and staff who asserted their right to ‘individual professional autonomy’ and whose students’ academic progress and attainment declined. The research: (i) challenges claims that reform necessarily results in school cultures of compliancy, de-professionalisation and the technicisation of teaching; (ii) raises issues concerning the pedagogical leadership of principals in a devolved, ‘self-governing’ school system; and (iii) questions teachers’ entitlements to individual professional autonomy where this is associated with students’ continuing academic underperformance.  相似文献