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61.
Betty Collis 《Performance Improvement Quarterly》1999,12(2):36-65
Telematics is the combination of information technology and communication technology. Telematics applications to support educational delivery and participation in traditional European universities are rapidly becoming part of the educational setting. Sometimes they are used specifically to increase distance flexibility in participation, but this is not their only value. Telematics applications are also associated with other forms of flexibility, as well as with heightened efficiency and enrichment of the learning process, both for those in full-time traditional attendance and those participating in increasingly variable ways. In this paper, we first give an overview of the pressures for change in traditional universities in Europe and then define the change domain as involving much more than distance. Then, an overview of a variety of ways that telematics applications are being used in traditional universities in Europe will be given, including categories relating to various aspects of the course-participation experience in the individual course (such as aspects relating to lectures, self-study, and project-type group work). This will be followed by examples of new forms of course organization involving one or more institutions and also of new forms of activities in which traditional universities are becoming involved outside of their core business of mainstream course delivery. The impact on a particular institution, the University of Twente in The Netherlands, will be discussed in more detail. Issues demanding serious attention include staff and student engagement and support and technical decisions relating to the infrastructure and interface of the technology needed to make the new flexibilities possible. These are described and illustrated with examples. The difficulties in supporting this evolution in traditional universities with cost-effectiveness analysis are also noted. Finally, a reflection is made on the changing state of the division between traditional universities and universities organized around distance and open delivery. In some ways, this division is rapidly loosing meaningfulness, but certain differences that are more profound than “distance” still remain. 相似文献
62.
McKenzie TL Sallis JF Broyles SL Zive MM Nader PR Berry CC Brennan JJ 《Research quarterly for exercise and sport》2002,73(3):238-244
We assessed the relationship between young children's movement skills and their physical activity in early adolescence. Balance, agility, eye-hand coordination, and skinfold thicknesses in 207 Mexican American and Anglo American children (104 boys, 103 girls) were measured at ages 4, 5, and 6 years. Habitual physical activity was assessed at the age of 12 years by two interviewer-administered 7-day recalls. Ethnic differences in movement skills were not found. Young girls were better at jumping and balancing, and young boys were better at catching. Tracking of skills was low, and children's early childhood skills were not related to their physical activity 6 years later. Further studies involving additional movement skills and other populations are recommended to determine if enhanced movement skills in children promote subsequent physical activity. 相似文献
63.
64.
The electroviscous flow at low Reynolds number through a two-dimensional slit contraction with electric double-layer overlap is investigated numerically for cases where the permittivity of the wall material is significant in comparison with the permittivity of the liquid. The liquid-solid interface is assumed to have uniform surface-charge density. It is demonstrated that a finite wall permittivity has a marked effect on the distribution of ions in and around the contraction, with a significant build-up of counter-ions observed at the back-step. The development length of the flow increases substantially as the wall permittivity becomes significant, meaning that the electric double-layers require a longer distance to develop within the contraction. Consequently, there is a corresponding decrease in the hydrodynamic and electro-potential resistance caused by the contraction. The effect of wall-region width on the flow characteristics is also quantified, demonstrating that the development length increases with increasing wall-region width for widths up to 5 channel widths. 相似文献
65.
66.
Dr. Barnett Berry 《The Urban Review》1996,28(3):233-256
Most educational accountability systems draw upon relatively simplified indicators of student learning. Despite sufficient
criticism and evidence of their misuse, test scores continue to be emphasized—even though they have a deadening effect on
the very school district these accountability systems intend to primarily influence. This paper focuses on one of these low-performing
school districts. The case study of Sylvan One reveals that the influence of state policy is especially circumscribed in a
district like Sylvan's that is beset by such prevailing conditions as the politics of race, the culture of poverty, vacuums
in communication and leadership, and the uncritical mass of human resources. Each of these conditions limits change and reform
dramatically. Account-ability and reform must focus on a rigorous curriculum and well-understood standards—but only in the
context of this community, replete with its problems ofrelationships, resources, andracism. These are the “three Rs” that are tantamount to creating and sustaining reform. And this approach is more about political
development than anything else. Recommendations for moving beyond the traditional policymaking tools of mandates and inducements
are suggested, recognizing that policy may at best promote equality, but not necessarily excellence and equity. 相似文献
67.
68.
Loughran John Milroy Philippa Berry Amanda Gunstone Richard Mulhall Pamela 《Research in Science Education》2001,31(2):289-307
This paper examines science teachers' pedagogical content knowledge and ways in which that knowledge might be captured, articulated and portrayed to others. The research from which this paper is drawn has involved interviews with experienced science teachers in an attempt to make the tacit nature of their practice explicit. Initially, case methodology was envisaged as being a way of documenting these teachers' pedagogical content knowledge. However, over time, the form of knowledge and information that we were gathering and attempting to portray extended beyond that which could reasonably be described as being case-based. Hence we have developed an approach to articulation and portrayal based on what we call the CoRe (Content Representation) – which represents the particular content/topic of the science teaching – and PaP-eRs (Pedagogical and Professional experience Repertoire) – which help to illuminate specific aspects of the CoRe and therefore offer insights into pedagogical content knowledge itself. The results of this study offer new ways of conceptualising what pedagogical content knowledge is and how it might be captured, documented and disseminated. 相似文献
69.
Understanding student-teachers’ decisions to enter and stay in the teaching profession after graduation could help teacher educators to find appropriate procedures to enhance commitment to teaching. This study classified student-teachers based on their levels of commitment to teaching, and described these types based on student-teachers’ motivation to enter the teaching profession and their perceptions of the teaching profession and environmental aspects e.g. school condition and significant others. Thirty-seven undergraduate student-teachers from the Dar es salaam University College of Education in Tanzania were interviewed. Four student-teacher types from our results were identified: (1) committed passionate, (2) committed compromisers, (3) undecided and (4) uncommitted. Implications from the findings include the importance of designing teacher education curriculum in a way that caters for the needs of student-teachers in each type in order to enhance their commitment to teaching. 相似文献
70.
Poster sessions are widely used as a medium for the communication of results by professionals at conferences and by students to their peers. The authors have introduced poster sessions into undergraduate mathematical modelling courses. This has given our students an interesting and challenging task and it has caused us to devise a scheme for the assessment of posters.This paper surveys the use of poster sessions with undergraduates, outlines the rationale for using posters with mathematics students, describes our experiences and proposes criteria to use in the assessment of student posters. 相似文献