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Conclusion Garrison’s (2000) review of distance education theories describes the current need for ”sustained real two-way communication
... that refiect(s) a collaborative approach to distance education” (p. 13). One way to apply such theories to research and
coursework is to use collaborative documents to promote transactions culminating in deliberation among the key players. Such
deliberation can create ”a particular kind of democratic public culture among the deliberators: listening as well as talking,
sharing resources, forging decisions together rather than only advocating positions taken earlier, and coming to disagreement”
(Parker, Ninomiya, & Cogan, 1999, p. 129).
Her research interests are collaborative learning in distance education, impact of culture on online learners, and design
of online instruction for constructivist learning environments.
Her primary research interests are in design considerations for collaborative online environments and in the powers of shared
multimedia for enhancing personal growth, multicultural understanding, and global awareness. She investigates visual messages:
how they can be shared and interpreted by learners, their impact, and how their impact can be researched.
Her research interests are in computer and network-based foreign language and cultural learning. 相似文献
3.
A Framework for Research on Large-scale Reform 总被引:1,自引:0,他引:1
Variation in the success of large-scale reform is afunction of many factors interacting at many ``levels'.Built on a selective review of the evidence aboutlarge-scale reform, this paper provides a framework forexplaining such variation, as well as assessing progressin that direction. Relevant factors influencing reformsuccess, according to the framework, include broad international social, economic and political trends bearing on education, characteristics of national educationalpolicies and strategies for their implementation, and localconditions conceptualized in terms of a model of workplaceproductivity; this model is defined by local practitioners' motivation, capacity, and the organizationalconditions in which they work. This framework has been usedto guide the external evaluation of the National Literacy andNumeracy Strategies. 相似文献
4.
This study compared the performance of children with reading disability (RD) and normal reading achievement (NRA) on tasks
of serial rapid naming, verbal fluency, letter-based word retrieval, and articulatory speed. The groups, composed of children
at two discrete age levels, one younger and one older, were matched for age, gender, and neighborhood school. Analyses of
the on-line measurement of the children’s serial rapid naming indicated that the children with RD had significantly larger
reaction times and production durations than their NRA peers despite similar levels of accuracy. They also performed significantly
worse on the categorical verbal fluency task, the letter-based word retrieval task, and the test of articulatory speed. The
findings suggest that both access and post-access processes, such as oral-motor inefficiency that extends the duration of
word production, may be implicated in the slower serial rapid naming that has typified many samples of children with RD.
This work was supported in part by Basil O’Connor Research Grant 5-340 from the March of Dimes Birth Defects Foundation, a
Scholarly and Creative Activity Award and sabbatical leave from California State University, Long Beach and grant #DCO 1904-01
from the National Institute on Deafness and Other Communication Disorders of the NIH to the first author. 相似文献
5.
This study investigated the effect of type of control and level of feedback during computer-based instruction. Subjects completed a computer lesson about the microscope that presented either mandatory or optional practice questions. Practice was accompanied by either elaboration feedback, correct-answer feedback, or no feedback. Results indicated that level of feedback had a significant effect on achievement and attitudes. Implications for including feedback in computer-based instruction are discussed. 相似文献
6.
Video-assisted thoracoscopic surgery (VATS) for bilateral primary spontaneous pneumothorax 总被引:3,自引:0,他引:3
Chen YJ Luh SP Hsu KY Chen CR Tsao TC Chen JY 《Journal of Zhejiang University. Science. B》2008,9(4):335-340
Objective:To review our experience of the treatment of bilateral primary spontaneous pneumothorax (PSP) by video-assisted thoracoscopic surgery (VATS). Materials and methods: Retrospective chart review was followed by an on-clinic or telephone interview. Patients were cared for by one thoracic surgeon in four medical centers or community hospitals in Northern and Central Taiwan. Thirteen patients with bilateral PSP underwent bilateral VATS simultaneously or sequentially from July 1994 to December 2005. Results: Twelve males and one female, with age ranging from 15 to 36 years (mean 23.1 years), were treated with VATS for bilateral PSP, under the indications of bilateral pneumothoracis simultaneously (n=4) or sequentially (n=9). The interval between the first and second contra-lateral VATS procedure for non-simultaneous PSP patients ranged from 7 d to 6 years. Eleven of 13 patients (84.6%) had prominent pulmonary bullae/blebs, and underwent bullae resection with mechanical or chemical pleurodesis. The mean operative time was (45.6±18.3) min (range 25-96 min) and (120.6±28.7) min (range 84-166 min) respectively for the non-simultaneous (second VATS for the recurrence of contralateral side after first VATS) and simultaneous (bilateral VATS in one operation) procedures. There was no postoperative mortality. However, prolonged air leakage (>7 d) occurred in one patient (7.7%) who recovered after conservative treatment. The mean duration of chest tube drainage was 3.1 d and the median follow up period was 3.4 years. Conclusions: VATS is a safe and effective procedure in the treatment of bilateral PSP. Bilateral VATS is only recommended for patients with simultaneously bilateral PSP, because the incidence of recurrence, even with visible bullae, was not so high in my group and in some previous literature. Bilateral VATS in a supine position should only be used in selective cases, because of possible pleural adhesion or hidden bullae on the posterior side. 相似文献
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Doris G. Yoakam 《Quarterly Journal of Speech》2013,99(2):251-259
10.
ABSTRACT Collaborative school cultures have been associated with the achievement of a number of school reform objectives for both teachers and students. Little is known, however, about how such cultures develop and whether or how school administrators can facilitate that process. This study examined the practices of administrators in each of 12 schools which had developed highly collaborative professional relationships over a three year period in the context of school improvement initiatives. Results suggest the feasibility of developing more collaborative school cultures in a relatively brief period of time and clarify the role played by the larger context of school improvement for fostering collaboration. Specific strategies used by the administrators are described. These strategies are associated with a concept of leadership termed “transformational”. 相似文献