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101.
Learning Analytics (LA) and adaptive learning are inextricably linked since they both foster technology-supported learner-centred education. This study identifies developments focusing on their interplay and emphasises insufficiently investigated directions which display a higher innovation potential. Twenty-one peer-reviewed studies are identified via a systematic review and classified based on the dimensions of a proposed framework. The findings of the review suggest that interesting work has been carried out during the last years on the topic. We conclude with a need for more research on the topic in specific learning domains and settings. Recommendations include: a clear strategy for adaptation augmented by LA, the combination of on-task with pre-task measures, and the combination of system-controlled adaptation with user-controlled adaptation. Future trends include the emergence of constructivist-collaborative environments that provide insightful models of complex student behaviour. 相似文献
102.
Arellano-Houchin Anna Flamenco Claudia Merlos Moisés M. Segura Lorena 《The Urban Review》2001,33(3):221-235
The Urban Review - Passage of Proposition 227 has almost effectively eliminated bilingual education in California public schools, tying the hands of teachers who still have to educate students not... 相似文献
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Previous research has suggested that adopting a transformative school organisation perspective when implementing ESD may be more productive than the previously recommended transmissive perspectives, but it is not clear how transformative perspectives could be introduced. To address this issue, we conducted an empirical mixed methods study of existing practices in 10 highly ESD-active upper secondary schools in Sweden. The schools’ leaders, who were responsible for implementing ESD, were interviewed to obtain information on the quality criteria they used to guide their work. The arguments used by the leaders to justify their criteria were analysed and categorised based on their relationships with the transmissive and transformative quality strategies. Both school organisation perspectives were found to co-exist within the schools. A detailed analysis of schools where the transformative perspective was dominant revealed three distinct quality strategies, one of which was found to embody a strong focus on a transformative approach. This specific quality strategy is discussed and suggested as a way for interested schools to implement ESD in a more transformative way at the school organisation level. 相似文献
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In the process of developing our modern understandingof electricity, magnetism and electromagnetism, ourpredecessors carried out experiments which are readilyreplicable in the classroom. Their understanding ofthe phenomena concerned followed a similar path tothat followed by modern students as they discover theconcepts of charge, conservation of charge, the natureof electric and magnetic fields and how electricity and magnetism interact. This paper willdescribe the historical development of these ideasincluding some of the experiments and discussionswhich can allow students to correctly form theseconcepts. 相似文献
107.
Inflatable balls and cushions made of non-latex rubber can provide alternatives to sitting on the floor/ground or classroom chairs. This study tested the effect of inflatable cushions (wiggle cushions) placed on the floor for seating during circle time in typical preschool classrooms. The effect on attention was tested using alternating periods of usual seating and wiggle cushions. Four preschool classrooms (n = 25) were utilized, with two randomly assigned to the intervention condition (n = 15) and two as control (n = 10). Circle time was led by classroom teachers. Preschoolers’ engagement was rated using five subscales of the Child Behavior Rating Scale (Mahoney and Wheeden 1999), a five-point Likert-type scale, from video recordings of a uniformly structured seven-minute period at the beginning of circle time. With use of wiggle cushions, there were statistically significant improvements in Attention and Persistence subscales (p = .002, .026 respectively). Teachers provided positive feedback for the intervention, indicating social validity. Results provide support for the use of wiggle cushions to enhance engagement during preschool circle time. 相似文献
108.
Braun Edith Spexard Anna Nowakowski André Hannover Bettina 《Tertiary Education and Management》2020,26(2):171-183
Tertiary Education and Management - Higher education institutions face the challenge to promote diversity competence. We suggest a procedure which can help raise awareness for diversity issues... 相似文献
109.
Anthony J. Shaddock Anthony T. Spinks Anna Esbensen 《International Journal of Disability, Development & Education》2000,47(4):383-395
This study explores the content validity of a profile used to describe the communication behaviour of people with intellectual disabilities. The profile, named Biala-II - a Wiradjuri (an Australian Aboriginal language) word for "I understand you" - makes use of the knowledge of informants who are able to provide specific and detailed information on the ways in which a person communicates. This information can be used by ''communication partners'' to guide their interactions with a person whom they do not know well. Five samples of experts - parents, researchers, residential workers, speech pathologists, and special education teachers - rated 16 "best practice" indicators and then rated Biala-II in relation to these indicators. They also answered questions about specific features of the profile with attention to the methodology employed and the likelihood that its use would improve communication with people with an intellectual disability. The results reveal a high level of support for the profile. 相似文献
110.
Anna Neale 《Pastoral Care in Education》2019,37(1):33-53
The aim of this research was to critically examine methods for reducing incidences of aggression within adolescence. To achieve this aim, a proactive intervention programme was devised and implemented aimed at changing attitudes towards physical and relational aggression through social skills education within the College’s tutorial programme. The research involved the implementation of an intervention programme that consisted of three workshops based on social skills training, problem solving and anger management techniques, the development of empathic skills, education on the role of the bystander, and victimisation prevention strategies (N = 158). Two self-report questionnaires were administered, pre-test and post-test to analyse the effectiveness of the intervention programme. The questionnaires included measures of attitude towards physical and relational aggression; victimisation; popularity and aggression; bystander and victimisation beliefs; and empathy towards victims. A control group completed the two questionnaires in the same time frame but without undertaking the intervention workshops. Post implementation, aggression scores for both physical and relational aggression significantly decreased for the intervention group against a control. Additionally, popularity was found to positively correlate with both physical and relational aggression. This study highlights the necessity for intervention programmes in educational environments in terms of the shaping of prosocial attitudes of students and to ensure the safeguarding of students. 相似文献