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991.
How features of educational technology applications affect student reading outcomes: A meta-analysis
The purpose of this review is to learn from rigorous evaluations of alternative technology applications how features of using technology programs and characteristics of their evaluations affect reading outcomes for students in grades K-12. The review applies consistent inclusion standards to focus on studies that met high methodological standards. A total of 84 qualifying studies based on over 60,000 K-12 participants were included in the final analysis. Consistent with previous reviews of similar focus, the findings suggest that educational technology applications generally produced a positive, though small, effect (ES = +0.16) in comparison to traditional methods. There were differential impacts of various types of educational technology applications. In particular, the types of supplementary computer-assisted instruction programs that have dominated the classroom use of educational technology in the past few decades were not found to produce educationally meaningful effects in reading for K-12 students (ES = +0.11), and the higher the methodological quality of the studies, the lower the effect size. In contrast, innovative technology applications and integrated literacy interventions with the support of extensive professional development showed more promising evidence. Although many more rigorous, especially randomized, studies of newer applications are needed, what unifies the methods found in this review to have great promise is the use of technologies in close connection with teachers’ efforts. 相似文献
992.
993.
The potential of technology to connect people and provide access to education, commerce, employment and entertainment has never been greater or more rapidly changing. Communication technologies and new media promise to ‘revolutionize our lives’ by breaking down barriers and expanding access for disabled people. Yet, it is also true that technology can create unexpected and under‐critiqued forms of social exclusion for disabled people. In addition to exploring some of the ways that even (or especially) assistive technology can result in new forms of social exclusion, we also propose alternative ways of thinking about inclusive and accessible (as opposed to assistive) technology and provide some very practical ways that accessible technologies would promote greater access and flexibility for disabled students and adults. We contend that technology should be conceived of as a global, accessible and inclusive concept, not one that requires a qualifier based on who it is for. 相似文献
994.
Young infants perceive an object's trajectory as continuous across occlusion provided the temporal or spatial gap in perception is small. In 3 experiments involving 72 participants the authors investigated the effects of different forms of auditory information on 4-month-olds' perception of trajectory continuity. Provision of dynamic auditory information about the object's trajectory enhanced perception of trajectory continuity. However, a smaller positive effect was also obtained when the sound was continuous but provided no information about the object's location. Finally, providing discontinuous auditory information or auditory information that was dislocated relative to vision had negative effects on trajectory perception. These results are discussed relative to the intersensory redundancy hypothesis and emphasize the need to take an intersensory approach to infant perception. 相似文献
995.
996.
Alan Skelton 《British Journal of Sociology of Education》2012,33(6):793-811
This article explores the impact of quality assurance and enhancement initiatives on teacher identities in higher education. Data from an interview-based study of a research-led institution in the United Kingdom are drawn upon to consider the implications of quality – for example, whether it has captured the inner assumptive worlds of higher educators (and supplanted their own understandings of quality) or whether it has opened up new subject positions and possibilities for change. I focus on a particular group of people within the article – those who have demonstrated an interest in higher education teaching by participating in professional development programmes. Such programmes have proliferated in the light of the quality movement whilst offering exposure to ‘educationalist’ discourses. Contextualising the work through previous critical higher education research, I consider the group’s perceptions of quality initiatives and the construction of their teaching identities within a research-led institution. 相似文献
997.
Ameeta Jain Dianne Thomson Alan Farley Pamela Mulready 《Assessment & Evaluation in Higher Education》2012,37(6):701-718
The introduction of a social software blog space called the Trading Room in an undergraduate finance unit generated a great deal of activity to support student learning. A subsequent evaluation of this innovation, viewed through the lens of Activity Theory, demonstrated that students perceived high value in the opportunity it provided for them to reaffirm theories, obtain individualised feedback and benchmark their work against others. While assessment is generally seen as the carrot and the stick of learning; students in the study reported that they would still participate in reading and posting to the Trading Room even if there was no assessment requirement. Students did not see any value in the environment as a purely social space, reporting that they saw it primarily as a professional educational community. It would appear that just as there are different communities in the real world social space, there are also different types of communities in the online space. 相似文献
998.
In this paper, we describe an operational methodology for characterizing the architecture of complex technical systems and demonstrate its application to a large sample of software releases. Our methodology is based upon directed network graphs, which allows us to identify all of the direct and indirect linkages between the components in a system. We use this approach to define three fundamental architectural patterns, which we label core–periphery, multi-core, and hierarchical. Applying our methodology to a sample of 1286 software releases from 17 applications, we find that the majority of releases possess a “core–periphery” structure. This architecture is characterized by a single dominant cyclic group of components (the “Core”) that is large relative to the system as a whole as well as to other cyclic groups in the system. We show that the size of the Core varies widely, even for systems that perform the same function. These differences appear to be associated with different models of development – open, distributed organizations develop systems with smaller Cores, while closed, co-located organizations develop systems with larger Cores. Our findings establish some “stylized facts” about the fine-grained structure of large, real-world technical systems, serving as a point of departure for future empirical work. 相似文献
999.
San Bolkan Alan K. Goodboy Guy F. Bachman 《Journal of Applied Communication Research》2013,41(1):107-125
The purpose of this study was to examine the antecedents of consumers’ repatronage intentions and negative word-of-mouth behaviors following organizational failures. Participants were 233 people who had actually complained to organizations. Using Rusbult's investment model of relational stability, consumers’ perceptions of their investments, alternatives, satisfaction, and commitment were measured with respect to their impact on customers’ intent to do business with organizations in the future and willingness to spread negative publicity about an organization following a business failure. Results indicated that a modified version of the investment model helped to predict significant variance in consumers’ repatronage intentions and negative word-of-mouth behaviors. 相似文献
1000.
Alan Bundy 《Public Library Quarterly》2013,32(4):320-360
This document is the Introduction to the 8th annual Directory of Australian Public Libraries. It provides a good overview of the dictionary of library information compiled system by system. The second document (Appendix A) is the survey form sent out to all of Australia's public libraries in order to gather the data which is assembled in the 8th annual Directory. This document shows the questions that elicit a range of individual library system data. Many readers will want to compare this document with the U.S. equivalent. 相似文献