Persistence of Attitudes and Values of NDEA Students-Two Years Post Institute

Eighty-two students who had been enrolled in year-long NDEA Counseling and Guidance Institutes were followed up for a two-year period concerning attitudes and values. Subjects were administered the Porter Test of Counselor Attitudes and the Study of Values. Students attitudes and values similar to those present at the onset of their program and similar to those present after they had been away from their program one year. Some differences were noted concerning end-of-institute responses. Changes occuring during the programs appear minimal. Since there were no differences indicated between the one- and two-year follow-up, one year might be a sufficient period for this type of investigation.     

The relationship of teacher ratings of executive functions to emergent literacy in Head Start

Reading and Writing - The purpose of this study was to investigate the concurrent relationships between selected teacher-rated executive function (EF) and a comprehensive array of emergent literacy...     

Indexed Captioned Searchable Videos: A Learning Companion for STEM Coursework

Videos of classroom lectures have proven to be a popular and versatile learning resource. A key shortcoming of the lecture video format is accessing the content of interest hidden in a video. This work meets this challenge with an advanced video framework featuring topical indexing, search, and captioning (ICS videos). Standard optical character recognition (OCR) technology was enhanced with image transformations for extraction of text from video frames to support indexing and search. The images and text on video frames is analyzed to divide lecture videos into topical segments. The ICS video player integrates indexing, search, and captioning in video playback providing instant access to the content of interest. This video framework has been used by more than 70 courses in a variety of STEM disciplines and assessed by more than 4000 students. Results presented from the surveys demonstrate the value of the videos as a learning resource and the role played by videos in a students learning process. Survey results also establish the value of indexing and search features in a video platform for education. This paper reports on the development and evaluation of ICS videos framework and over 5 years of usage experience in several STEM courses.     

DILEMMAS AT A DISTANCE

This paper addresses some of the situations and problems to be found in distance learning for both the teacher and learner. It looks at the general needs of distance learning and, implicitly, on the strategies used to provide feedback in both directions. It uses as examples courses given by live television to branch campus students at distances of 30 to 120 miles from the instructor. Some solutions are suggested to the difficulties found in this specific situation, which should be able to be translated into other learning situations.     

解决分布式需求的内在冲突

2006年8月,GEN(I网络创新的全球化环境)项目组公布其项目的设计原则。来自普林斯顿大学、麻省理工大学、华盛顿大学等学校的十二位专家编写了这份报告。该报告阐述了GENI的研究范围、用户的需求、需求的内在压力,以及工程设计的原则。报告指出了GENI的价值主张,广泛的部署、多样化可扩展的网络技术集合、对真实用户流量的支持仍是GENI关注的原则和方向。上期已经介绍第一部分——“分布式需求定义GENI的重心”,本期刊出第二部分——“解决分布式需求的内在冲突”。     

PERSONALITY PROFILES AND SELECTION FOR COURSES

16PF Personality profiles for 364 young civil engineers have been compared to the British Norms for the 16PF Questionnaire. Civil Engineers differ from the British Norms on five of the 20 factors derived from the Questionnaire. These factors indicate the questions on which to concentrate when selecting students for civil engineering courses.     

What Teachers and Headteachers Think about Inspection

This is a study of 14 inspections of primary and secondary schools carried out by local inspectors in five widely separated areas during 1992 and 1993. The inspection approaches varied and in two cases followed the new OFSTED pattern. Reactions to inspection were gathered through interviews with headteachers and discussions with groups of teachers. Teachers’ reactions are described in relation to: the preparation for inspection; the inspectors as individuals; the inspection process; reporting and follow‐up. It is suggested that some of the concerns associated with these issues will be met by the new OFSTED arrangements. However, OFSTED practice may be less satisfactory in meeting other concerns such as the provision of adequate teacher feedback and the organisation of follow‐up advice and support     

Quality assessment and quality assurance in distance teacher education

Governments around the world have increasingly used distance education (DE), both preservice and inservice, to overcome conventional, campus‐based programme constraints in funding, access and student places. DE programmes have shown that they can expand assess to teacher education, but still need to demonstrate that they can produce teachers of the quality needed for today's schools. Quality assessment systems have been developed, using either examinations or impact studies, to demonstrate programme effect on graduate outcomes related to good teaching. Quality assurance systems have been designed, based on the concept of the ‘learning organisation’, to assure continuous improvement in programme conditions related to the desired outcomes. Quality assessment and assurance systems are reviewed and some examples of quality DE programmes presented.