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191.
The research seeks to provide the audience and web designers with a higher level of awareness about the level of accessibility problems within the e-government sector, specifically a sampling of 130 sites of the UK members of Parliament. The study applies the results of an online accessibility testing tool to analyze the compliance levels of both UK disability law and Web Content Accessibility Guidelines (WCAG). The research also show which guideline errors are the most prevalent among the sites and raises awareness about the issues of access in e-government. Although the UK's Disability Discrimination Act (DDA) of 1995 provides equality in access of websites to people with disabilities, the results of this study show that total openness of sites to these customers is not widespread and the vast majority of sites display similar non-compliance errors among the guidelines. For each of these issues, there are published methods that web designers can implement to improve the accessibility rankings of their sites and provide greater openness to users with disabilities. 相似文献
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This article discusses how students and teachers in an Advanced English as a Foreign Language (EFL) class in Cape Town, South Africa, construct meaning through mobile phones. Drawing on Cultural-Historical Activity Theory (CHAT), mobile phones are viewed as cultural artefacts that learners and teachers engage in the construction of meaning-making practices resulting in contradictions that potentially lead to radical transformation in the object and subject positions offered in the classroom. The case study was located in a Cape Town EFL institution with 14 adult foreign language learners and two foreign language teachers as participants. The findings indicated potential primary contradictions in division of labour and object owing to the teachers’ uptake of communicative language teaching (CLT) practices and their institutional roles. As contradictions must necessarily lead to change in a system, the authors propose that the use of mobile technology has the capacity to shift pedagogy in this context. 相似文献
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Joanne Archer Ann M. Hanlon Jennie A. Levine 《The Journal of Academic Librarianship》2009,35(5):410-420
Primary source research requires students to acquire specialized research skills. This paper presents results from a user study testing the effectiveness of a Web guide designed to convey the concepts behind “primary source literacy”. The study also evaluated students' strengths and weaknesses when conducting primary source research. 相似文献
196.
This study investigated the relationships of students’ incremental beliefs of math ability to their achievement emotions, classroom engagement and math achievement. A sample of 273 secondary students in Singapore were administered measures of incremental beliefs of math ability, math enjoyment, pride, boredom and anxiety, as well as math classroom attention and disruption. In addition, students’ end-of-year math achievement scores were collected from school records. The hypothesised mediation model was supported in structural equation modelling analysis. Incremental beliefs of math ability were associated positively with math enjoyment and pride, and negatively with math boredom and anxiety. Achievement emotions fully mediated the relationships of incremental beliefs of math ability to classroom engagement and math achievement. Incremental beliefs of math ability were associated positively with classroom attention through math enjoyment and pride, negatively with classroom disruption through math anxiety and positively with math achievement through the two outcome-related emotions, math pride and anxiety. The findings and implications are discussed in the academic context of Singapore. 相似文献
197.
Because there are good arguments both for and against loving one’s country, patriotism should be taught as a controversial issue in schools. But is this pedagogical approach practically viable in the British educational context? Here we report on a small‐scale survey of teachers and students in secondary schools and show that their perspectives and practices are highly compatible with our recommended approach. 相似文献
198.
This article examines the nature and process of collaborative learning in student-led group activities at university. A situative framework combining the constructs of social regulation and content processing was developed to identify instances of productive high-level co-regulation. Data involves video footage of groups of science students working on a case-based project. Striking group differences in types of interactions were revealed. Regularities in the emergence of high-level co-regulation and features of interactions that contributed to the maintenance of productive collaboration were also identified. The importance of fostering students' development as co-learners is highlighted. 相似文献
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Joanne Gard Marshall 《Journal of the Medical Library Association》2014,102(1):14-21