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161.
Giselle Martins dos Santos Ferreira Luiz Alexandre da Silva Rosado Márcio Silveira Lemgruber Jaciara de Sá Carvalho 《Learning, Media and Technology》2020,45(1):46-60
ABSTRACTThis article discusses issues concerning the spread of data-driven educational technologies in Brazil. Here, as elsewhere, educational technology continues to be promoted optimistically as the bearer of a panacea for historically-rooted social problems. Whilst some of these technologies have indeed contributed to important widening-participation programmes in the last two decades, widespread advocacy of technological ‘solutionism’, reflected in gradually stronger policy demands for efficiencies to be improved through ‘innovation’, has supported a relentless marketisation of the country’s educational systems. As transnational corporations position themselves to take control of key areas of these systems, threatening to restructure the whole sector, data-driven educational technologies provide the latest example in a series of ‘new’ ideas offered in an ever-expanding market. Based on the notion of ‘conceptual metaphors’, which encapsulate specific ways of perceiving, thinking and relating with the world, this article examines key metaphors underpinning discourses surrounding data-driven educational technologies in Brazil. In particular, the article analyses ways in which these specific metaphors may be promoting perspectives that ignore difference and obscure broader questions concerning education, thus contributing to the reproduction of previously existing problems and supporting new forms of colonisation. 相似文献
162.
Twenty-two studies are reviewed that report the effects of social skills training and intervention with 572 children identified as learning disabled between 5 and 19 years of age. These studies are reviewed to examine characteristics and components of intervention effectiveness. Age and sex of subjects, grade grouping, group size, intervention duration, intervention procedures, subject selection, and type of interventional model are examined to find patterns that reflect intervention success. Several intervention characteristics and components are associated with social intervention effectiveness: selecting subjects who had social skills difficulties or low peer acceptance, using cognitive-behavioral intervention procedures, providing individual or small group instruction, and applying long-term intervention and training. Discussion focuses on difficulties in comparing studies to determine intervention effectiveness through the examination of outcome measures, a call for revisions in future reporting of social interventions in the literature, and those intervention factors that relate to increases in peer acceptance. 相似文献
163.
Infant crying and maternal responsiveness 总被引:7,自引:1,他引:7
164.
165.
The study proposed and tested 2 hypotheses to account for the claim by Appel, Cooper, Knight, McCarrell, Yussen, and Flavell (1972) that "memorizing and perceiving are functionally undifferentiated for the young child" by presenting preschool, second-, and fifth-grade children a "memory" and a "look" problem under several treatments in which semantic category cues were present. Surprisingly, preschoolers showed functional differentiation even in the absence of semantic cues--a finding interpreted as evidence for a functional differentiation in the young child's deployment of attention. Second and fifth graders also exhibited functional differentiation in the absence of semantic cues, and there were age changes in the facilitating effects of input and retrieval cues on children's memory. 相似文献
166.
Photoresist technology, which is used for micro-patterning exploits changes in properties of polymeric materials, such as their solubility or volatility, upon photo-irradiation. This process has greatly benefitted from the knowledge base of organic chemistry and photo-induced organic transformations. The role of chemistry in the development of photoresists is described in this article. 相似文献
167.
Sophie H. Cormack Laurence A. Eagle Mark S. Davies 《Assessment & Evaluation in Higher Education》2020,45(7):1046-1059
AbstractMany studies have found a relationship between students’ self-reported procrastination and their grades. Few studies have used learning analytic data as a behavioural measure of procrastination in order to predict performance, and there is no systematic research on how this relationship may differ across assessments or disciplines. In this study we analyse nine years’ worth of institutional electronic submission records, a total of 73,608 assignment submissions, to examine the relationship between submission time and grades across assignments, students, courses, and disciplines in higher education. A significant negative relationship was found overall, with students who submitted closer to the deadline obtaining lower grades, however the size of the relationship was negligible, accounting for less than 1% of the variance in grades. The relationship varied significantly depending on student, assignment, course and discipline. 相似文献
168.
H. S. Bhola 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》2006,52(3-4):231-246
Poverty reduction is deeply implicated in structures of politics, economy, culture, and technology, from the global down to
local levels. Irrespective of the particular political ideology of a nation and of the specific strategy of mobilization,
adult and life-long education can and must play a significant role in reducing poverty, including preventing its inception.
Yet the adult-education sector does not seem to be ready for this challenge. The present study argues that the re-education
of adult educators is a dire necessity for effective poverty reduction. It also maintains that adult educators must be re-socialized
in terms of their potential new roles as intellectual-activists. Only so can they work successfully towards introducing systems
of adult and life-long education that are truly comprehensive and genuinely commensurate with the goals of poverty reduction.
Zusammenfassung ERWACHSENENBILDUNG UND LEBENSLANGE BILDUNG FüR DIE VERMINDERUNG VON ARMUT: EINE KRITISCHE ANALYSE VON ZUSAMMENH?NGEN UND BEDINGUNGEN – Die Verminderung von Armut ist tief verankert in den Strukturen von Politik, Wirtschaft, Kultur und Technologie, von der globalen bis hinab zur lokalen Ebene. Ungeachtet der jeweiligen politischen Ideologie einer Nation und der spezifischen Strategie zur Mobilisierung kann und muss die Erwachsenenbildung und die lebenslange Bildung eine bedeutende Rolle dabei spielen, die Armut zu vermindern, was mit einschlie?t, ihrer Entstehung vorzubeugen. Dennoch scheint der Sektor der Erwachsenenbildung für diese Herausforderung nicht gerüstet zu sein. Die vorliegende Untersuchung legt dar, dass die Neuausbildung der Erwachsenenbildner eine unbedingte Notwendigkeit für eine wirksame Verminderung der Armut darstellt. Sie stellt auch fest, Erwachsenenbildner auf ihre m?gliche neue Rolle als Bildungsaktivisten neu vorbereitet werden müssen. Nur so k?nnen sie erfolgreich darauf hinarbeiten, Systeme von Erwachsenenbildung und lebenslanger Bildung einzuführen, die wirklich umfassend sind und den Zielen der Verminderung von Armut tats?chlich entsprechen.
Resumen EDUCACIóN DE LAS PERSONAS ADULTAS Y DURANTE TODA LA VIDA PARA LA REDUCCIóN DE LA POBREZA: UN ANáLISIS CRíTICO DE CONTEXTOS Y CONDICIONES – La reducción de la pobreza está profundamente implicada en las estructuras de la política, la economía, la cultura y la tecnología en todos los niveles, partiendo desde niveles globales y bajando hasta los niveles locales. Independientemente de la ideología política particular de cada nación o de la estrategia específica de movilización, la educación de las personas adultas y durante toda la vida puede y debe desempe?ar un papel importante en la reducción de la pobreza e incluso en la prevención de sus comienzos. Sin embargo, el sector de la educación de las personas adultas aún no parece estar preparado para enfrentar estos retos. Este trabajo sostiene que la reeducación de los educadores adultos es imperiosamente necesaria para lograr una reducción eficaz de la pobreza. También sostiene que los educadores adultos deben ser resocializados en cuanto a sus potenciales nuevos roles como activistas intelectuales. Solamente de esa manera podrán trabajar con éxito para implantar sistemas de educación de personas adultas y durante toda la vida que sean realmente completos y que, efectivamente, cumplan con los objetivos de reducción de la pobreza.
Résumé éDUCATION DES ADULTES ET TOUT AU LONG DE LA VIE EN FAVEUR D’UNE RE′DUCTION DE LA PAUVRETé : UNE ANALYSE CRITIQUE DES CONTEXTES ET DES CONDITIONS – La réduction de la pauvreté est profondément impliquée dans les structures de la politique, de l’économie, de la culture et de la technologie, du niveau global jusqu’aux niveaux locaux. Indépendamment de l’idéologie politique particulière d’une nation et de la stratégie spécifique de mobilisation, l’éducation des adultes et tout au long de la vie peut et doit jouer un r?le significatif dans la réduction de la pauvreté, y compris en empêchant son commencement. Cependant, le secteur de l’éducation des adultes ne semble pas être prêt pour ce défi. L’étude présente soutient que la rééducation des éducateurs d’adultes est une dure nécessité pour la réduction effective de la pauvreté. Elle maintient également que les éducateurs d’adultes doivent être resocialisés en termes de leurs nouveaux r?les potentiels en tant qu’activistes intellectuels. C’est seulement ainsi qu’ils peuvent travailler avec succès afin d’introduire des systèmes d’éducation des adultes et tout au long de la vie qui soient vraiment complets et véritablement adaptés aux objectifs de la réduction de la pauvreté.相似文献
169.
An undergraduate teacher education program at Gallaudet University prepares deaf students in "regular" education. This includes a required full-time internship with hearing students (assisted by sign language interpreters). Graduates then continue in a master's degree program in deaf education, thus acquiring dual certification. Several studies indicate that these deaf candidates progress through the same developmental stages as hearing candidates and that they develop high expectations for deaf learners. Issues related to implementing such a program are discussed. 相似文献
170.
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