Teaching and Learning in World Wide Web-Connected Classrooms

Summary

Use of the Web as an instructional tool is growing rapidly as the nation's classrooms increasingly come online with high capacity bandwidth. To optimize the use of the Web as an instructional tool, the traditional roles of students and teachers must shift to that of an “engaged model” of teaching and learning. This article presents strategies for effectively teaching and learning on the Web and introduces SUR-WEB as an Internet-based multimedia resource for engaged learning.     

Autonomy or Institution? Origins and Development of Women's Studies in the United States and Germany, 1965–1981

Die Entstehung von “Women's Studies” als akademische Disziplin wurde in den Vereinigten Staaten und Deutschland entscheidend beeinflußt durch die sich in diesen Ländern formierenden Frauenbewegungen. “Women's Studies “‐Programme bildeten sich zunächst in den Vereinigten Staaten. Da es dort bereits eine beträchtliche Anzahl von Frauen unter den Lehrenden an den Hochschulen gab, die zum Teil ein feministisch motiviertes Interesse an diesem neuen Feld hatten, ließ sich von Anfang an eine Verankerung der Programme an den Universitäten erreichen. Inspiriert durch die amerikanische Entwicklung widmeten sich in den frühen siebziger Jahren auch in Deutschland feministische Wissenschaftlerinnen der Forschung und Lehre über Frauen. Ihre Situation unterschied sich aber ganz wesentlich von der ihrer amerikanischen Kolleginnen. Zum einen gab es weniger Frauen im Lehrkörper der meisten Universitäten, insbesondere unter den Professoren, zum anderen war das intellektuelle Klima an vielen Fakultäten zu diesen Zeitpunkt stark durch marxistische Einflüsse geprägt und feministischen Anschauungen wenig zuträglich. Aus diesem Grund unterrichteten viele feministische Wissenschaftlerinnen zunächst außerhalb der Hochschulen an Volkshochschulen oder in Gemeindeein‐richtungen. Erst ab 1980 entstanden konkrete Pläne für die Durchführung von Frauenforschung an den Universitäten. Diese stießen jedoch auf gemischte Reaktionen unter Feministinnen, die geteilter Meinung waren, wenn es um den Nutzen von Programmen an Hochschulen oder auf Gemeindeebene ging. Diese Konflikte kamen zum ersten Mal bei der Konferenz zur Planung der Zentraleinrichtung zur Förderung von Frauenstudien und Frauen forschung an der Freien Universität in Berlin zum Tragen. Seitdem prägen sowohl akademische Einrichtungen als auch kommunale Institutionen das Feld in Deutschland.

     

Politische Sozialisation Jugendlicher in der Nachwendezeit

Eine Durchsicht des Forschungsstandes zum Themenkomplex ‘Jugend und Politik’ macht schnell deutlich, dass dem gro?en Interesse der Forschenden an politischen Einstellungen Heranwachsender ein nur geringes Interesse der Jugendlichen selbst an politischen Fragen gegenübersteht. Aus einer p?dagogischen Perspektive heraus wird diesem Umstand dadurch Rechnung getragen, dass bei der Entstehung politischer Einstellungen an dem Thema angeknüpft wird, welches Jugendliche an Gesellschaft interessiert, genauer: beunruhigt. Für die 90er-Jahre scheint dies die Problematik der eigenen beruflichen Integration zu sein, was nahe legt, die Genese politischer Einstellungen an die Antizipation der beruflichen Integration zu koppeln. Hierfür werden auf der Basis des Entwicklungsaufgaben-Konzeptes theoretische Grundlagen erarbeitet und empirische Evidenzen aufgezeigt.     

Effects of learner-generated outlining and instructor-provided outlining on learning from text: A meta-analysis

Learning from printed text is a central academic task that may be challenging for students. Two ways to improve learning from text are to encourage learners to engage in generative learning strategies while reading, such as constructing an outline, or for instructors to include effective instructional design features, such as providing an outline with the text. A meta-analysis of studies comparing a group that was asked to generate an outline while reading a text to a control group that was not asked to outline found an average effect size of g+ = 0.59 on memory tests, g+ = 0.59 on comprehension tests, and g+ = 0.52 on writing assignments favoring learner-generated outlining. A meta-analysis of studies comparing a group that read a text containing an outline with a control group that read the same text without an outline found an effect size of g+ = 0.61 for memory tests and g+ = 0.34 for comprehension tests favoring instructor-provided outlining. Overall, there is encouraging evidence for the effectiveness of outlining as a generative learning strategy and for the effectiveness of outlining as an instructional design feature based on signaling, consistent with generative learning theory.     

MATHEMATICS AS AN IM/PURE KNOWLEDGE SYSTEM: SYMBIOSIS, (W)HOLISM AND SYNERGY IN MATHEMATICS EDUCATION

The problem of culturally decontextualised mathematics education faced by Nepali students, teachers and teacher educators has often been oriented by the view of the nature of mathematics as a body of pure knowledge, which gives rise to an exclusive emphasis on an ideology of singularity, epistemology of objectivism, language of universality and logic of certainty whilst developing curriculum, conceiving pedagogies and implementing assessment strategies in school mathematics education and mathematics teacher education programmes. With epistemic referents of dialectical logics and performative imagination, an alternative view of the nature of mathematics as an impure knowledge is discussed with its possible disempowering features, such as essentialism, hegemony and dualisms. Finally, an inclusive view of the nature of mathematics as im/pure knowledge system is articulated with the help of various forms of dialectics.     

THE INFLUENCE OF EXAMINER RACE ON FIRST-GRADE AND KINDERGARTEN SUBJECTS' PEABODY PICTURE VOCABULARY TEST SCORES1

This investigation examined the effect of the race of both the subjects (Ss) and examiners (Es) on the 5's performance on an individually administered vocabulary test. The tests administered by two white and two Negro Es to 88 and 113 white and Negro first-grade and kindergarten Ss, respectively, in an integrated urban school found a small but statistically significant interaction of E's race and S's race on test performance for the first-grade but not for the kindergarten. These findings are limited to young children who were in an urban school setting for at least five months and who were given an encoding type task by an adult whom they had usually seen at least once a day in their school environment.     

Toward an Ontology of Practices in Educational Administration: Theoretical implications for research and practice

Abstract

In this article, we argue for a study of educational administration centered on an ontology of practices. This is an initial proposal for thinking about and conceptualizing practices in educational administration. To do this, first, we explore how practices are constituted and how they configure the social realities of practitioners. Second, we explore what an ontology of practices has to offer for our understanding of organizations. Third, we examine how an ontology of practices might inform our understandings of leadership in educational organizations, and we conclude by exploring some implications of an ontology of practices for the study of educational administration.     

叶面喷施果宝对小偃22小麦产量及品质的效应

试验于2012年8月至2013年7月在西北农林科技大学北校区试验田中进行,选择小偃22为试验材料,采取叶面喷施果宝调节剂研究其对小偃22产量及品质的效应.试验结果表明,叶面喷施果宝调节剂显著提高了小偃22产量和品质.处理小麦的成穗数(513.6~520.3)×105个/hm2,较对照增加1.1%~2.8%、小穗数18.8~18.9个/穗,较对照增加4.7%~5.8%、穗粒数29.4~29.8粒/穗,较对照增加2.9%~4.5%、千粒重43.8~45.6 g,较对照增加1.3%~5.6%、不孕小穗数3.7~4.1个/穗,较对照减少7.7%~17.0%、产量5 790.4~6 115.6 kg/hm2,较对照增加3.9%~9.7%,容重787.6~789.6 g/L,较对照提高0.3%~0.4%、硬度79.5%~82.4%,较对照减小1.3%~4.8%、蛋白质含量16.2%~16.8%,较对照提高3.4%~6.7%、湿面筋含量35.3%~35.8%,较对照提高1.1%~2.6%、拉伸面积61.7~62.4 cm2,较对照增大0.2%~1.2%,延展性225.4~226.4 mm,较对照增大0.1%~0.6%.沉降值、稳定时间的变化与浓度有关,吸水率与最大拉伸阻力变化不显著.     

Research into the School as an Organization. I: A Presentation and Discussion of Research Literature with a Bearing on the School as an Organization

Berg, G. 1982. Research into the School as an Organization. I: A Presentation and Discussion of Research Literature with a Bearing on the School as an Organization. Scandinavian Journal of Educational Research 26, 95‐117. Only to a limited extent has the school as an organization been the subject of any really systematic research, whether on the part of educationalists, sociologists or general organizational theorists. In this article a number of research projects focusing on the school as an organization are described and discussed. Previous research in this field has been either functionalist or structuralist in approach. Nevertheless, certain concepts are common to the analyses of all the researchers referred to here: all describe the school as an organization in terms of professionalism and bureaucracy. We would add that the school can also be described as a coercive organization.     

Towards an idea-centered,principle-based design approach to support learning as knowledge creation

While the importance of viewing learning as knowledge creation is gradually recognized (Paavola et al. Computer-supported collaborative learning: foundations for a CSCL community 2002; Rev Educ Res 74:557–576 2004), an important question remains to be answered—what represents an effective instructional design to support collaborative creative learning? This paper argues for the need to move away from efficiency-oriented instructional design to innovation-oriented instructional design if learning as knowledge creation is to be pursued as an important instructional goal. The rationale in support of this argument is discussed from four different theoretical perspectives and an idea-centered, principle-based design approach as an example is proposed for discussion.     

Supercomplexity and the university: Ronald Barnett and the social philosophy of Higher Education

Ronald Barnett's modern classic Realizing the University in an Age of Supercomplexity (published December 1999), has had a crucial impact internationally on the field of Higher Education research and development since the book was published now nearly 20 years ago. Bridging an academic oeuvre across almost 30 years with close to 30 published volumes, Realizing the University in an Age of Supercomplexity plays an important role in the development and transformation of Barnett's social theory of Higher Education into a social philosophy of Higher Education. In the book Barnett performs an important move from a focus on knowledge and epistemology to a focus on being and ontology in relation to Higher Education practices. Barnett shifts his fundamental perspective and view on the relation between universities and the wider society from one of caution and worry to a perspective of hope and vision that fully embraces the future of Higher Education. This way, Realizing the University in an Age of Supercomplexity has not only paved the way for Barnett's own development of a social philosophy of Higher Education, but also contributed invaluably to the rise and maturing of philosophy of Higher Education as a research field in its own right.     

The Effectiveness of an Augmented Reality Head-Mounted Display in Learning Skull Anatomy at a Community College

Despite an increase in the use of technology in undergraduate anatomy education, and the rising popularity of online anatomy courses at community colleges in the United States, there have been no reports on the efficacy of augmented reality on anatomy education in this population. The purpose of this study was to test the hypothesis that augmented reality is an effective and engaging tool for learning anatomy in community college students. Participants recruited from Cuyahoga Community College (Cleveland, OH) studied skull anatomy using either traditional tools (i.e., textbook and plastic skull model) or an augmented reality head-mounted display with an interactive virtual skull application. Comparison of knowledge before and following the study period revealed that augmented reality was an effective tool for learning skull anatomy: pre-quiz = 32.7% (± 25.2); mean (± SD), post-quiz = 61.8% (± 19.5); n = 15; t₍₂₈₎ = 3.53; P = 0.001. The traditional tools were equally effective: pre-quiz = 44.9 % (± 18.6), post-quiz = 67.9 % (± 17.3); n = 17; t₍₃₂₎ = 3.73; P = 0.0007. Students rated the augmented reality device as 9.6 (± 1.0); mean (± SD) when asked if it fit the statement “fun to use” on a semantic differential scale from 1 (poor) to 10 (excellent). In conclusion, this study found that augmented reality is an effective and engaging tool for the instruction of skull anatomy at a community college.     

Effects of zinc-substituted nano-hydroxyapatite coatings on bone integration with implant surfaces

Objective:The purpose of this study was to investigate the effects of a zinc-substituted nano-hydroxyapatite(Zn-HA) coating,applied by an electrochemical process,on implant osseointegraton in a rabbit model.Methods:A Zn-HA coating or an HA coating was deposited using an electrochemical process.Surface morphology was examined using field-emission scanning electron microscopy.The crystal structure and chemical composition of the coatings were examined using an X-ray diffractometer(XRD) and Fourier transform infrared spectroscopy(FTIR).A total of 78 implants were inserted into femurs and tibias of rabbits.After two,four,and eight weeks,femurs and tibias were retrieved and prepared for histomorphometric evaluation and removal torque(RTQ) tests.Results:Rod-like HA crystals appeared on both implant surfaces.The dimensions of the Zn-HA crystals seemed to be smaller than those of HA.XRD patterns showed that the peaks of both coatings matched well with standard HA patterns.FTIR spectra showed that both coatings consisted of HA crystals.The Zn-HA coating significantly improved the bone area within all threads after four and eight weeks(P<0.05),the bone to implant contact(BIC) at four weeks(P<0.05),and RTQ values after four and eight weeks(P<0.05).Conclusions:The study showed that an electrochemically deposited Zn-HA coating has potential for improving bone integration with an implant surface.     

长江学者提高高校科研创新效率了吗?——基于42所世界一流大学建设高校的实证检验

本研究以42所世界一流大学建设高校2006—2016年的相关数据为样本,运用随机前沿模型对长江学者影响高校科研创新效率的特征、规律及交互效应进行检验。研究结果表明,长江学者促进了高校科研创新效率的提升且作用效果具有明显的异质性。其中,长江学者特聘教授显著提升了高校科研创新效率,但长江学者讲座教授的影响并不显著。此外,国家基金项目、高校科研管理与长江学者的有效融合有利于进一步提升科研创新的生产效率。     

Career Paths of Health Workers

Abstract

This article presents an evaluation of an innovative, three-year graduate program to prepare workers from educationally disadvan-taged backgrounds for professional careers in social work in an urban health care system. It analyzes the contributions to the Social Work Health Careers Opportunity Program (SWHCOP) of a course designed to provide: an overview of health care issues and policies; beginning knowledge, values and skills for social work practice in health care; and an opportunity to acquire or strengthen skills for graduate education, including oral and written communications, problem-solving, and critical thinking. This article considers the practice, policy and teaching implications of such an educational program for increasing access to professional careers in social work for members of educationally disadvantaged communities.     

Peer Group Norms and Accountability Moderate the Effect of School Norms on Children's Intergroup Attitudes

The present study examined the interactive effects of school norms, peer norms, and accountability on children's intergroup attitudes. Participants (n = 229) aged 5–11 years, in a between‐subjects design, were randomly assigned to a peer group with an inclusion or exclusion norm, learned their school either had an inclusion norm or not, and were accountable to either their peer group, teachers, or nobody. Findings indicated, irrespective of age, that an inclusive school norm was less effective when the peer group had an exclusive norm and children were held accountable to their peers or teachers. These findings support social identity development theory (D. Nesdale, 2004, 2007), which expects both the in‐group peer and school norm to influence children's intergroup attitudes.     

The Use of New Information Technologies in the Relationship of Education and the Community

Abstract

The District of Bragança is an interior district situated in north‐eastern Portugal and has an area of 6595 km², equal to 7.4% of the mainland territory. The low population density of 27 inhabitants per km², however, emphasizes the strong need for incentives to develop. In this context, a project is proposed and presented in outline, which aims at implementing an information network to link small regional enterprises, in order to allow them to take advantage of new technologies and progress towards their integration into the information society. The present project includes an important component of training for new technology users.     

Othermotherwork: testimonio and the refusal of historical trauma

Abstract

This paper is an ofrenda (offering), a testimonio (testimony) of the healing power of reconstituting severed relationships and reconstructing agentic creation stories in the pathology of soul-wounds where pictures and cuentos serve to mend genealogical traumas. This paper is a refusal of neglecting traumas, it is othermotherwork as an invitation of kin towards the healing soul-wounds by engaging my ageing father (apá), who has been battling a debilitating disease for over 30 years. In choosing to erase his memory and refusing well-being, I engage my apá by remembering and restoring cuentos (stories) retrieved from pictures in my abuela’s archival orange box. I retell the cuentos as told by my apá of his mother, father, great-grandmother and great-grandfather, while he offers an unexpected remedy for both our soul-wounds. In this exchange of ancestral herstories, it is an important move towards an Indigenous Else, transits beyond borders and separation, towards the restorative act of forging unity, love and compassion amongst my father, my ancestors and myself.     

A new formulation of the ethical self through kierkegaard’s notion of subjectivity: in search of a new moral education

This paper examines in detail the distinctive features of Kierkegaard’s notion of subjectivity in an attempt to find a new theoretical formulation of moral education; that is, a self-regarding—as opposed to an other-regarding—ethics of moral education. Heavily relying upon an existentialist line of ethical questioning, my aspiration underlying this investigation is not presumptuous in claiming that the self-regarding approach to moral education can—or should—compensate the other-regarding one. For it reveals an ethically non-trivial aspect of human subjectivity which has been overlooked by dominant approaches to moral education, like the moral reasoning and care-ethics models, in such a way as to suggest a way of diagnosing the moral predicament in the contemporary (Korean) society.