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211.
212.
Shalom M. Fisch Susan K. McCann 《Educational technology research and development : ETR & D》1993,41(3):103-109
The current reform movement in mathematics education has called for new ways of teaching that encourage children to become
active participants in mathematical problem solving. In this article, the potential of educational television to elicit such
behavior is investigated by reviewing research on theSquare One TV television series. A sizable body of evidence indicates that, through viewer participation,Square One TV can promote mathematical behavior directly among its target audience of 8- to 12-year-olds. Described in the article are
the types of viewer participation that have been observed, threeSquare One TV formats that have consistently been found to elicit participative behavior, and several characteristics of these formats
that may have been responsible for increased viewer participation. If these characteristics are incorporated into future television-based
materials, they may increase the potential of the materials to elicit active participation among viewers.
The production ofSquare One TV and the research described here were supported by the National Science Foundation, the Corporation for Public Broadcasting,
the Carnegie Corporation, and the U.S. Department of Education. Production of the first season was also supported by the Andrew
W. Mellon Foundation and by the IBM Corporation. Additional funding for the fourth and fifth seasons was provided by the Intel
Corporation.
This article is based on a paper presented at the 1993 meeting of the American Educational Research Association in Atlanta,
Georgia. 相似文献
213.
H M Wellman D Cross K Bartsch 《Monographs of the Society for Research in Child Development》1987,51(3):1-67
Research on Piaget's stage 4 object concept has failed to reveal a clear or consistent pattern of results. Piaget found that 8-12-month-old infants would make perserverative errors; his explanation for this phenomenon was that the infant's concept of the object was contextually dependent on his or her actions. Some studies designed to test Piaget's explanation have replicated Piaget's basic finding, yet many have found no preference for the A location or the B location or an actual preference for the B location. More recently, researchers have attempted to uncover the causes for these results concerning the A-not-B error. Again, however, different studies have yielded different results, and qualitative reviews have failed to yield a consistent explanation for the results of the individual studies. This state of affairs suggests that the phenomenon may simply be too complex to be captured by individual studies varying 1 factor at a time and by reviews based on similar qualitative considerations. Therefore, the current investigation undertook a meta-analysis, a synthesis capturing the quantitative information across the now sizable number of studies. We entered several important factors into the meta-analysis, including the effects of age, the number of A trials, the length of delay between hiding and search, the number of locations, the distances between locations, and the distinctive visual properties of the hiding arrays. Of these, the analysis consistently indicated that age, delay, and number of hiding locations strongly influence infants' search. The pattern of specific findings also yielded new information about infant search. A general characterization of the results is that, at every age, both above-chance and below-chance performance was observed. That is, at each age at least 1 combination of delay and number of locations yielded above-chance A-not-B errors or significant perseverative search. At the same time, at each age at least 1 alternative combination of delay and number of locations yielded below-chance errors and significant above-chance correct performance, that is, significantly accurate search. These 2 findings, appropriately elaborated, allow us to evaluate all extant theories of stage 4 infant search. When this is done, all these extant accounts prove to be incorrect. That is, they are incommensurate with one aspect or another of the pooled findings in the meta-analysis. Therefore, we end by proposing a new account that is consistent with the entire data set. 相似文献
214.
Educational technology units, audio-visual aids centres or television services have been established in many British Universities during the present quinquennium. These have met with varied responses from academics, and several organizational patterns have emerged. This article sets out to describe the organizational structure and the range of services offered by the Educational Services in the University of Bath. The Service grew out of the amalgamation of several discrete and independent provisions within the University—projection services, a City-University television service, a unit in the School of Education and so on.Across the board involvement is achieved via a Senate Committee responsible for overall direction, credibility is established by the appointment of an existing academic staff member as director, and an internal bulletin provides the core of a communications system with the academics. Staff seminars on curriculum analysis and development, methods of evaluation and so on, backed up by occasional visiting speakers, provide theoretical backup to the practical and hardware services. An important aspect of the work of the Service is co-operation and co-ordination with the new University Library which has been designed to provide both book and non-book information services. Professor Austwick is the Chairman of the Senate Committee on Educational Technology, and Mr. Harris is the Director of Educational Services in the University.
Les services annexes de l'enseignement a l'Universite de Bath
Résumé Des services rassemblant les moyens techniques d'enseignement, ainsi que des centres audio-visuels ou télévisuels ont été créés dans de nombreuses universités anglaises ces dernières années. Ils ont suscité des réactions différentes de la part du milieu universitaire et, de ce fait, des formes d'organisation différentes sont apparues. L'article vise à décrire l'organisation et la gamme des services qui se rencontrent en cette matière à l'Université de Bath. Le Service des moyens pédagogiques est né de l'intégration de plusieurs services indépendants qui existaient au sein de l'Université: services de projection, de télévision, un groupe de l'Institut d'éducation etc.Les relations avec le Conseil sont assurées par un comité responsable de la marche générale des services; le sérieux de l'entreprise est garanti par la nomination comme directeur d'une personalité membre du corps universitaire; la publication d'un bulletin intérieur fournit un moyen de communication avec l'ensemble des universitaires. Des séminaires consacrés à l'analyse et à l'élaboration des filières d'études, aux méthodes d'évaluation des résultats et autres sujets semblables sont animés par des spécialistes invités et procurent une aide théorique aux services d'exécution technique. Un aspect important de l'activité du Service réside dans la coopération et la coordination avec la nouvelle bibliothèque de l'Université qui a été concue pour diffuser l'information, que celle-ci soit livrescue ou non. Le professeur Austwick est président du Comité pour la technologie de l'enseigement et M. Harris est directeur du Service des techniques d'enseignement à l'Université de Bath.相似文献
215.
M. LIVADITIS K. ZAPHIRIADIS M. SAMAKOURI C. TELLIDOU N. TZAVARAS K. XENITIDIS 《教育心理学》2003,23(2):223-231
High rates of school failure have been reported for secondary school students, with boys presenting more schooling difficulties. The aim of this study was to investigate the association between school performance and family and psychological factors. A sample of 1315 male and female secondary school students was recruited from 54 classes randomly selected out of a total of 534 classes in the Greek region of East Macedonia and Thrace. School performance was measured dichotomously according to the final school results (pass or fail). Family and sociodemographic data were collected and psychological problems were measured using the Youth Self Report (YSR). Male gender, low socioeconomic status, low parental education and parental separation were all positively associated with school failure. Those who failed scored higher on the YSR problem scales than those who passed, and boys were more affected by adverse circumstances than girls. The results indicate that students, especially boys, with psychological problems and those coming from families of low socioeconomic and educational status are at high risk of school failure. 相似文献
216.
This study investigates continuing professional development (CPD) of vocational teachers, with a focus on recurrent participation. Vocational teachers need to be competent as teachers and in relation to their vocational teaching subject. Reformation of Swedish vocational education in order to strengthen the working-life connection imposes demands on teachers to have up-to-date knowledge about the vocations related to their vocational subjects. To support the reform, vocational teachers have been offered to participate in a new national CPD initiative targeting their vocational competence. The study concerns participation in this initiative. Drawing on a socio-cultural perspective, vocational teachers’ CPD implies boundary-crossing between school and working-life. Theory concerning adults’ participation in education is considered relevant to understand conditions for such boundary-crossing, and learning, among vocational teachers. The article specifically investigates patterns in vocational teachers’ recurrent participation, which is expected to clarify the factors influencing further participation in professional development. The strongest predictor of recurrent participation, when adjusting for the influence of other factors, is the type of municipality that the teacher comes from, with low populated municipalities having the lowest likelihood of participation. Furthermore, recurrent participation is more likely by participating teachers from adult education or from privately owned schools, and by male teachers. 相似文献
217.
Kikumi K. Tatsuoka Robert L. Linn Maurice M. Tatsuoka Kentaro Yamamoto 《Journal of Educational Measurement》1988,25(4):301-319
The present study investigates the degree to which item "bias" techniques can lead to interpretable results when groups are defined in terms of specified differences in the cognitive processes involved in students' problem-solving strategies. A large group of junior high school students who took a test on subtraction of fractions was divided into two subgroups judged by the rule-space model to be using different problem-solving strategies. It was confirmed by use of Mantel-Haenszel (MH) statistics that these subgroups showed different performances on items with different underlying cognitive tasks. We note that, in our case, we are far from faulting items that show differential item functioning (D1F) between two groups defined in terms of different solution strategies. Indeed, they are "desirable" items, as explained in the discussion section 相似文献
218.
219.
1 hypothesis about children's developing conception of the mind is that preschoolers are limited to an understanding that persons have internal, mental contents like thoughts and beliefs, whereas older children and adults conceive of the mind itself as an independent, active structure or processor. Adults' conception of the mind in this independent active fashion seems evident in their use of personified mental metaphor (e.g., "My mind tricked me"). 3 studies examined the development and consolidation of this active, personified view. Study 1 provided an analysis of natural language data regarding 1 child's uses of vision words such as see and look from age 2 1/2 to 8 years. We examined the child's use of such words to refer literally to perception (e.g., "I see the TV") and also to refer nonliterally to active mental processes such as comprehension and inference (e.g., "I see what you mean"). Studies 2 and 3 examined 6-, 8-, and 10-year-olds' comprehension and production of mental metaphors. In a metaphor comprehension task, we asked children to interpret personified metaphoric statements about the mind (e.g., "My mind wandered") and 3 comparison domains, mechanics (e.g., "The car is dead"), nature (e.g., "The wind is howling"), and emotion (e.g., "Her heart was smiling"). In an explanation task, we asked children to explain the processes underlying the making of both instant photos and mental images. The findings reveal a developing ability to interpret and produce statements personifying the mind and provide considerable evidence about children's movement toward a conception of the mind as an independent entity deserving reference and conceptualization in its own right. 相似文献
220.
While conducting a prospective study of 100 sexually abused children, we found a much higher rate of out-of-home placement than has been previously described for child maltreatment. This study was designed to determine which factors were most influential in predicting the placement experiences of this cohort. The children, ages 6-17 years, were recently substantiated victims of intrafamilial sexual abuse whose parents or guardians permitted study involvement. We examined child and family demographics, abuse characteristics, and family response as possible determinants of immediate and later placement. At the initial assessment, within a few weeks of the disclosure, 50% of the children had already been removed. A follow-up assessment of 83 children two years later revealed that 73% had been removed from the abusing home. In a multivariate regression model, only maternal support of the child emerged as a significant predictor of immediate placement and placement over time. The offender's status as a resident in the child's home was an important predictor of immediate placement but was not significant as a predictor of all placements at any time. As maternal support is an important predictor of the need for placement, workers are encouraged to seek ways of enhancing maternal support as a means of reducing placement. 相似文献