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排序方式: 共有253条查询结果,搜索用时 15 毫秒
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The effectiveness of information and communication technology on the learning of written English for 5- to 16-year-olds 总被引:1,自引:0,他引:1
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This article briefly outlines the history of IMTEC, from its origins within the OECD in Paris to its present independent state as a Norwegian non‐profit‐making foundation. Three aspects of its work are identified: Research and Development, Networking Activity, and Consultancy (Technical Assistance). Detailed information about each of these is given. The authors who write on their own behalf, conclude by anticipating a period of interesting expansion for the organisation. 相似文献
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Kristin French Michael J. Beran Kimberly Andrews Espy David A. Washburn 《Learning & behavior》2018,46(3):281-293
Executive functions (EF) have been studied extensively in children and adults. However, EF tasks for young children can be difficult to administer and interpret. Espy (1997, Developmental Neuropsychology, 13, 495–499) designed the Shape School task to measure inhibition and switching in preschool-aged children. Shape School presents cartoon-like characters that children must flexibly name by their color, their shape, or both, depending on cues that indicate the appropriate rule. Shape School has been found to be age sensitive as well as predictive of performance on other EF tasks. We presented a computerized analogue of Shape School to seven rhesus macaques. Monkeys were trained to categorize characters by color or shape, or to inhibit this response, depending on whether the characters had eyes open, eyes closed, or wore hats. Monkeys performed above chance on the inhibition and switching components of the task. Long runs of a single classification rule and long runs of noninhibition trials had no significant impact on performance when the rule changed or inhibition was required. This nonverbal adaptation of Shape School can measure EF in nonhuman animals and could be used in conjunction with other EF tasks to provide a clearer picture of both human and nonhuman executive functions. 相似文献
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Pamela Greenhough Mary Scanlan Anthony Feiler David Johnson Wan Ching Yee Jane Andrews Alison Price Maggie Smithson Martin Hughes 《Literacy》2005,39(2):97-103
A key tenet of the Home–School Knowledge Exchange Project is that children's learning will be enhanced if the knowledge and experience that are to be found both at home and in school can be brought together. In this paper we explore ways of connecting home and school to support literacy learning at Key Stage 1, focusing on the home‐to‐school direction. We discuss how shoeboxes, filled with children's artefacts, can support a range of literacy‐related activities in school. It is suggested that the extensive diversity of knowledge and interests reflected in the chosen objects presents teachers with an invaluable opportunity to personalise children's literacy learning. 相似文献
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ABSTRACT: The use of systematic reviews in educational research is a growing phenomenon in the UK, but is highly controversial. This article argues that such reviews have a useful place in a research cycle that wishes to inform and be informed by practice and policy. It proposes and discusses a model of educational research, showing how reviews relate to small or large-scale primary studies. 相似文献
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Computer‐assisted learning is having positive effects in distance education. Increased completion rates and enrolments at the Center for Independent Study, University of Missouri can be attributed to successful implementation of off‐line and on‐line systems. The Missouri system is compared to those in other distance teaching institutions and the strengths and weaknesses of the system are analysed. 相似文献