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Philip G Barker Harry Yeates 《British journal of educational technology : journal of the Council for Educational Technology》1981,12(2):158-175
Education is intimately associated with communication, and so may utilize any technology that is able to support a process that enables information to be transferred from one location to another. This paper describes the meaning of the term multi-media data base and presents a model of its potential role in aiding message creation for the purposes of communicating educational material using many parallel channels. Some of the problems associated with the implementation of such systems are outlined. 相似文献
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Douglas P. Newton Lynn D. Newton 《International Journal of Science and Mathematics Education》2011,9(2):327-345
If children are engaged in science lessons, their learning is likely to be better and, in the long term, careers in science
and technology will remain open. Given that attitudes can develop early and be difficult to change, it is important for teachers
of younger children to know how to foster engagement in science. This study identified what a cohort of 79 pre-service teachers
in England considered to be engaging elementary science lessons and compared their notions with teacher behaviours known to
be conducive to engagement. First, all brought beliefs about how to engage children in science lessons to their training.
They tended to favour children’s hands-on activity as an effective means of fostering attentive participation in learning,
although many had additional ideas. Nevertheless, the means and ends of their ‘pedagogies of engagement’ tended to be simple
and narrow. Trainers need to ensure that notions of engagement are wide enough to cope with a variety of teaching situations,
as when hands-on experience is not feasible, effective or appropriate. At the same time, teachers will need to recognise that
one approach may not suit all learners. Without this, there is the risk that they will lack the skills to engage children
in science. Nevertheless, these beliefs could offer a useful starting point for trainers who wish to widen pre-service teachers’
conceptions of engagement and increase their repertoire of teaching behaviours. 相似文献
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AbstractPsychologists and mathematics educators have long viewed flexibility as critical to students’ mathematical development. In this paper, we focused on the multidimensional nature of flexibility to better understand how preference, knowledge, and use of effective methods for solving algebra problems are related. In Study 1, we identified research-based aspects of flexibility with algebra and assessed students on them following a two-step equations unit. Results indicated that certain aspects of flexibility develop prior to others and that prior knowledge of algebra plays a significant role in that development. Study 2 confirmed and elaborated on these results using a larger sample size. Implications for theory and for supporting flexibility in classrooms are discussed. 相似文献
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A large urban school district contracted with a private nonprofit educational foundation to train 126 special education resource
teachers in the last three years in an Orton-Gillingham-based program. These teachers are currently teaching learning-disabled
students in groups of 8–10 at the elementary level and 10–13 students at the secondary level. Learning-disabled students who
qualify for Special Education, either in reading or spelling, or both, are receiving the instruction.
The teachers took a Basic Introductory Class (90 hours of Advanced Academic Credit offered by the Texas Education Agency,
or six hours of graduate credit at a local university) in order to teach the program in the resource setting. A two year Advanced
Training included annual on-site observations, two half-day workshops each fall and spring, and a two-day advanced workshop
in the second summer.
First grade teachers, one selected from each of the 164 campuses, supervisors, and principals attended a 25-hour course on
“Recognizing Dyslexia: Using Multisensory Teaching and Discovery Techniques.” The first grade teachers and special education
resource teachers collaborated to provide inservice training for their colleagues.
Research, conducted by the district’s Research Department, reveals statistically significant gains in reading and spelling
ability for the learning-disabled resource students as measured by the Woodcock Reading Mastery Test-Revised, and the Test
of Written Spelling. 相似文献