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排序方式: 共有113条查询结果,搜索用时 218 毫秒
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Catherine Beavis Thomas Apperley Clare Bradford Joanne O'Mara Christopher Walsh 《English in Education》2009,43(2):162-175
The need for literacy and the English curriculum to attend to digital literacies in the twenty-first century is well established. Although studies in digital literacies have examined the inclusion of computer games in schools, there has not been an extended study of English teachers incorporating computer games into their teaching and learning through action research projects. This paper outlines the structure and progress of a research project exploring the uses of computer games in English classrooms. We argue that much can be learned about the teaching of both print and digital literacies from examining computer games and young people's engagement in online digital culture in the world beyond school. 相似文献
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This work analyzes the evolution of time allocation for agricultural and life science faculty in Tier 1 US research universities from 1975 to 2005. Specifically, it explores the trends with respect to time spent on research versus administrative activities, and shows about a 20% decline in the former and doubling of time spent on the latter. Most of the research time decline is accounted for by increased pre and post-grant administrative efforts and other non-research administrative activities rather than changes in teaching activity. Despite the substantial decrease in time available for research, other key research inputs and overall journal article output per faculty have remained relatively stable over that same time period. These findings raise important concerns regarding whether faculty time is being used sub-optimally relative to other ways in which administrative activities might be completed and scholarly activity might be advanced. 相似文献
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Rachmatullah Arif Reichsman Frieda Lord Trudi Dorsey Chad Mott Bradford Lester James Wiebe Eric 《Journal of Science Education and Technology》2021,30(4):511-528
Journal of Science Education and Technology - This study examined students’ genetics learning in a game-based environment by exploring the connections between the expectancy-value theory of... 相似文献
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Bradford W. Imrie 《Assessment & Evaluation in Higher Education》1995,20(2):175-189
Assessment for student learning and of student performance, formative and summative, is a crucial quality issue and the paper discusses principles and procedures of taxonomies for good practice in regard to assessment. Five taxonomies, with some variations, are described; exhibits are used to present details. The implications of a taxonomic approach to assessment are profound in that the use of taxonomies requires peer discussion and provides a framework for accountability and quality assurance. From a pedagogical point of view, there should be a clear and justifiable link between objectives, assessment and outcomes, with appropriate teaching and assessment methods selected by teachers. From a quality point of view, a taxonomic approach is an indicator of quality assurance 相似文献
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This article orients a recently proposed alienation-based framework for student learning theory (SLT) to the empirical basis of the approaches to learning perspective. The proposed framework makes new macro-level interpretations of an established micro-level theory, across three levels of interpretation: (1) a context-free psychological state (alienation), (2) a context-bound psychological state (student alienation), and (3) sociological processes from which these psychological states arise. Evidence for the viability of this macro–micro framework is, however, lacking, as is a clear path to seeking such evidence due to the framework’s complexity. The dichotomy of state and process implied by the framework reflects a recognised ‘dual interpretation’ of alienation, by which micro-level experiences are linked to behaviours through mediating macro-level psychological states. We use this dual interpretation together with Seeman’s (Ann Rev Sociol, 1975) six variants of alienation to construct a clear and well-ordered overall framework, and to hypothesize comprehensive explanations for the correlations observed between surface approaches to learning and five dimensions of learning experience emphasized in SLT. These five hypotheses are presented as succinct if…then statements, and assessed according to established qualitative criteria. Overall, the article prepares the way both for empirical verification of what is a complex theoretical structure, and for other future research in this vein. 相似文献
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