Recent decades have witnessed dramatically improved survival rates for infants born prematurely, especially those born very
and extremely preterm. Follow-up studies concerned with long-term neurodevelopmental outcomes for children born preterm indicate
that these children are at high risk for a range of cognitive, learning, neuromotor, and behavioral difficulties. However,
to date, most of the existing literature has tended to focus on the medical and developmental impact of preterm birth, with
little consideration given to the educational implications. Addressing this research gap is important since cognitive and
educational difficulties represent the most commonly occurring cluster of adverse outcomes affecting children born very or
extremely preterm, with up to two thirds likely to require educational assistance during their school years. The goal of this
review is to provide an overview of existing research findings relating to the educational needs of school-age preterm children.
Methodological issues that need to be addressed in future outcome research relating to the developmental and educational needs
of very preterm children are also highlighted. Finally, implications of existing findings for educational psychologists, counselors,
teachers, and teacher educators are discussed in terms of the roles of society, education systems, schools, and teachers. 相似文献
Considerable work over many years has explored the contribution technology can make to science learning, at all levels of education. In the school sector, historically this has focused on the use of fixed, desktop-based or semi-mobile laptop systems for purposes such as experiment data collection or analysis, or as a means of engaging or motivating interest in science. However, the advent of mobile devices such as iPads supported by a huge array of low or no cost apps, means that new opportunities are becoming available for teachers to explore how these resources may be useful for supporting ‘hands on’ science learning. This article reports outcomes from a study of primary (elementary) school students’ use of a series of apps integrated with practical science activities, in a topic exploring Energy concepts. It used an innovative display capture tool to examine how the students used the apps and features of their iPads to scaffold their practical work at different stages during the experiments. Results identify device functions and app-based scaffolds that assisted these students to structure their experiments, understand procedures, think about the influence of variables and communicate and share outcomes. However, they also discovered limitations in the apps’ ability to support conceptual knowledge development, identifying the critical role of teachers and the importance of task structure and design to ensuring conceptual knowledge objectives are met. 相似文献
Over the years, a variety of frameworks, models and literacies have been developed to guide teacher educators in their efforts to build digital capabilities in their students, that will support them to use new and emerging technologies in their future classrooms. Generally, these focus on advancing students’ skills in using ‘educational’ applications and digitally-sourced information, or understanding effective blends of pedagogical, content and technological knowledge seen as supporting the integration of digital resources into teaching, to enhance subject learning outcomes. Within teacher education institutions courses developing these capabilities are commonly delivered as standalone entities, or there is an assumption that they will be generated by technology’s integration in other disciplines or through mandated assessment. However, significant research exists suggesting the current narrow focus on subject-related technical and information skills does not prepare students adequately with the breadth of knowledge and capabilities needed in today’s classrooms, and beyond. This article presents a conceptual framework introducing an expanded view of teacher digital competence (TDC). It moves beyond prevailing technical and literacies conceptualisations, arguing for more holistic and broader-based understandings that recognise the increasingly complex knowledge and skills young people need to function ethically, safely and productively in diverse, digitally-mediated environments. The implications of the framework are discussed, with specific reference to its interdisciplinary nature and the requirement of all faculty to engage purposefully and deliberately in delivering its objectives. Practical suggestions on how the framework might be used by faculty, are presented.
Makerspaces embody a growing movement of educators promoting constructionist learning with physical materials and digital technologies such as 3D design and 3D printing. As it gains traction in K-12 settings, the maker movement represents an interesting context in which to explore how professional ecologies can equip teachers with the knowledge, skills and dispositions needed to implement twenty-first century learning in their school context. This study investigated the roles of different participants from industry, school leadership and colleagues in influencing teachers’ confidence, enthusiasm, capabilities and beliefs when teaching in makerspaces. Utilising triangulated observations of activities through online questionnaires at beginning, middle and end points, as well as postproject interviews, the study explored the participation of 27 primary school teachers in a blended professional learning programme, followed by classroom delivery of modules focusing on tablet-based 3D design applications and the use of newly instaled 3D printers. Reporting no prior knowledge or experience with makerspaces, quantitative analyses revealed significant increases in teachers’ confidence and enthusiasm. Qualitative analyses of questionnaire and interview data underscored the influence of hands-on and theoretically grounded professional learning providing practical exposure to constructionist ideas, design thinking methodologies and 3D design technologies. Findings reveal the importance of targeted professional learning coupled with a substantial collegially supported implementation phase, as well as support from school leaders and industry partners to promote meaningful pedagogical change in technology-mediated maker-based learning. 相似文献
A large sample of international students attending an Australian metropolitan university provided data concerning use of university
health and counselling services—their perceived need for help, resultant help-seeking, satisfaction with help given, explanations
for not seeking help when in need, and variables that predicted help-seeking. Using as criterion the individual’s perceived
need for help, we found students were under-utilizing both health and counselling services. Those who did seek help evaluated
their experiences positively. The gap between need and action is a concern. Students explained failure to act in terms of
insufficient seriousness of problems, lack of information about services and, to a lesser extent, doubts and discomfort about
the services. Contrary to views commonly expressed in the literature, student perceptions and responses showed few differences
based on cultural background. Within-person variables played a stronger role than culture in accounting for students’ help-seeking
decisions. 相似文献
Photography Year: 1977 Edition (Alexandria, Va.: Time-Life Books, 1977—price not given) Shirley Glubok's The Art of Photography (New York: Macmillan, 1977—$7.95) Paul Dickson's Out of this World: American Space Photography (New York: Dell Books, Delta Special, 1977—E9.95, paper) Garry Winogrand's Public Relations (New York: Museum of Modern Art, 1977—$9.95, paper) Michael Emory's Windows (Chicago: Contemporary Books, 1977—$25.00) Donna-Lee Phillips and Lew Thomas, eds. Eros and Photography: An Exploration of Sexual Imagery and Photographic Practice (Camerawork/NFS Press, P.O. Box 31040, San Francisco, Calif. 94131—$l0.95, paper) 相似文献