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131.
In the latest in a series of articles on experimental courses at Kent State University, the authors study how students perceive such classes in terms of a liberal arts cultural education versus a values oriented education. The results determine that subject matter interest was the prime motivation for students to enroll in experimental classes. The results also suggest an openness and variety of student interest that seems unaware of a liberal arts core of the best that has been thought. 相似文献
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Donald P Ely 《British journal of educational technology : journal of the Council for Educational Technology》1989,20(3):183-190
Indonesia, like many developing countries, has problems of increasing numbers of students, shortage of qualified teachers, limited resources and strong support for traditional schooling. Educational technology has been introduced to help alleviate some of the problems and has been relatively successful over the past 15 years. A planned effort to use educational technology in appropriate ways began in the mid-1970s and is still growing. Such success does not come easily. The lessons learned from this effort are explicitly stated in four categories: (1) cultural affairs (2) personnel and training (3) organisation and management and (4) leadership. Each 'lesson' is stated as a principle or guideline. Conclusions emphasise the importance of leadership, commitment, local control, long-range planning and the presence of a communications satellite. 相似文献
135.
Janet Gail Donald 《科学教学研究杂志》1993,30(8):905-918
What are students expected to learn in physics courses? Eight expert physics teachers and researchers, two from the University of Western Ontario in Canada, Cambridge University in the United Kingdom, Stanford University in the United States of America, and Monash University in Australia, described their perceptions of learning in their courses. Students from the courses were then interviewed for their perceptions of learning in physics courses. In their courses, professors focused on the development of intellectual skills, assuming that students had a specific physics vocabulary. Students, however, were aware of their own limitations and suggested that professors should take nothing for granted. Students considered that to be a good teacher, a professor should know the perspective of the students and should start at the students' level. The results suggested that the intellectual challenge of learning physics merits early explanation. 相似文献
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Donald Auster 《Educational technology research and development : ETR & D》1956,4(2):102-108
Conclusion We have briefly attempted to deineate the field of content analysis of communication media and point out of value of content
analysis as a method of audio-visual research. On the following pages is a bibliography of that part of the literature on
content analysis which seems mostuseful for audio-visual researchers.While the bibliography is fairly comprehensive it does
tend to omit studies dealing with the analysis of printed materials.
The quantitative analysis of the content of instructional materials has been virtually neglected. Here some useful applications
of the technique are made to audio-visual communication research. Donald Auster is an instructor in the Audio-Visual Center
at Indiana University. 相似文献
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Deafness in sub-Saharan Africa 总被引:1,自引:0,他引:1
Deaf education in sub-Saharan Africa originated in the 19th century, primarily through efforts by hearing European missionaries who typically followed their homelands' oral-only practices. But education became available to only a fraction of the deaf population. In the 20th century, Andrew Foster, a deaf African American missionary and Gallaudet University's first African American graduate, had unparalleled impact on deaf education in the region, establishing 31 schools for the Deaf, training a generation of deaf leaders, and introducing his concept of Total Communication, which embraced both American and indigenous signs. Nigeria, Kenya, Uganda, and South Africa have provided leadership in deaf education, but throughout the region there is growing acceptance of sign language use in school, and secondary and postsecondary education for the Deaf is increasingly available. Some national constitutions safeguard the rights of citizens with disabilities and even recognize indigenous sign languages. International disability organizations, particularly the World Federation of the Deaf, have helped change attitudes and train leaders. Despite some grim present realities, prospects for continued progress are good. 相似文献
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