Evaluation of Handheld Computers for Direct Systematic Classroom Observation

Through this study the authors evaluate outcomes associated with the use of handheld computers by interventionists in improving the efficiency of direct systematic classroom observation. Information from observations is used by interventionists for treatment planning and evaluation. In this study, interventionists were trained to use personal digital assistants with classroom observational software for use with students who displayed low levels of academic engagement. Results indicated that the personal digital assistants and observational software were perceived as user-friendly, increased computer self-efficacy, and facilitated treatment planning and evaluation. Discussion focuses on implications for use of handheld computers and mobile devices by interventionists.     

YouTube: Educational Potentials and Pitfalls

No abstract available for this article.     

露天开采矿山植被恢复策略与方法

从水土保持与生态恢复、生态恢复植被基础、生境条件、规划设计等方面论述了露天开采矿山自然生态环境重建工程技术的原则基础,即生境与工程地质条件结合、岩石边坡环境与植生基础融合和植被物种选择与配置的抗性原则;对工程技术方法进行了分类（即排水方法、格子方法、防风和植生土袋方法）并概括了各方法的特点和工程技术要点,重点描述了基于生态思想的水土保持与生物多样性的协调、人工土壤-重建基础和重视露采矿山生态环境调查相结合的植被重建方法.     

宋元时代福建制糖技术的进步及其影响

宋代福建用煮糖法规模化生产液态糖,且初步掌握了制冰糖的结晶技术。到了元代,福建推广加灰凝固法量产固体红沙糖,并发明了黄泥脱色技术将红沙糖加工为白沙糖。福建通过技术变革,在短短几十年内掌握了简易高效的固体白糖制法,对中国制糖技术在亚洲的领先地位作出了贡献。此外,技术的进步还推动制糖产业格局不断演进,时至今日,福建莆田仍是我国冰糖的主要产地之一。     

Making Sense of Bali: Unintended outcomes of study abroad programs

Study abroad programmes for teacher education students are increasingly being evaluated to determine their effectiveness in achieving intended outcomes. There is a danger, however, that such evaluations will ignore valuable but unintended and serendipitous outcomes of such programmes. This paper investigates an example of such an outcome, the development of a critical perspective towards media constructions of ‘otherness’. In 2002 a group of Australian teacher education students undertook an intensive in‐country Indonesian language programme. The course included mornings of formal immersion language classes and afternoons of cultural experiences with local students. Throughout and following the programme the students were interviewed and wrote about their changing perceptions of Indonesia and the implications of the experience for their professional development. Soon after their return Indonesian–Australian relations were challenged by the terrorist attack in the tourist heart of Bali. Two hundred and two people, including many Australian tourists, were killed in the bomb blast. In some cases the students were personally acquainted with Australian victims. As part of their reflection upon their in‐country experience the students were asked to comment upon whether, and in what ways, the Bali bombings might have affected their perceptions of Indonesia. The students were highly critical of the ethnocentric and stereotyped way in which the Australian media depicted Indonesians in their reporting of the bombing. These students were concerned with the effect that such media constructions might have upon Australian attitudes towards Indonesia and were prepared to challenge such media constructions in the classroom.     

Another Perspective on Assessing the Significance of Information Technology in Education

Summary

The significance of information technology in education is usually assessed or evaluated on terms of some measures of effectiveness. In different school settings the effectiveness is operationalized in different ways, and in the literature various methods of determining the effectiveness have been discussed (e.g., Secretary's Conference on Educational Technology 1999). In this article, models for assessing the significance of information technology in education based on the teachers' subjective perspective are introduced. Theoretical backgrounds of the models are based on methods developed in information management science to assess the impact of information technology (IT) in industry and business. The first model is comprised of categorizing the rationales for using IT in education, the second model assesses the strategic impact of existing IT applications on one hand and of future IT applications on the other on education, and the third model assesses the roles of applications of IT in teaching. Also, the empirical findings of a small scale test of the two latter models in the Teacher Training School in Rauma (TTSR), a primary school in Finland with about 260 pupils and 19 teachers, are introduced.     

决策树挖掘技术在手术诊断上的实现

在ID3算法基础上提出了基于卡方测试的前剪枝算法,并在Jbuilder2006系统下构建了一个基于决策树挖掘技术的可视化决策系统。该研究基于B/S架构的系统,通过浏览器自动将服务器上的Applet下载到客户端来访问系统,实现了医疗系统的手术诊断数据表的数据挖掘,所得到的实验结果与专家诊断结果基本吻合,取得了较好的实际应用效果。     

Using statement banks to return online feedback: limitations of the transmission approach in a credit-bearing assessment

Electronic marking tools that incorporate statement banks have become increasingly prevalent within higher education. In an experiment, printed and emailed feedback was returned to 243 first-year students on a credit-bearing laboratory report assessment. A transmission approach was used, students being provided with comments on their work, but no guidance as to how they should use these remarks. A multiple-choice question test, undertaken before and after the return of feedback, was used to measure learning. Although returned comments included model answers, test scores showed no overall enhancement, even when students’ marks for their laboratory reports were initially hidden. A negative and significant (p = .010) linear trend between relative test scores and test date suggests that even modest improvements in subject knowledge were lost over time. Despite this, students could accurately guess their mark based on emailed feedback alone, estimated and awarded marks being linearly correlated (p < .001). It is concluded that statement banks organised according to published assessment criteria can ultimately help students to appreciate how their work was graded. However, students should be encouraged to produce a structured response to received feedback if self-assessment is to occur.     

落实科教兴昭 迎接知识经济的挑战

知识经济扑面而来,引起了世界各国的关注,中国也不例外。什么是知识经济？它的本质和内容是什么？有哪些新现象？给我国带来什么机遇和挑战？本文对此作了阐述,并就如何落实科教兴昭阐述了自己的观点。     

美国科技政策浅析

美国的科技政策主要分为四个阶段建国后至二战前、二战至二十世纪六十年代末、七十年代至八十年代末、九十年代至今。每个阶段的科技政策都有不同特点。但总体来说美国的不同阶段的科技政策又有相同点,即重视科技的优良传统、历届政府重视科技、科学界内外协调、注重基础科学研究、过度和军事结合。美国的科技政策对我国有很大的启示意义。启示主要有以下几点：重视基础科学研究、完善科学界内外部关系、实时调整科技政策、培养良好的重视科学的传统。