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61.
Ju‐Joan Wong Po‐Yu Chen Chun‐Di Chen 《The International Journal of Art & Design Education》2016,35(1):140-153
Professional training for designers is crucial in the field of design studies. The characteristics of novices versus those of expert designers have been identified in the literature; however, studies exploring the issue of professional training processes in the actual workplace are not well developed. Our study addresses the topic by using qualitative research methods along with flexible design. Collected data from the interviewees with different work experience were analysed by open, axial and selective coding. Herein, we argue that the processes by which a designer transforms from a novice into an expert in the industry are constructed through the interaction of several complicated factors. The re‐learning inherent in design professions is implemented through knowledge transfer gained from participation in design projects, particularly regarding tacit knowledge. Also, the novice's process of learning and training yields the characteristics and skills that companies and firms require of designers; this process involves a series of disciplinary sub‐processes, from destructive to reconstructive, implemented by employers. In these sub‐processes, the subjectivity of designers is neglected, leading to the suppression of imaginative expression and feelings of alienation among these workers. 相似文献
62.
The elaboration theory of instruction: A model for sequencing and synthesizing instruction 总被引:1,自引:2,他引:1
Charles M. Reigeluth M. David Merrill Brent G. Wilson Reginald T. Spiller 《Instructional Science》1980,9(3):195-219
This paper describes a novel instructional model for sequencing, syntheizing, and summarizing subject-matter content. The importance of such models is discussed, along with the need for a significant change in the role of subject-matter structure in instruction. A zoom-lens analogy is presented to facilitate an understanding of the elaboration model of instruction. Some basic concepts and principles upon which the model is based are described. The basic unvarying components of the elaboration model are described. And finally, some variations in the model for different kinds of goals are described. The elaboration model follows a general-to-detailed pattern of sequencing, as opposed to the hierarchically based sequences derived from Gagné-type task analyses.Many of the ideas described in this paper were developed under two projeets, one funded by Brigham Young University in Provo, Utah, and the other by the Navy Personnel Research and Development Center in San Diego, California; however, the ideas expressed do not necessarily constitute the opinions of the funding institutions. 相似文献
63.
Eugene Sadler‐Smith 《教育心理学》1997,17(1-2):51-63
In both education and training an important aspect of the design, development and delivery of learning is the role of individual differences between learners in terms of their ‘learning styles’. One may identify four broad categories of what have been termed ‘learning style’: (i) ‘cognitive personality elements’ (e.g. Witkin et al. 1977; Riding, 1991); (ii) ‘information‐processing style’ (e.g. Kolb, 1984; Honey & Mumford, 1992); (iii) ‘approaches to studying’ (e.g. Entwistle & Tait, 1994); (iv) ‘instructional preferences’ (e.g. Riechmann & Grasha, 1974). A study of 245 university undergraduates in business studies aimed to: (i) describe the range of individual differences present within the sample; (ii) investigate the relationship between learners’ cognitive styles, learning styles, approaches to studying and learning preferences; (iii) consider the implications of ‘learning style’ for teaching and learning in higher education. The present study suggested some overlap between the dimensions measured by the Learning Styles Questionnaire (Honey & Mumford, 1986; 1992) and the Revised Approaches to Studying Inventory (Entwistle & Tait, 1994). No statistically significant correlations were found between cognitive style, as measured by the Cognitive Styles Analysis (Riding, 1991) and any of the other ‘style’ constructs used. Further research is required to investigate these relationships, as is a large‐scale factor analytical study of the Honey and Mumford and Kolb instruments. The notions of whole brain functioning, integra‐tive approaches to studying and degree of learning activity are discussed. 相似文献
64.
Benedicta D’Souza Vivian D’Souza S. Sowmya G. Seema C. N. Hemalatha M. Anu G. Sajana 《Indian journal of clinical biochemistry : IJCB》2008,23(3):218-222
The study was conducted to find out the extent of lipid peroxidation and antioxidant status in ischemic stroke patients (ISPs)
with and without diabetes. Malondialdehyde (MDA) was studied as a marker of lipid peroxidation. Glutathione (GSH), uric acid
and ceruloplasmin were estimated to study the antioxidant potential of ISPs. Significantly higher levels of MDA were found
in both the groups of ISPs and the increase in MDA was more in ISPs without diabetes. GSH levels were decreased significantly
in both the groups of ISPs and maximum decline was found in ISPs with diabetes. Uric acid levels were significantly increased
in both the groups of ISPs. Ceruloplasmin levels were increased significantly in ISPs without diabetes, whereas its levels
were slightly decreased in ISPs with diabetes. A negative correlation was found between MDA and the antioxidants GSH, uric
acid and ceruloplasmin in ISPs with diabetes. This study suggests that there is an association between ischemic stroke and
increased oxidative stress and the antioxidant potential is impaired in both the groups of ISPs with and without diabetes. 相似文献
65.
66.
Morgan Chitiyo Plaxedes Makweche‐Chitiyo Meungguk Park Lawrence K Ametepee Jonathan Chitiyo 《Journal of Research in Special Educational Needs》2011,11(3):171-177
Students who engage in challenging behaviour compromise the fundamental ability of schools to educate children. Consequently, teachers face the daunting task of designing effective strategies to promote positive educational outcomes for their students. Since the 1997 Individuals with Disabilities Education Act amendments, the use of positive behaviour supports (PBS) to address the behavioural needs of children challenged by disabilities has expanded. There is evidence to support the utility of PBS in reducing challenging behaviour among students. However, successful schools are also gauged by the academic achievement of their students. Hence, it is important to examine the extent to which behavioural outcomes are related to academic outcomes. The purpose of this paper is to examine the extent to which PBS interventions aimed at reducing challenging behaviour result in corresponding improvement in academic achievement. A meta‐analysis of extant research indicated a positive correlation of 0.40 between improvement in problem behaviour and academic achievement. A video abstract of this article can be viewed at: http://youtu.be/c9OUU0GkGrw . 相似文献
67.
68.
This paper examines music education’s legitimation of values as a means of preparing students for entry into the new ‘knowledge society’ of the People’s Republic of China in a global age. It explores the ways in which values education relates to the teaching of both musical and non‐musical meanings in the dual context of nationalism and globalization, and discusses some problems that values education faces in school music classrooms. It examines the ways in which globalization has pressured values education into resolving the apparent contradiction between national identity and national unity in the ever‐changing play of Chinese history and politics. It concludes with a discussion of how music education might juggle three pairs of apparently contradictory relationships in the curriculum: between contemporary cultural and social values on the one hand, and traditional Chinese and Communist ideologies on the other; between collectivism and individualism; and between national and global cultures. 相似文献
69.
Ingjerd Høien‐Tengesdal 《Scandinavian Journal of Educational Research》2013,57(5):451-469
According to the Simple View of Reading (SVR), reading comprehension is the product of word decoding ability and linguistic comprehension (R = D × C). However, there is also evidence showing that an additive model (R = D + C) explains just as much or even more of the variance in reading comprehension than the product model. To further evaluate these models, 467 Norwegian students in grade 6 were administered measures of reading comprehension, decoding ability, listening comprehension, phonemic awareness, and rapid digit naming. Hierarchical regression analyses were conducted to evaluate the explanatory power of each model, in addition to the influence of phonemic awareness and rapid naming. The preliminary hierarchical regression analyses were replicated among Swedish students. According to the present study, the additive model explained more of the variance in reading comprehension than the product model, and only rapid naming contributed significantly to explain variance in reading comprehension, above and beyond that explained by the SVR. 相似文献
70.
Kajsa Yang Hansen Monica Rosén Jan‐Eric Gustafsson 《Scandinavian Journal of Educational Research》2013,57(2):197-211
This study examines the changes in educational inequality at the school‐ and individual‐levels in 1991 and 2001. Comparisons are made between the IEA Reading Literacy Study 1991 and the so called 10‐Year Trend Study in PIRLS 2001. The between‐school differences in reading achievement variance and the size of the relationship between SES and reading achievement at school‐level are the two main focuses. Applying a two‐level structural equation modeling technique, it was found that the between‐school differences in reading achievement were greater in RLS 2001 than in RLS 1991, and the school SES effect has been strengthened over time. These changes indicate that educational inequality in Sweden has increased over time. Some possible explanations to these changes are discussed with reference to school reforms and demographic changes. 相似文献