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Jared Burch 《Teaching Statistics》2011,33(3):76-77
This article illustrates the importance of one's initial thoughts in problem solving through an entertaining example. 相似文献
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Kenneth J. Leising Jared Wong Chad M. Ruprecht Aaron P. Blaisdell 《Learning & behavior》2014,42(4):357-364
Many studies investigating cue competition have focused on the blocking effect. We investigated the blocking effect with pigeons using a landmark-based spatial search task in both a touchscreen preparation (Exp. 1a) and an automated remote environmental navigation apparatus (Exp. 1b). In Phase 1, two landmarks (LMs: A and Z) appeared on separate trials as colored circles among a row of eight (touchscreen) or six (ARENA) identical response units. Subjects were rewarded for pecking at a target response unit to the right of LM A and to the left of an extraneous LM, Z. During the blocking trials in Phase 2, LM X was presented in compound with a second LM (A) that had been previously trained. On control trials, LM Y was presented in compound with LM B and a target in the same manner as in the trials of AX, except that neither landmark had previously been trained with the target. All subjects were then tested with separate trials of A, X, B, and Y. Testing revealed poor spatial control by X relative to A and Y. We report the first evidence for a spatial-blocking effect in pigeons and additional support for associative effects (e.g., blocking) occurring under similar conditions (e.g., training sessions, spatial relationships, etc.) in 3-D and 2-D search tasks. 相似文献
15.
Jared Keengwe Emmanuel Adjei-Boateng Watsatree Diteeyont 《Education and Information Technologies》2013,18(4):597-607
Online learning has minimized many barriers and constraints that are common in traditional learning environments. However, due to the absence of face-to-face contacts, students and instructors are usually faced with the lack of active social presence and meaningful interactions in online learning. This article explores a review of the literature on social presence and various types of interactions in online learning environments in the context of a class project. The findings suggest need for online instructors to explore effective ways to design and facilitate active social presence and meaningful interactions in online learning. 相似文献
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This article illustrates how a triangular prism model (TPM) could help researchers examine challenging and successful factors to sustaining online learning communities (OLCs) for preservice and inservice teachers. The TPM was constructed on a review of the literature on activity theory. The TPM is a conceptual framework that guides empirical examination of OLCs’ ongoing development and their connections within a relevant context. This article highlights the application of this framework to two online learning communities (preservice and inservice teachers) and reviews the potential of a TPM as an analytical tool. 相似文献
17.
This article examines a technology-rich curriculum project that was implemented in China with in-service teachers during a three-year period. The findings suggest the need to support in-service teachers to implement new technology-rich curriculum. The findings also imply the need for curriculum designers to have a good understanding of not only their team members, but also of EFL (English as a Foreign Language) teachers in order to provide appropriate and relevant technology-rich curriculum. The authors suggest important related topics for further research, such as job-embedded professional development and professional learning communities. 相似文献
18.
Marcia A. Shobe Yvette Murphy-Erby Jared Sparks 《Mentoring & Tutoring: Partnership in Learning》2013,21(5):446-460
Social work faculty experience increasing demands to develop and maintain a research portfolio that includes external funding and publications. Given the increase in research expectations, more part-time instructors are needed to teach courses. In addition to the literature review, we briefly describe a pilot part-time faculty mentorship project developed by our school to build a strong, connected, and consistent part-time faculty team. However, we also wanted to examine mentorship programs at other schools/departments of social work; as a result, we conducted an exploratory research study with social work deans and directors nationwide. Findings suggested that while schools of social work are more likely to employ greater numbers of faculty overall, departments tend to have higher teaching expectations for full-time tenure-track faculty. Despite variability among responses, most schools and departments provide some form of support to part-time faculty members; a lack of resources was given as the primary reason for limited mentorship activities. 相似文献
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Ou Lydia Liu Chris Brew John Blackmore Libby Gerard Jacquie Madhok Marcia C. Linn 《Educational Measurement》2014,33(2):19-28
Content‐based automated scoring has been applied in a variety of science domains. However, many prior applications involved simplified scoring rubrics without considering rubrics representing multiple levels of understanding. This study tested a concept‐based scoring tool for content‐based scoring, c‐rater?, for four science items with rubrics aiming to differentiate among multiple levels of understanding. The items showed moderate to good agreement with human scores. The findings suggest that automated scoring has the potential to score constructed‐response items with complex scoring rubrics, but in its current design cannot replace human raters. This article discusses sources of disagreement and factors that could potentially improve the accuracy of concept‐based automated scoring. 相似文献
20.
Libby F. Gerard Jane B. Bowyer Marcia C. Linn 《Journal of Science Education and Technology》2008,17(1):1-18
Reforms such as technology-enhanced instruction require principal leadership. Yet, many principals report that they need help
to guide implementation of science and technology reforms. We identify strategies for helping principals provide this leadership.
A two-phase design is employed. In the first phase we elicit principals’ varied ideas about the Technology-enhanced Learning
in Science (TELS) curriculum materials being implemented by teachers in their schools, and in the second phase we engage principals
in a leadership workshop designed based on the ideas they generated. Analysis uses an emergent coding scheme to categorize
principals’ ideas, and a knowledge integration framework to capture the development of these ideas. The analysis suggests
that principals frame their thinking about the implementation of TELS in terms of: principal leadership, curriculum, educational
policy, teacher learning, student outcomes and financial resources. They seek to improve their own knowledge to support this
reform. The principals organize their ideas around individual school goals and current political issues. Principals prefer
professional development activities that engage them in reviewing curricula and student work with other principals. Based
on the analysis, this study offers guidelines for creating learning opportunities that enhance principals’ leadership abilities
in technology and science reform. 相似文献