排序方式： 共有19条查询结果，搜索用时 15 毫秒
1.
Glenda A. Gunter Robert F. Kenny Erik H. Vick 《Educational technology research and development : ETR & D》2008,56(5-6):511-537
We are witnessing a mad rush to pour educational content into games in an ad hoc manner in hopes that player/learners are motivated simply because the content is housed inside a game. A failure to base educational game design on well-established learning and instructional theories increases the risk of the game failing to meet its intended educational goals, and yielding students who are entertained but who have not acquired any academic skills or knowledge. Our review of standalone educational games has shown that they are not always based on sound educational principles and theories. We contend that, if academic learning is to take place, a new design paradigm must be developed. This article discusses the RETAIN design and evaluation model for educational games that was developed to aide in the evaluation of how well academic content is endogenously immersed and embedded within the game’s fantasy and story context, promoters transfer of knowledge, and encourages repetitive usage to that content becomes available for use in an automatic way. 相似文献
2.
Heat transfer in laminar tube flow with convective boundary conditions and axial heat conduction in the fluid is solved exactly. The effects of the external Biot numbers and the axial conduction in fluid on the temperature distribution and the local Nusselt number are determined for both the upstream and the downstream regions. In order to illustrate the effects of velocity profile, the results for the slug flow and the parabolic velocity profiles are plotted simultaneously. The heat transfer characteristics of the flow are found to be rather sensitive to the Péclét number, the external Biot numbers and the velocity profile in the thermal entrance region. 相似文献
3.
Malcolm Vick 《Asia-Pacific Journal of Teacher Education》2006,34(2):181-198
Current reviews of teacher education pay considerable attention to problems associated with the practicum, and often claim to propose major changes in order to improve the quality of new graduates. Many of the problems they address concerning the practicum and its relation to the ‘theoretical’ component of programs are longstanding, and have been the focus of sustained critique and consequent ongoing modification. Between 1900 and 1950 teacher educators and administrators in England and Australia sought to develop programs that balanced and integrated theory and practice, supported by a range of teaching and administrative procedures. They identified a range of problems in staffing, curriculum and pedagogy, school placements and supervision, and explored a wide range of possible solutions to those problems from minor adjustments to substantial reconceptualisations of whole programs. However, many such solutions generated further problems of their own. The analysis of the history of the practicum in teacher preparation indicates how firmly contemporary proposals are embedded within the framework of assumptions and approaches that have shaped teacher education for over a century. 相似文献
4.
We examined the effects of teacher supports in enhancing teachers’ open-ended questioning in pre-k activities. The blended teacher supports included online video demonstrations of questioning techniques and companion workshop activities. Twenty-five teachers received the blended supports while the control group did not. The data consisted of classroom video observations, teacher surveys, and teachers’ access time to teacher supports. Our quantitative analyses revealed that the treatment group teachers used more open-ended questions than the control group teachers. The students in the treatment group used a greater number of different words and complex sentences than those in the control group. 相似文献
5.
6.
Tamara G. Halle Jessica Vick Whittaker Marlene Zepeda Laura Rothenberg Rachel Anderson Paula Daneri Julia Wessel Virginia Buysse 《Early childhood research quarterly》2014
This review describes the state of existing knowledge with regard to dual language learners’ (DLLs) social–emotional development birth to age 5. The review focuses on several widely recognized dimensions of children's social–emotional development: self-regulation, social competence, social cognition, and problem behaviors. We begin by presenting a theoretical perspective that frames our understanding of the interplay between relational and contextual factors that contribute to the social–emotional well-being of DLLs. A targeted search of the literature identified 14 peer-reviewed studies published from 2000 to 2011 that examined social–emotional outcomes for young DLLs in family, school, and peer contexts. Results suggest that DLLs have at least equal (if not better) social–emotional outcomes compared to native English speakers. There is also some evidence that the use of the home language in early childhood classrooms can be a positive, moderating factor for DLLs’ social–emotional development. Contextual and individual characteristics are highly correlated with DLL status, making it difficult to develop clear conclusions about the unique influence of DLL status on social–emotional outcomes. We conclude by identifying avenues for future inquiry. 相似文献
7.
Ron Vick 《Journal of College Counseling》2000,3(2):158-167
The recommended treatment for alcoholism in the past typically has been participation in Alcoholics Anonymous (AA). However, the use of AA on college campuses has not been proven effective. With a new generation comes the opportunity to rethink this approach to the problem of alcohol abuse on campuses and to incorporate new methods in counseling practice with young adults. 相似文献
8.
Jessica E. Vick Whittaker Brenda Jones HardenHeather M. See Allison D. MeischT’Pring R. Westbrook 《Early childhood research quarterly》2011,26(1):74
Early Head Start children may be more likely to exhibit difficulties with social-emotional functioning due to the high-risk environments in which they live. However, positive parenting may serve as a protective factor against the influence of risk on children's outcomes. The current study examines the effects of contextual and proximal risks on children's social-emotional outcomes and whether these effects are mediated by maternal sensitivity. One-hundred and fourteen low-income, high-risk mother-toddler dyads participated in this longitudinal study designed to examine the relationships between family risk, mothers’ sensitivity, and children's social-emotional functioning in Early Head Start families. Researchers conducted two 2.5-h home visits, approximately six months apart, during which they assessed mothers’ levels of family risk, maternal sensitivity, and their children's social-emotional functioning. A theoretically derived structural equation model was tested to examine the direct paths from family risk variables to children's social-emotional functioning and the indirect paths by way of the mediator variable, maternal sensitivity. Support was found for a model that identified maternal sensitivity as a mediator of the relationship between parenting stress and children's social-emotional functioning. Results have implications for providing services through Early Head Start programs that are aimed at alleviating parenting stress and enhancing maternal sensitivity. 相似文献
9.
Knowledge Management Research & Practice - Information and knowledge have been cited over the last two decades as competitive advantage tools. Recently, the use of them has been discussed to... 相似文献
10.