Science topics: Education
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Questions related to Education
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USAMV Cluj-Napoca is the first in Romania to promote the NON-SMOKING CAMPUS. We can’t construct professionals without educating citizens. How are these policies implemented in your country?
PS) Please do not forget to vote member's comments / posts / participation. This encourages other RG members to participate as well.
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I wish that the whole world follow this policy ...SMOKING is the worst contagious habit among the youth and nowadays even children ,,, as for university students studies and statistics show that most students adopt this bad habit to impress each other or to be in the group ,,, In Iraq as well as all Arab countries nowadays there is not much discipline nor control concerning such habits and no one can prevent them from smoking as long as they smoke outside the classrooms ...
Surely if this policy is implemented all over the world in the campus the whole world will be healthier and cleaner ,, I wish this dream becomes a reality ,,,it will be my own personal dream becoming true because I am very much allergic to cigarette smoke and it have caused me stroke twice as it makes my blood pressure fluctuates and my blood poisoned as soon as I inhale air polluted with smoke ...
I wish and pray for this policy to be implemented ,,,,,
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Is there any special approach for dealing with children socialized in criminal and delinquent cultures?
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To,
Jacqueline Vassell
In the age of ICT, it is very necessary for every nation to train Pre-Service as well as In-Service teachers in various skills and knowledge. Special training programs should be comprehensive and skill-based. Its aims to train teachers in pedagogical knowledge. 
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The Third World academic dependency means the dependency of ideas, technologies, theories and concepts, media of ideas, aid and investment in education to Europeans and Americans.
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Aside a (yet to be defined) decolonization of knowledge and academia as a whole, I think that south-south cooperation (like the one CLACSO -http://www.clacso.org.ar/- is building up) is a promising way of establishing a non-dependent academia.
Generally, the material background of academic dependency is largely ignored. So, there is quite a number of institutes, universities or academic programs that is not only financed but also controlled by western/northern institutes or countries.
Concerning Latin America, this complex is mostly denied and, therefore, hardly studied. In this region, the most important continental research institution in social sciences, FLACSO (http://www.flacso.org/), has been built up by UNESCO and other institutions of the global north. Nevertheless, most social scientist in the region simply deny an influence, be it economical or directly research-related.
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In my state children suffering from specific learning disabilities have educational concessions like 1. extra one hour time 2. scribe 3. use of calculator 4. overlooking spelling mistakes and grammatical error 5. Exemption from second language. Recently the govt has introduced exemption from second language and extra time of 1 hour for children/ people with Mild MR. I request thoughts of others regarding this.
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In pakistan same practices prevail only in special education school setups for specific learning disabilities but for mild MR i am not clear. Infact educational concession for children with specific learning disbaility were recently introducted.
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Please give the advantage or disadvantage of computer games.
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As far as games are concerned, we know that they have been in use in education for a long time especially with elementary school students. With the facilities provided at the digital age, games can best be used digitally. My understanding is that computers can provide capacities which can enhance the effectiveness of games.
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Research on how music effecs education. Is it legal for me to continue my research even though I did not recieve my EDD?
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Hi Janet, 
I am not sure what the ethical procedures are at your university, but I doubt you would get ethical clearance to conduct your study if you have not finished your Ed D. If you are still enrolled you may be able to get your supervisor to apply for ethics clearance on your behalf. Regards, Kevin.
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Do you think faculty mentoring will impact student academic performance for those who are currently on an academic plan in higher education?
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Informal mentoring can be a minefield and may lead to an open ended relationship which the mentor cannot control. It is important in any relationship like this that there are guidelines as to what should be the role of the mentor. I think that challenge dealing with Academic issues in conflict with supervisors views and opinions and how the mentee can address these issues. It is perhaps better to focus on the more practical aspects of helping the student to develop self esteem , understanding and self awareness of themselves as a student , with the subject specialism being left to the supervisors , sure they should be able to unpack the issues which they have and the mentor should be in a position to help them / support them with how to address the supervisor.
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I have observed that in North America, many people make shopping lists, waiters and waitresses write restaurant orders, and individuals strictly follow year long plans. However, in other cultures people rely on what they can remember based on what other people asked them to do. Does this have an impact on how students learn?
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I think it also has to do with the way kids are taught to think and communicate in school, right from elementary school level. I have taught English to Japanese learners, and I've noticed that they are obsessed with grammar. That is because Japanese schools emphasize more on grammar rather than on actual communication in the language. In India, on the other hand, there is a huge difference in learners' approach to learning depending on their social and financial backgrounds. While children from an affluent background who go to private schools ahve excellent communication and analytical skills, their not-so fortunate counterparts, especially in rural India are still focussed on rote learning.
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Many academically inclined undergraduate students might eventually run into a research topic that captures their interest, only to find out that none of the professors they have access to are familiar with the research topic in question, and therefore, they can't find a mentor to guide an undergrad research effort on the topic.
What should the undergraduate do in this situation, in your opinion? Should they simply give up on the topic as a whole, simply save it for when they finally get in contact with a potential mentor, or quite possibly research on their own?
If they are going to research on their own, what kind of articles could they possibly publish on the subject? And how would they go about to doing it?
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Well everyone does well when mentored. People should be taught of how to do things well then left alone.
Like when you want your children to learn swimming, one does it by himself and the other get a trainer to train him, I think 90% of a success story will be for the one who was trained.
Doing research is like dumping someone in a swimming pool
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Is there any suitable resources to learn how to do metha-analysis and to write a systematic review?
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The cochrane collaboration is a pretty reasonable place to start. They have a handbook that is pretty extensive covering all aspects of systematic review and meta-analysis.
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The paradigm on effective schools and the role of Headmaster in making the school effective has been challenged by 21st century needs. Institutions, strucutres, personnel and the mode of learning and teaching demand more decentralisation, adaptability, interaction and scope for open learning, At the same time, these needs are creating a divide between schools in developing countries and those in developed countries. 'Democratic schools' in Brazil and in some of the Latin American countires tries to address this divide. The earleir concept of effective schools view schools as bottom level institutions in a centralisied hierrachical strucutre, thus placing overemphasis on the supervisory role of Headmaster. He/She is seen as a cog in the wheel. In this scenario of paradigm change and developmental divide, how should one look at effective schools? What are their characterisitics?
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Schools are not updating as per the 21st cent needs are not providing learning environment for developing 21st century skills
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Kozma (1991) wrote an important paper where he analysed the interconnections between media and learning. http://robertkozma.com/images/kozma_rer.pdf
In 1994 he also wrote “If we move from "Do media influence learning?" and "In what ways can we use the capabilities of media to influence learning for particular students, tasks, and situations?"
Are Kozma's considerations still valid, twenty years after?
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I think in 21th century also Kozmas"s considerations remain cutting-edge
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As I research the efficacy of windows based tablet computers in the classroom, I am puzzled by effective formative and summative assessments. is there credible alternatives to state and national timed exams?
How effective is video? Short 5 minute pieces. Both from a student created project and as a teacher triggered visual aide to content knowledge.
Do students retain the information they see? If so, in what context? Is as much gained from seeing a video that explains the use of a fulcrum as compared to a video of the actual Egyptian pyramids with a discussion of construction techniques?
By using a touch screen tablet, I hope to show the experience of hand gestures and portrait / landscape orientation as a significant feature.
Can student projects be assessed for Mastery? If collaboration is introduced does that variable affect the assessment schema significantly?
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I think it would worth a thousand senses, impossible to communicate completely through words
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Norman Fairclaugh believes that standardized testing is used to discriminate against students instead of helping them. I wonder if his theory is believable? By the same token, Finnish schools do not use standardized testing to prove that students know a topic but they use different avenues to get their students to be the second best students in world. I believe no matter what that standardized testing cannot be given up altogether,but is it the only thing we can use?
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I tend to lean towards Norman Fairclaugh's view. For my dissertation I looked at predictors of academic success among African American males. I came across many studies that support said views, regarding the unintentional/intentional outcomes of standardized testing. Many studies,including my own, show that psychosocial (noncognitive) variables are far better predictors of academic success. The standardized test does a fairly good job of assessing/predicting short term success but for long term, psychosocial variables are more reliable. William Sedlerseck and his colleagues at U Maryland, USA have done much work in this area...
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There is a current debate over the issue of raising intelligence (IQ or g in psychometric terms). Some argue that improving the functioning of capacity functions, such as executive control or working memory, transfers to inferential and problem solving processes measured by intelligence tasts. Others believe that these gains are transcient and weak and that only expertise and experience can improve intellectual functioning. Where shall education concentrate? On capacity functions or inference and problem solving? Shall intelligence be a direct focus of education or an expected outcome?
The document uploaded in Publications under the title "Knowing and raising intelligence" is for a booklet addressed to teachers. Feedback on it vis-a-vis the questions above would be greatly appreciated.
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There seems to be a confusion here between absolute and relative measures of intelligence. As a child gets older, scores on mental tasks improve (ie raw scores on WISC tests). IQs are relative scores, giving the standing of the child relative to other children. If IQs increased by 2 points per year of schooling, all that would mean is that the test was not marked correctly, that the mean IQ for each age had not been set to 100. Behavior genetic studies clearly show that the effects of common environment (schooling, SES, etc) are largest in early childhood but wash out, probably completely, by adulthood. If anyone knows of any proven long-term effect of schooling on intelligence, could they please provide a reference? There are several well-known celebrities with very high IQs (eg Joanna Lumley, a street boy who won a Nobel Prize) who managed fine with very little schooling.
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We might need to establish more single-sex schools as well?
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Hello,
Mr. Robert Brennan
Thank you very much for your great response. i am still learning about this topic. It seems the single-sex education can be far beyond for a simple learning style. There is a lot of complicated factors around like political, neuroscience, and social-psychological views. Do we need to re-define the concept of sex? I am thinking about why people have to be dualist to classify the gender into two categories? children are diverse no matter how young they are, but it is true some of them can be gay or lesbians in future. So how can we trust the scientific research data saying there is big difference between boys and girls? We don't know if they were boys or girls at that time....
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Higher education
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There is quite a bit of work in that area, you can also look at work of Trigwell, Prosser, Gibbs and Biggs all have written on this subject. There is a Finnish paper on investigation of this type of question using the Approaches to Teaching Inventory and I have also written a paper in this area looking at data collected in the Faculty of Science and Technology at Uppsala University.
Refs:
Pears et al.
Gibbs and Coffey
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Today, many European countries are suffering under the European crisis, and I think that it could mean a crisis for education, agriculture and forestry in Europe. What is your opinion?
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Yes, all levels of education is suffering from the crisis. In Europe there is the European Trade Union Committee for Education as one of the most important negotiation parter to European Commission in this topic works on the crisis and fight against the crisis. This organization writes papers, opinions, makes mini-surveys in European countries and according to the answers coming from European countries ETUCE sends its opinions to European Commission. About ETUCE please find the Prezi presentation, here:
The website of ETUCE can be found here:
In Hungary, particularly, there have been budget cuts in higher education sector. The salaries of higher education staff were frozen from 2008. And the other fringe benefits such as "meal tickets" were taken away in many institutions. About the Hungarian situation you can follow the information also in the Prezi presentation, here:
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It was expected that technology will storm the process of learning and with cost, time, and convenience advantages, e-learning will be extremely popular. Yet, so far it is not so encouraging. What is the future of e-learning in India and abroad?
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E-learinng has numerous positive attributes; it has disadvatages as well. Because there are many types of learners we realize some students do not function as well without face-to-face instruction and actual classroom feedback. Most adult learners ten to appreciate that e-learning provides them with opportunities to earn a degree otherwise unobtainable because of distance.
I truly believe that adults committed to earning an advanced degree, along with qualified and caring instructors, can experience meaningful and satisfying results through learning programs. Quality in - quality out versus garbage in - garbage out is true in any medium..
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MDG indicators are often criticized because they focus too much on access and put less importance on quality. Measuring quality is of course difficult and more so compared across countries, but we need to move forward. For example, enrollment in primary education barely tells the whole story, so what is the ideal indicator that captures the quality of basic education?
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Dear Sudipta Mondal
One of the best indicators for measuring progress in both health and education is Well-Being. Recent researches shows that the Well Being of a person strengthens the immunity system and abilities to overcome difficulties. Therefore, I would propose Well-Being as an excellent – even though oblique Post-MDG indicator. Coming from my studies of the 5 natural human intelligences, here are five indirect & somewhat surprising dimensions that can be employed in measuring a person’s Well-Being: 1. Creative and regenerative abilities. 2. Leadership and Emotional Management abilities. 3. Clarity of mind and ability to uphold one’s Principles. 4. Self-confidence and practical application abilities. 5. The Charisma of one’s own knowledge of themselves and what they know.
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I'm looking for suggestion for methods, ideas and tools that can keep students motivated during a biology class. If you have a suggestion, have come up with a method or have been in a biology class that was interesting for you, please share your experience.
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Hey, I find it a great question and topic for diiscussion. You could actually address it broadly to every topic of teaching: chemistry, physics, etc - how to awake an interest in children in a particular subject. I am not a teacher so I can not share my personal experience with you. But I can tell how my teacher of biology in high-school managed it - and that makes this question really to be smth special for teaching biology - he turned our way of thinking in solving the puzles, which Mother Nature gave us. Starting from DNA to protein coding or changing colour of leaves in the fall - all observations were puzzles, which we were given to solve. I remeber that made our lessons a kind of "sherlock holmes" trips, where we generated hypothesis, tested the facts and so on. A kind of game surely...yes, he was a good teacher and i still have this atittude and eager to solve Mom´s Nature puzzles..
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From year to year the elementary knowledge of programming for first-year students and the enrollment into the computer science and / or information technology, is becoming less and less. Also abandonment (drop-out) of these studies is growing.
I'm interested in your experience with university drop-out of CS / IT studies, if any?
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Throughout my teaching experience, mostly in introductory programming, I have encountered the insidious impact of the implicit beliefs such as: if one does not "get" something very quickly, this means one lacks aptitude. Students with such beliefs give up in the face of difficulty and in the face of criticism.
I believe this is what Carole Dweck refers to as the "fixed mindset".
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Technology usage by teachers
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The factors I came accross most frequently is (a) time and (b) effort to integrate technology in the classroom environment. The more you can save time of teachers when introducing ICT, the more likely it will be adopted on a larger scale and not only by pioneers. Apart from the contact hours in the classroom (which usually can not be reduced), teachers spend most time on lesson preparation and assessment.
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Having returned from the United States to Colombia, I have found that my students almost always use the "we-can't-do-that" expression. I wish to expose them to innovative ways of thinking. I also wish to help them see things from various perspectives and basically I wonder if Research Gate can be a good tool to enhance discovery, creativity, and innovation.
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Hi everybody here!
I have extensive experience in involving my students in various web initiatives. For the first time I did this in 2004 when, along with my students (six groups of about thirty students each), we presented seminars in the classroom on the site of circuit-fantasia.com:
In 2008, I made the biggest web experiment involving my students (ten subgroups of about 15 students each) in Wikibooks. I suggested to them to join Circuit Idea wikibook that I had started a year ago and to present the labs and lectures:
Imagine each of the ten subgroups had its own web page. Here is, for example, the page of the group 67a:
Then we created the interesting circuit story about the Ohm's experiment presented in an unusual way:
I joined ReserchGate in the beginning of this year and I decided to join my students to this scientific sociaty. During the summer semester (02 - 05.2013), I devoted a few minutes on each lecture and lab to introduce them to the development of discussions in which I participated and to consider the result (as you probably guess, I asked questions and participated in topics related to the material that I was teaching).
I spent the final part of the last lab especially to ResearchGate. My students and I, all together, composed and uploaded the interesting question below about the relation between passive and active electrical elements:
As you probably guessed, my idea was, in this way, to motivate students... and indeed the best of them were enthusiastic... but... in my opinion, the RG society is not ready for such experiments... When someone is doing something new and overcomes obstacles with much effort, he/she needs a little support ... and if does not get it, the initiative just dies...
Regards, Cyril
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What information is passed on? How is the statement of educational needs used? How is the information in a statement presented? Is it usefull, accessible? Do teaching staff understand the technical information in a statement? Does the school/college disseminate the information to the teaching staff? Does it differ for students with physical disabilities rather than those with learning difficulties? How are learning disabilities referred to, is it the same difficulty referred to in many different ways?
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By a statement I presume you mean the information that would be passed from high school to the further education and training sector/higher education, where SEN students continue to need support. If so then this is quite complex and I think no one person within the post-school sector can have the full set of expertise to understand the technical jargon that comes with the range of disabilities or special needs that students present with. What is useful is to devise a form that asks for the support that will be needed and that asks professionals who would have assessed the students before to complete this. This information should include what practical supports will be  needed by the student, based on previous support given. A range of options should be given and then various institutions can then look at what is reasonable accommodation if they lack fully inclusive facilities and supports. The disability office is a useful guide in this regard as they mostly deal with the range of  special needs and thus have a range of expertise or knowledge of what has come before. They then guide staff campus-wide, from admissions, to residences, financial aid offices, facilities management, administration and the academic faculties. Most difficulties, barriers, disabilities, special  needs can be included or accommodated, depending on the institutions.
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Research on student satisfaction remains highly contradictory; and research
on the relationship among students at public and private universities and other
variables still holds value.
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Students can turn their time spent on campus in the beautiful memories, making new friends and taking advantage of all the opportunities offered.
Living with new people that have to share the same room, is full of responsibilities. Diplomacy, communication skills, organization and adaptation represents trumps to help you transfer campus life in the most beautiful period of your life.
Loneliness is not suitable at any age and is not accepted in the flourishing period of life, when the essential word is "knowledge". The campus offers the possibility to not only meet new people but to know yourself , being put in situations where you have to give proof of friendship, trust, calm, seriousness and determination.
The pranks funny, birthday party given to a colleague, contradictory discussions until morning and mostly true friends linked, should define the time spent in campus and to remove the little annoyances caused by misunderstandings between colleagues.
Home life helps you communicate more, to become more friendly, you learn to accept also the  opinion of others and also gives you self-confidence. When you add up more friends from campus, then the basic word is fun. It is proven that that the most beautiful, lively and unforgettable parties are organized spontaneously in the room of a colleague.
You have fun, you communicate, you make friendsand you learn. The purpose of the stay in the campus is the faculty, and it should not be neglected. In a lecture hall or in the room, a handful of fellow students can find answers to the most complicated questions issued in courses considering that the the study team is productive but  not boring.
Yes, life campus is beautiful , if you know to do it great! Learn to enjoy the opportunities taken, have fun but do not forget that the purpose for which you are there and to keep in mind the reason.
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My experience of learning skills in CBT and basic neuroscience has helped me to fix many many problems, my question stems from my previous two about the subconcious mind and the conscious mind. If there is evidence to sugest that by changing our mind we can change our lives, then should these methods become a mandatory subject in school? My view is yes they should! They really should be a part of our social media, as a consistant reminder and basic guide to everyday life. We know so far that CBT alone has solved thousands of cases of anxiety dissorders, depression and many other mental health issues. And since all of us have mind we should learn how to take care of it as well as taking care of each other, by doing this we are not only ensuring the survival of our species as a whole, but we are also ensuring the survival of our happiness too!
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For those of you who would like to see how I am inviting the public to help science to self-correct, please feel free to visit: http://temptdestiny.com
A revised "Flawed Scientific Method" document has been uploaded to replace the previous version. This version is designed to go with the public invitation to help science self-correct. In essence, this one page document illustrates for the public the mechanics of the discovery of Einstein's nonlocal hidden variables which in turn revealed how the scientific method is flawed (see link below).
Deleted research item The research item mentioned here has been deleted
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Need to find a process of dying blood vessels for differentiation during a cadaver lab?
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We use coloured latex, injected into the arteries. Red latex to distinguish between the arteries and the veins.
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See attachment
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Thank you!
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A colleague of mine is working with a teacher and her students on a fossils project and they are looking for a good book that can help them classify the specimens they have found. Does anyone have recommendations? The ages of the group are 10 - 14.
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And this one too.
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I have also done that for multi-item constructs that used Likert scales.
Now, I need to ask if I can use Cronbach alpha to measure the reliability of a multiple-choice question biology test to assess students' knowledge of Science Process Skills. Each test question has four responses A, B, C and D. I hope to get some responses. Will the alpha that I obtain be meaningful?
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Perhaps Kuder-Richardson and test-retest are more applicable than Cronbach's alpha for your case. You can re-code all wrong responses as 0 and right ones as 1.
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If Angela Lee Duckworth is right, GRIT (not talent, IQ, health, etc.) is the most important component of success in life. And without success (especially in the Western world) there is little hope of happiness.
Could it be that the apparent success of conventional Prussian-type schooling (as practiced in China, Russia, etc.) in producing successful people (musicians, athletes, scientists) is due exactly to its blunt inhumaneness (only the gritty survive it)?
Could it be that "soft" and creativity-friendly teaching methods unteach grit just by their excellence (implying that if you are not motivated you shouldn't bother doing anything)?
Can grit be taught? Should grit be taught? Or is passion enough for success, instead?
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Hi Robert,
A complex and poignant contemporary question.
Positive Psychology is likely to take on the study of grit as a predictor for success in the consideration of why it is that some people do succeed despite the odds against them. Education, it has been argued, works best when there is congruence/ continuity between what happens at home and what happens at school, with family being an especially critical component as well as a safe space to practice and ground concepts learnt outside the home. However two siblings brought up together(same parents, same schools, same friends more or less) may have different levels of success as adults based on many things including how much grit they have accumulated.
Defining 'happiness' and 'success' has never been easy. We may need to look again at what success means and try to broaden its scope. A school Janitor who has raised his children well despite living from hand to mouth might consider himself successful and/or happy. And a wealthy wall street trader who is estranged from family might consider himself unsuccessful and/or unhappy . We are here asking whether one can be unhappy even if 'apparently' successful, an idea that you allude to when you speak about the 'apparent success' of Prussian type schooling. I would argue against 'blunt in-humaneness' as a method of educating as immoral, and offer that such a system can only hope to produce at best, stoicism, never grit as defined by Duckworth. It is a dehumanizing education that aims at perfecting talent without perfecting the person and ignores personal freedom.
There are other ways to gain the same benefits and possibly more. I have found that the 'soft' Montessori & Waldorf methods educate for freedom, and the motivation component is primarily a motivation to love learning, coupled with the stimulation of curiosity and natural discovery which we can agree, fosters deep learning. These methods allow for the motivation to be intrinsic- from within the person himself, and focused towards his own perfection as a human person.
Duckworth relates grit to self control as well as perseverance. In the Waldorf system student projects e.g. knitting a scarf or sculpting an ornament in stone, have diverse aims. These tasks, freely accomplished, teach several things, among them: The realization that 'Things are do-able' ; Asking for help where I am stuck is not a bad thing- We sometimes need others to help us not to give up; Constant focused effort gets things done if we want them done, even if they are considered hard things to do; I respect created things(including other people) because I realize that someone put in time and effort to produce them, therefore I am temperate in my interactions with them.
These in my view could be considered the beginnings of grit - Accomplishing the same outcome (perhaps more) as the Prussian type schooling, by exercising love instead of brutality.
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The gender gap is always in the news, does single sex schooling help to narrow the gap.
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In my opinion there is no need to separate boys an girls in primary school, bacause crucial differencies appear in teen age.
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In some developed countries, functional illiteracy continues to be a very serious problem, partly due to their crisis in education.. Do you think digital technologies might influence an increase in the level of literacy - particularly among children. In countries where illiteracy has historically been a persistent problem, Book publishers have been making efforts to give their books away to poorer children who have access to the internet because they believe that by introducing children to online stories these children will eventually be encouraged to read 'classical' books.
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Yes, but I think 'reading' and 'writing' is a continuous spectrum from txts to blogs to online comments, to published articles, to books. The number of txts that are circulating is in the billions, and this includes poor and previously poorly literate communities.
I worked in literacy programmes in many countries, and always tried to work with the texts that people already had in their environment - street and shop signs and advertising for starters. If I were to design a literacy programme today (for children too), I would start with their txts, or start by getting them mobile phones, and work up from there.
Which category of Educational Data do you use in your teaching?
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Educational data is now very often used in publications. However, nobody writes in details what it is. Which category of Educational Data do you use in your teaching (please, write your opinion what it is)?
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Hi Stefan, The category of Educational Data is very broad - it can range from quantitative (e.g. measure test scores before and after an intervention to "measure" improvement. It could be mixed methods - a survey including Likert scales and open ended questions. It could be qualitative - an interview or a focus group or a class observation etc.  I have used all of these types of Educational Data in my research. Regards, Kevin.
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The extremely interesting and topical questions below were about the rift between digital and analog circuits
But the human aspects engendered by this "war" are even more important for us, human beings, living and working in this continously changing environment. This "digitalization" makes a tremendous impact on the electronics, particularly on electronics education. In addition to all the positive sides of this process, there are negative aspects as well...
First of all, this tendency has imposed the domination of the formal approach in technical education. Making circuits digital, miniaturizing and enclosing them in packages, and interacting with them by means of software (e.g., FPGA) has apparently eliminated the need of technical abilities, a natural aptitude to technics (simply, the vocation for mastering something material, e.g., real circuits, with his/her own hands). This gives a chance to students that are averse to technics to enter technical universities at the expense of those having a technical vocation. For example, students graduated mathematical, philological, trading and other non-technical schools can easily enter Technical university of Sofia by solving a few mathematical problems without any proof of their technical aptitudes). In the Computer systems department, where I teach basic, digital and microcomputer circuitry, our students become sooner a kind of "informatics" specialists than real engineers...
Of course, the same sorry truth can be said about teachers and university lecturers. The abstract digital ground gives an excellent opportunity for those of them having no technical sense, abilities and vocation, to work in technical departments where to build "brilliant" courses and to carry out "striking" lections analyzing circuits by applying sophisticated formal methods without understanding circuit phenomena. I have noted the sorry truth that I can talk with my colleagues about anything but only without circuits...
This topic is considered in the interesting materials below kindly given by Prof. Lutz von Wangenheim:
It is interesting to predict what will be the results of this process...
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Have positive aspects and negative aspects
For example, negatively affect social skills
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I know about Community of Practice (CoP) and Story telling, but it seems that there are nine of them. Can someone help me?
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Jon Mason, you have made a good point in your last paragraph. I think we should be careful to avoid conflating two distinctions: on the one hand, there is the distinction between formal and informal learning; the other distinction is between explicit (conscious, reflective) and implicit learning (what we “pick up”, so to speak, without deliberate attention to it; e.g. how children acquire their first language). Although we tend to associate explicit learning with formal settings (schooling), your example of speed limits shows that much explicit learning can take place in informal contexts. Similarly, schooling largely targets explicit learning, but much implicit learning also takes place in school (e.g. the whole socialization and enculturation process – “how to play the game” – that kids absorb in school). In the classroom (a formal setting), teaching/learning activities can vary along the explicit-implicit continuum: think about the difference between listening to an explanation of a grammar rule and then doing an exercise on it (learning is highly explicit), versus engaging in a role-play or simulation (learning is largely implicit).
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Gutenberg's press probably influenced fundamental shifts in general literacy, social structures and the loci of political power as well as subsequently influencing other major changes in society.
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Many interesting parallels between the 'printing revolution' and the 'digital revolution', not least the increasing availability of portable 'cultural technologies' such as iPads, iPods, iPhones, etc., as parallel in their impacts to the 16th/17th century increasing availability of the earlier cultural technology of the portable (codex) printed book in the form of the bible, prayer books, almanacs, Luther's 95 theses, etc., which were, for the first time, available in vernacular languages rather than just Latin. It was this 'material culture' and its diverse uses rather than simply the 'spread of ideas' which lead to the European Reformation, the formation of early modern nation-states, the development of national languages, canons of literature, dictionaries for standardising the language, etc. I would recommend on this Benedict Anderson 'Imagined Communities: Reflections of the Origins and Spread of Nationalism', London, Verso, 1985 and Elizabeth Eisenstein 'The Printing Revolution in Early Modern Europe', Cambridge, Cambridge University Press. I am also attaching a recent short discussion paper by me for the European Commission which touches on some of these themes.
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.I was interested in using HLM, reading scores/literacy rates, and other country variables.
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If you are interested I can provide you with some comprehensive regarding peace education in the Palestinian and Israeli education systems as well as with some other relevant materials/
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Gamification as a concept has been proven to work well in pre-school or elementary school education, but what about high school and higher education?
What are possible ways to make higher education more interesting and motivating to students by implementing gamification principles? Is there an ongoing experimental group testing of the possibility of implementing gamification in higher education?
I'm thinking about asking to have an experimental course conducted at Singidunum University. A group of students would be assigned avatars on a web portal that can be levelled up, upgraded, customized and in some ways. The avatars could compete with other avatars in some game like way and based on their level and ability they would have better chances in winning. By completing lesson reviews, tutorial page reading, a lot of small and big tests on the way, they would “charge” their progress and if they study, complete tests and work continually on improving their knowledge, through partially human moderated and partially web portal automated evaluation of their progress they would be given points that they can then use to upgrade their characters, or avatars in the game.
Does anyone have experience with this sort of gamification implementation in higher education institution?
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There are, I imagine, many ways gamification may be used in higher education. From the perspective that we manage learning environments, there can be some classes which benefit from certain types of gamification. We have a class where students spend most of their time constructing, testing, and redesigning open source 3D printers. The work they do is chunked into tasks with a lot of tasks to choose from. Lee Sheldon's XP system based on Warcraft has proven ideal for assessment.
Professor Lee Sheldon, of Rensselaer Polytechnic Institute, found that class participation, attendance, and grades improved when he switched from a percentage style grading system - where a student begins the semester with 100 percent and loses points from there - to one styled like a role playing game (RPG) where a student begins at level one with 0 experience points (XP) and earns cumulative XP throughout the semester in order to “level-up” their grade. Like many modern multiplayer games, our class included achievements with small rewards for notable achievements and incremental progress, as well as missions; previously defined or student-proposed projects worth agreed-upon set amounts of XP. You may find an early account here, http://www.scribd.com/doc/81328515/Self-Replicating-Open-Source-Rapid-Prototyping-In-the-Engineering-Classroom
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In this age of rapid and unceasing technological advancement we are making better 'things' but how can we use our knowledge to make better people?
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At least some of the content proposed here:
"Foundations of Ethics"
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Nanotechnology seems to be dominating this century in almost all areas of development and applications. This includes sports, food, cosmetics, clothing, medicine, cars, aircraft, light, electronic devices, paints, and many more.
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I believe that teaching good physics and chemistry is enough. Nanotechnology is not a discipline by itselt, it is a subset at best or applied physics and chemistry. These basic disciplines should be taught well and interestingy so as to capture the imagination of the pupils.
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The effectiveness of tools are context specific. How do we develop the capabilities to appropriately select and utilize technologies?
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You can get the similar or apropriate answer by searching the keyword in the GOOGLE SCHOLAR page. Usually you will get the first paper similar to your keyword.
From my experience, this way will help you a lot. If you still have a problem, do not hasitate to let me know.
Kind regards, Dr ZOL BAHRI - Universiti Malaysia Perlis, MALAYSIA
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Most countries, other than the USA, have some sort of social support to assist new parents. The duration or paid leave is varied, as is the percentage of salary that mothers receives. What are the goals of maternal paid leave in each country? Do countries evaluate the efficacy of the program? Are there long-term impacts that have been researched?
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In Germany, maternity leave started in 1878 (an employment ban for three weeks after giving birth to a child). In 1883, public health insurance was installed, which included payments for women in childbed as well. We had a major reform starting in 1986 that aimed to ensure social protection for a period of three years for parents (mothers and fathers alike). Parents were protected agains dismissals for 3 years, 24 month of which were paid parental leave. This, however, led to rather long work interruptions of mothers (compared by international standards) which is seen as one reason for the rather high gender wage gap in Germany. The reform of 2007 aims to reduce these work interruptions and to promote active fatherhood. Thus, paid paternity leave was reduced to 14 month, with 2 months to be taken by the father. You can send me an e-mail (joerg.althammer@ku.de) and I will give you more information about this reform and Germany's family policy monitoring program.
Could you help me concerning the Item Response Theory and Its item and test parameters?
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According to the Item Respons Theory, which are the item and test parameters? What are their meanings? How are they using?
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Hi Irfan, Here's a brief run-down. It's too brief and over-simplified. IRT is a big field, not one model, and no one set of assumptions, parameterization description, etc., can do it justice. But, this is probably what most people who you meet on the street and talk about IRT mean by IRT. IRT models (also latent trait models) relate test item performance to theoretical underlying quantities (abilities, traits) thought to be measured by the collection of test items. Typical output include item parameters, test characteristics, and person ability estimates. Item parameters include discrimination (a), difficulty (or threshold or level) (b), and sometimes guessing (c). Person ability is represented with theta (q). Item discrimination conveys the strength (and direction) of the relationship between the test item and the latent trait. It is analogous to a factor loading in factor analysis: the correlation between the latent trait and the item response. Item difficulty describes how hard the item is. If the item is yes/no, if you know the item difficulty you know the level of the latent trait at which a randomly selected person from the population will have even odds of answering "yes" vs. "no". It gets more complicated if the item responses are categorical. Item guessing is used in educational and achievement test settings where multiple choice test items are administered and even people of very low ability have some (random) chance of getting a correct response. Person ability is the latent variable. By convention is assumed to follow a unit normal distribution in the population (mean of 0, standard deviation of 1). Often, items will be summarized with Item response functions which are simply cumulative probability plots of the probability of responding "yes" vs "no" as a function of ability (q). Sometimes items are summarized with item information functions, which are basically plots of the first derivative of the item response function. In the case of binary items these are peaked curves that are at their max over the item difficulty and the degree of peakedness is proportional to the item discrimination. Think bandwidth-fidelity paradox. Item information and response functions are additive, and when so expressed are described as test information and response functions. Test information is a good replacement for the classical test theory conceptualization of reliability. Here's your homework: de Gruijter and van der Kamp, in Statistical models in psychological and educational testing. (Swets & Zeitlinger, Lisse, 1984). Hambleton and Swaminathan, Item response theory: principles and applications. 1985 Lord, 1953 Educ Psychol Meas 4:517-49 Weiss and Yoes, in Advances in educational and psychological testing: Theory and applications Hambleton et al., Eds. (Kluwer Academic Publishers, Boston, 1990). Reeve B. An Introduction to Modern Measurement Theory http://appliedresearch.cancer.gov/areas/cognitive/immt.pdf Wikipedia has a nice page on IRT - Rich
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After teaching has taken place, what are some ways to ensure students have mastered the skills that are being taught?
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I don't think this is an easy task. Pre and post test could give you information, but questions have to be consistent with your methods and objective. I mean, for instance if your teaching method is a lecture, which is usually designed to describe, you shouldn’t expect students' to analyze or evaluate. I've posted a similar question and received interesting reflections and ideas you could read.
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I'm interested in creating a research department for undergraduate research in electronic/electrical engineering in my school. What would the main concerns be that I should be worried about while doing this or what thing should I define before creating a research group? Also, what impact can undergraduate research have compared to graduate research?
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Group work research represents a problem in terms of who does what and who completes this or that. Many researchers use this method to get other people to work while they get credit for research studies they haven't conducted. Just because a person edits a paper does not give her/him the right to state he or she conducted the study. In conclusion, I do not believe in group research unless there are clear rules on what the researchers are going to do. .
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A (smaller) part of my PhD research, which focuses on language use and language perception of Flemish teachers, consists of a questionnaire, in which informants have to assess a few statements regarding their language use and what they expect of others. Instead of using Likert scales, I've chosen a direct distance measurement method (with a straight horizontal line, on which the informant has to put a cross at some point as an answer to the statement) to avoid a limitation of possible options. I was wondering if you have any opinions regarding which elicitation method is better here and if there is any literature (in sociolinguistics or a related field) that can help me to support my methodology. It's a small question, but I've been thinking about this one for some time now.
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Do you know Daniel Redinger and Carmen Llamas' work in this area, e.g.: http://www.york.ac.uk/res/aiseb/Leuvenposter.pdf ?
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It has always surprised me that Cohen's d > 0.80 is considered a large effect size irrespective of the length of an intervention or treatment. How is contextual interpretation done in, say, education? It makes quite a difference whether the intervention is ten minutes or a year, right?
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Indeed, but also what the measurement instrument looks like, its length, scoring.., the sample, and many other characteristics of the set-up of an intervention. See for example http://www.leeds.ac.uk/educol/documents/00002182.htm for a discussion of some of these aspects in relation to effect sizes (e.g. "Care must be taken in comparing or aggregating effect sizes based on different outcomes, different operationalisations of the same outcome, different treatments, or levels of the same treatment, or measures derived from different populations"). On a side note, in most meta-analyses "duration/length of treatment/intervention" is taken into account as a moderating variable (among others).
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Back in 1982, Japan's Ministry of International Trade and Industry, begun the project “The Fifth Generation Computer Systems project”. The idea was to find the new architecture of computer, i.e. NON Von Neumann architecture, with Sequential Inference Machine Programming Operating System (SIMPOS) operating system is released. SIMPOS is programmed in Kernel Language 0 (KL0), a concurrent Prolog-variant with object oriented extensions. Similar project was in US, the results were various Lisp machine companies and of course, Thinking Machines.
I’m interested what happened with Japanese “Prolog machine”? Does anyone know something about that?
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Wilfried, is my water the same as your water?
Of course our minds are different. I'd like to define understanding
(here: of a word) as activation of the appropriate concepts.
There is also a measure for evaluating how well this is done.
Attached are two semantic maps. The left one is my notion
of water, the right one that of another person (might also be
in the mind of a computer). I expect that when I say "water" the
other person activates "swimming", "ocean", "drink" and so on.
How strongly other words (symbols, concepts) are affected
depends on the semantic distance of the word to the center.
The other person, upon hearing "water", will also activate
nodes in his semantic network. Every understanding of
a word is paired with a unique activation pattern, activations
of related words. How well these activation patterns match
among two persons is a measure for how well the communication
partners understand each other
Regards,
Joachim
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What are the medical, psychological, social, economic and ecological implications of obesity? The role of education, parenting, peer pressure and media are to be discussed among other issues as well in order to determine the contributing factors to the obesity phenomena.
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My answer would be that developed countries have become obesogenic by default. This could be attributed to many things including; advances in technology, changes in daily routines and the working environment, the availability of cheap, energy dense convenience foods and physical changes to our communities. We do have free will, however; people with more money, better education and higher social status have far great freedom to make choices relating to their health. In the end it does come down to energy intake and output; but we are not all in an equal position to control this. We can promote healthy lifestyles, educate people regarding the nutritional contents of foods or the benefits of exercise, we can increase their skills relating to shopping, cooking and planning, however; people are not free to make rational choices. If you live in a “bedsit” with no cooking facilities, you have no cookery skills, no transport and you have £30 a week to feed your family; chip butties, chicken nuggets and jam sandwiches are the only choice if you don’t want to go hungry. If you live in an area where it’s unsafe to go out after night, you are socially isolated and don’t have £25 a week spare to join a gym; a bit of “will power” isn’t going solve your physical activity issues. It is really important that we encourage people to take responsibility for their weight; I just worry about the parents who cannot afford to buy their kids 5aday or daren’t take them to the local park to play. Until we tackle these wider social issues it isn’t ethical to blame people for being overweight or obese.
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The problem in sparsely populated areas is to maintain decent teaching and learning system for optional foreign languages. E-learning may be a solution, but pupils' age (11-13) causes challenges. Teaching must be organized in real time (synchronized), at least here in Finland, and pupils need an adult (usually a classteacher or an assistant) with them on the computer during school time, which is expensive to organize. Another issue is motivation in e-learning settings. It is very challenging to enhance pupils' motivation in e-learning-settings where the language teacher and other learning-mates can only be seen on the screen. Does anybody has a functional solution in organizing e-learning at the primary school level?
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Hi, Dr. Kotilainen,
The primary school that my sons attend (ages 7 and 11) uses e-Learning fairly extensively, but I think the difference is in HOW they are using it. They are accessing activities that engage them in the subject matter (science exploration, reading comprehension). Our school has difficulty enough addressing English (we are in the U.S.) let alone foreign languages, although I agree that this age range is optimum for addressing language development. So, I think you may be better off looking for language "games" and activities rather than expecting students to pay attention to a video feed from a distance teacher on foreign language. In my experiences with college-age students and distance learning, the same holds true for them - engagement with the material makes the learning more meaningful than simple content delivery. If you choose video delivery, note that bandwidth issues/slow download speeds can be problematic, particularly in synchronous situations where everyone ends up sitting around waiting for the instructor or the site technology liaison to "fix" the issue. The more remote the location, the more frequently these transmission issues occur. The few courses I have tried using synchronous video have spent more time troubleshooting the technology than conducting the course. Videos provided to the school would eliminate this issue, but also prevent the students from interacting with each other during the class session. This might be something that could be addressed with discussion boards (which can be done with audio, rather than text, now.)
Good luck with your initiative.
Carla
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I want to analyze data of different workshop (approx 40 workshop) participants data and following two are issues:
A. I want to check out of 4000 participants, How many participants attended multiple workshop
B. Separate the participants data based on their designation, Department, Affiliation
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Microsoft Access is the answer, But you need to learn it...
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How can we introduce the idea of infinity to students? Its properties, relationship with zero etc.?
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Two mirrors - one looks to another.
In them there is no reflection, but infinity.
What does this mean? What is it?
How to explain? - Mystery of the mind.
Perhaps there lies the road to infinity?
Can’t see through the glass end of the road.
Unfortunately, in every science concept of infinity is different.
What kind of science is it?
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Will this have resultant health care issues in later life for these individuals?
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As a tangent, many secondary US school districts are de-emphasizing science as well due to standardized testing and school grading systems based on math and English scores. Good grades for schools = more money. Since schools are not graded on science scores, schools are not focusing on those courses.
I realize this does not answer the question asked, but it may help provide a broader framework for what is going on around the world.
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Are our enemies attention deficit hyperactivity disorder or is it just a behavior problem and lack of discipline? I am facing this problem and I think that it is a mixture of both. Parents are strict enough and they put the blame only on the deficit problem. What do you think? Is our society suffering from lack of motivation and effort?
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Current trends in high caffiene intake, skipping breakfast, technology distractions from a good night's rest, economic stress on parents, rapidly rising substance abuse in families, escalating delinquency, and the current trend toward teaching to the test instead of critical thinking have coalesced to make the educational experience in most public schools a tortured one. Until we as a society address these practical issues we will see lagging academic performance in the public system. Enlightened private schools have worked hard to address these issues, but little seems to be happening in the public sector.
What are in your opinion the best practices for motivating undergraduate students and thus improve attendance to the lectures.
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Do extra "team projects", added to the already heavy class schedule, have any results besides promoting student cooperation? How will a teacher win their audience from the very first class? Though this sounds more like a general question, I am mostly interested in Electrical Engineering core courses.
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Thanks a lot for your interesting opinions, though I am eager to learn even more. Just to comment something ... "Shouldn't the teacher make clear from the beginning the WHY a specific class exists?". I mean, WHY Linear Algebra, WHY Electromagnetism, WHY Digital circuits and systems, WHY Applied Mathematics... I have noticed that many teachers dedicate their first time in the class explaining the syllabus rather than answering the crucial WHY in order to trigger and motivate the audience.
What combination of programming language & environment is best for teaching programming?
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What is your favorite programming language and corresponding IDE specifically for educational reasons? On what grounds?
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I would say it really depends on your audience. For kids, I would go with something like Logo or Scratch, since they can make lots of fun stuff with only 3 or 4 instructions. For high school, I would go with Pascal or Basic. Pascal is more standarized and probably makes the jump to more serious languages a bit easier. Even for high school, Logo is a good choice - it is very powerful for list processing and teaches you structured programming. A great logo project is to generate a random maze, draw it, and have the turtle find the exit using a depth-first search algorithm. For undergrads, I would go with math enviroments like Octave/Matlab/Maxima/Mathematica/R if their major is science-oriented, or with C/C++ if they are engineering-oriented. I've been teaching programming for 12 years and, in my experience, the language choice does not have a strong effect on the performance of the students. One should mostly emphasize the structures: conditionals, loops, functions/procedures, recursivity, arrays, etc.
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Some agencies are using the percentage of graduates employed within the field of study within one year of graduation as an outcome measure. While a high employment percentage has political advantages, is the measure unfairly biased against certain disciplines (e.g., foreign language)? Is higher education valued only when it is vocational education? Some graduates choose not to return post-graduation surveys due to privacy concerns; does this reflect poorly on their education? What about graduates who delay entering the workforce to raise a family or to travel? We spend a fair amount of time and energy collecting these data, but are they the best indicators of educational quality?
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Thank you for opening this thread, which may soon become an anchor cable.
You have asked a lot of related questions, but the last one is easy. We do waste most of the effort collecting such data. Agencies often assign multiple tasks and skill sets to a position or even a department, and very often the names used do not even reflect the type of work being performed, or any additional duties. In my particular profession, language mediation (translating and interpreting), and in my academic field (translation studies), there are nearly no positions actually associated with higher education degrees. Yet I use my academic training a lot. In a 24-year career in the Navy, I was never classified in my field, because the Navy has no positions like that (except enlisted linguist specialties). My PhD is in Education Evaluation, not Translation Studies, but I use it to research the training and education of translators in post-secondary education. I am working in my field, but you would never know it.
Anecdotal to be sure, but my experience includes an MPA and four decades in Federal and state agencies. Measuring employment in the field after graduation is a weak indicator of education outcomes in most areas (academics, rigor, career placement services, agency recruiting, school rankings, etc.) .
Good luck with your research.
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Euthanasia, nurses, nursing students
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International Journal of Nursing Studies reveals that Ninety-two percent of nurses accepted euthanasia for terminally ill patients with extreme uncontrollable pain or other distress, 57% accepted using lethal drugs for patients who suffer unbearably and are not capable of making decisions. Seventy percent believed that euthanasia requests would be avoided by the use of optimal palliative care. Ninety percent of nurses thought nurses should be involved in euthanasia decision-making. Although 61% did not agree that administering lethal drugs could be a task nurses are allowed to perform, 43% would be prepared to do so. Religious nurses were less accepting of euthanasia than non-religious nurses. Older nurses believed more in palliative care preventing euthanasia requests and in putting the patient into a coma until death as an alternative to euthanasia. Female and home care nurses were less inclined than male and hospital and nursing home nurses to administer lethal drugs.There is broad support among nurses for euthanasia for terminally ill patients and for their involvement in consultancy in case of euthanasia requests. There is, however, uncertainty about their role in the performance of euthanasia. Guidelines could help to make their role more transparent, taking into account the differences between health care settings.
Culture VS education: dependent or independent relationship?
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While culture is rich of high values, positive approaches in life,...etc. Some times, there are some people with high education level do not show the cultural dimension in their behaviors. How do you perceive the relationship between culture and education?
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Concentrating on your question "How do you perceive the relationship between culture and education?", we can probably cite many instances on how this two are related. First example is the mass schooling in US and even the other parts of the world as a result of the Industrial revolution. Since there is a need for a workforce that knows specific skill set, a formal and unified education system must be in place to ensure and control these goals. In contrast, China in the early 20th century as well as Vietnam somehow succumbed to balance old ways of education which is based on Confucianism while considering the possibility to globalized the way education should be. If in the previous way of education children are taught about values, good living, and morals, the "new" way of education is more focused on specific skillset. These transitions of culture through the changing modernity and globalization affects the overall education structure of the country. Also in the case of social stratification, a culture who has low regards to women may selectively favor men in the education system. Remember in the olden times, even Harvard refused a female postdoc to have a doctoral status. And in our time now, some patriarchal cultures may still hold the idea that women needs to be at home and thus be exempted to school. Race can also prejudice a student from an education system. Macionis (2012) mentioned in his Sociology book that a comparison was made in the state public school of African Americans and Caucasians. The findings revealed that better facilities were present in Caucasian dominated schools as compared to African American dominated schools. Basically we can point to any aspect of the culture of a particular group and we can link them to education and how it affects education. Media? Look how homework times are decreased by TV. Internet? Look how it changes the way education is being conducted. Religion? Look at how homeschooling as a movement was actually fuelled by protestant and other religious groups. I hope I was able to give some points to ponder and brainstorm. A good place to start reading is the book of Macionis (2012) on Sociology.
Quality in Higher Education in Andhra Pradesh has been decreasing since the first decade of the 21st century.
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Reasons may be plenty for poor quality in higher education in Andhra Pradesh especially in state funded institutions.
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Maybe
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We are in process of planning the training needs for nurses in our general hospital. A group of senior nurses from different specialities invited to attend one day workshop to suggest the training needs of clinical nurses.
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I have worked in General Medical & Surgical Wards of a large General Hospital. In my experience - meticulous application of Nursing Process Steps has helped me and other nurses to render wholesome health care to all categories of patients. As the individual human being has all kinds of needs, Nursing Process concepts help in need-identification & need-based comprehensive care.
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– How do you see as an ideal curriculum program in order to obtain sustainable quality education and personal values? What should the first years of education consist of?
- The chronology and duration of each course and the proper age should be correlated with the local tradition, culture and perhaps religion.
- Arts, sports, math, languages, nutrition, and other domains of study should be carefully integrated such as to obtain maximum and efficient results.
- What is the role of the audiovisual media and how should be used in early years of education?
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Rodolph Steiner put a lot of thought into this question and his teachings have endured the test of time. I fully agree with his idea that emotional development must come before intellectual. After all if a person has lots of IQ but no EQ then we simply create a world that is very cleaver yet totally self destructive....
I was have worked with a behavioural optometrist (addressing the cause of myopia rather than the symptom through exercises and taking optical measures to address near point stress to slow or stop negative adaption of the eye). Steiner did not want children reading or writing before the age of 7 or when their eye teeth emerged. They then learn very fast and catch up within a year. In the mean time they have developed visual memory, creative expression, advanced language skills, confidence to act, sing, dance and generally build a fantastic base to academic learning and attitude to life. This could easily encompass culture and religion.
Vision wise, reading is strongly linked to adaptions of eyesight, poor sitting posture can cause astigmatism and of course its a very left brain activity which is unnatural in children. Close audiovisual should be avoided in the developing child for the same reasons as close reading. Earphones encourage massive bacteria growth in ears. Even sitting in circles rather than straight unidirectional lines would stimulate posture, movement, social skills and empower sharing. For that matter why use chairs in early education, why not soft rugs, bean bags or small Swiss balls? Its time to get out of Edwardian conditioning and get creative. Natural whole spectrum lighting and less EMF radiation, some lessons outside to boost Vit D (in chronically deficit these days and contributing to illness).
When I worked with a group of special needs 7 years old they already had low self esteems from struggling with reading. Some I am sure had visual and possibly hearing problems, others lived in houses with masses of animals so probably needed worming themselves (something we have forgotten to do these days yet we live in greater concentrations than ever before, I feel lots of ADD and ADHD comes from this), most had poor diets, others may have been vaccine or fluoride damaged (Chinese studies show a 10 point drop in IQ) and others were simply just not ready. I did team building exercises, sneaked in vision therapy exercises such as auditory pattern recognition, lots of brain gym, phonetics and rhymes, gardening, cooking, jokes and story telling. When they felt better about themselves and happier they started to read and write.
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What is the future of the market oriented economy and how can a sustainable development be assured? What is the role of education in the sustainability of the Global economy?
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It is difficult to see how market economies can exist without economic growth, which is clearly inconsistent with sustainability. I have written many words about this, but most of it goes back to David Delaney's four points: See http://dematerialism.net/growth.htm 15 minutes from now.
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Problems and Solutions. Issues such as education, housing, social protection, retirement, health care, abuses, financial interests, armed conflicts, economic and ecological crises, water and food scarcity, the limited material natural resources, the energy all are coming together underlining the security and fate of humanity. What can be done?
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I never thought of taxation and a redistribution of wealth as robbery. 
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- Smoking kills and with that it destroys the "investment, the financial effort put to educate the person”. Should smoking students be prohibited from accessing such funds? What is the role of policy makers?
- Should students have to return the subsidies, grants and the funds obtained as financial loan at low interest rate if the student is found to be a smokers? Discrimination? Democracy? Health? Employment? Religion? How do all relate?
- How do you see a possible anti-smoking policy for students working in your campus, city, and country?
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First of all, Adrian, it was not my purpose to offend you. If I did so, please let me apologize. Regards and respect ...
However, exactly the thought of discrimination Dimitrios brought up is what I wanted to point at. For me, honestly, it is quite unbelievable that this discussion is possible on a scientific platform with such a little amount of controversy. As I saw that there just were "you are right" statements, I wanted to provide the contra pole, as this actually reflects my opinion.
One general statement: Please, when using any statistics (here, on correlations between smoking and particular parts of the society), it would be great also to provide a source and at very least the national context in which the study was conducted. Smoking (and drinking) has a strong cultural background and the acceptance might be extremely different from context to context. Without a closer definition of the context, we get to a pub-discussion and loose the last reasonability why it could or should be done within a scientific platform (it is supposed to be a scientific platform, isn't it?). However, for Germany this statistic generally works, but it does not mean that people with a higher income do not smoke at all. Even though in German language, here (4) you can find tons of (I think at least partly understandable) smoke-related diagrams for the context of Germany.
Back to the initial discussion:
As for the point that education and thus, smoking starts at home, my parents never smoked, my grandparents never smoked, my both brothers never smoked, but I did (when young in secret, when older everywhere) and unfortunately still do. One very interesting aspect speaking against the "education theory" from Adrian, is the entry age related to the social status. The diagram on page three of (4) shows that people from parents (in Germany) with a lower income start smoking much later than children with high-income parents.
As for me, please, make politicians forbid smoking in any public places, even in the rural areas and under the open sky (apart of private home, of course). I would welcome it. I love sitting in a restaurant and not having smoke around me (although I miss the opportunity to smoke a relaxing cigarette after the meal). Even though I still do it, I hate smoking, I hate spending tons of money, I hate having a bad condition when going out for sports (mainly jogging and hiking), I hate the imagination I might die earlier because of smoking, and most of all, I hate that my clothes stink. You won't believe it, even though I stopped again and again, I came back to smoking. Why? Because even after a 2 year period of being smoke-free, I still experienced a permanent craving and in times of stress, resigned. Just you know, I hate smoking and maybe the politics and the smoking industry, but I surely do not hate the smokers. Change politics but do not punish people who do what the politicians want them to (see below). Much more, help them! Why do you think that the governments support the pharma industry to develop the weirdest things but not to develop anything that works against smoking?
The argument of making smoking uncomfortable does not make people stop smoking. This is sad and somehow amazing, but whatever governments have tried, be it full or rather half-hearted, e.g. raising the taxes or forbidding smoking in any public buildings (including pubs and restaurants) in its best, just caused changes in smoking-habits but in general, failed. Btw., raising the prices at least in Europe was just a half-hearted attempt because the states somehow seem to enjoy receiving the taxes from smokers. Thus, they raised the taxes with the argument to support people to stopping smoking .... but did it little enough that even with a lower income, they still could afford going on. Further, the EU supports growing tabac until 2012 with 338 M Euro (5). Doesn't this show that the society is not really interested in people stop smoking?
Even though it could work, making Nicotine an illegal drug also is no solution: What to do with the people who already are addicted? Suddenly make them criminals?
However, Alcohol abuse must not be excluded from this discussion (at least not with the initial argument on return of investment), because the consequences of alcoholism are at least as serious, as they are for smoking - and here, different to smoking (1), a direct relation between mortality rate and alcoholics can be determined (Also here, there are additional supported reasons to die, such as heart attack). The guesses on the shortage of the live-span of alcoholics varies between 10-12 years (2) and 28 years (3). And an alcoholic is not necessarily someone who always is recognizably drunken ... it rather is the opposite: As for Germany, 14% of men and 7% of women are alcoholics - how about Russia?.
For references, see
(2) Leu, R. (1981): Kosten und Nutzen des Alkoholkonsums aus volkswirtschaftlicher Sicht. Drogalkohol, 5, 2, pp.3-10
(3) Single, E.; Collins, D.; Easton, B.; Harwood, H.; Lapsley, H.; Maynard, A. (1996): International Guidelines for Estimating the Costs of Substance Abuse. Canadian Centre on Substance Abuse, Ottawa
And regarding the your question, Adrian, you stated before, yes, I know about a lot of statistics regarding mortal rates of smokers, drinkers, illegal drug abuse, and food obsession.
... I go on reading in this thread, but stop my active participation in this discussion now. I think, I have provided all arguments, I can imagine. If you have a good tip on how to stop smoking without getting too aggressive or brain-dead (busy with not wanting to smoke), you are welcome to send me a short message.
yours, Thomas
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Education & Economics in the globalization process do go hand in hand and starts with parenting.
The personal basic values are transmitted and formed at home. The education starts at home. It is a social obligation and responsibility while observing the basic human rights – the right to Life, health, education and personal safety and security.
Parenting? It's easy to have children but the responsibility to bring them up, to build the "infrastructure" off all we have and do on Earth, to "construct" the only mean of added value to our Life, the difference between developing ourselves as species as opposed to destroying humanity along with all the rest of Life on Earth, it is huge and perhaps the most important task.
The downing of the MH17 in Ukraine and the ongoing conflicts in Gaza, the never-ending shootings in USA University and school campuses, the acts of terrorism, the self-terror conducting the increasing obesity, missuses of technology and "UNsocial networks", just to mention a few and recent events and behavior, do all of these have anything to do with parenting or ....it is just an asteroid issue hitting our planet, an event beyond our control?
In what direction and at what speed does humanity is going to? Is anything that we need to do now? and how?
Any ideas, solution, opinion, personal examples, suggestions, questions, perhaps will help all of us towards a better world.
My regards to RG members, my consideration to parents and the future of humanity,
Dr. Adrian Toader-Williams
PS) Please do not forget to vote members contributions as to acknowledge abd encourage RG members activity.
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Dear Adrian,
These are the old known factors of today's state of affairs: wrath, avarice, sloth, pride, lust, envy, and gluttony. These factors can be counterbalanced by chastity, temperance, charity,  diligence, patience,  kindness and  humility. However, if you are a perfect example of the latter factors your child may be more inclined to copy your behavior. Helas, no parent is perfect and parents also engage in frequent struggles in front of the child. However, also a child is no absolute angel, he is not free from conflicts between destructive and construtive behaviors. The child is an autonomous human being with choices -  although immature - of his own. He can later on choose to become what he had experienced or he can rebel. After he went through his own trials and errors and did his own mistakes he may eventually end up with the insight that the parents were not always wrong. Parenting matters.
Best regards
Béatrice
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How do you see such exchange programs (High school and University level study, Research, etc.) as to influence the faith of the international economic and political stability? What will be the countries that need such practice the most? What areas of study / research do you think it will be more efficient? Do you see any countries that may be reluctant to such activity? Any past personal experiences are welcomed and useful if you share with us here. Please do not forget to vote member's comments / posts / participation.
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Is efficiency as important as applicability? There seem to be lots of efficient ways to quantify and qualify its of data, but the the research to practice gap is an important issue.
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- What is you point of view with regards to the importance of the audio-visual documentation of the research process and results, applied methods, showing step by step procedures? These details are often and easily surpassed or difficult to explain in writing or show through simple pictures.
- Anything we know has a real value as far as we are able to transmitted it to others. The better we transmit our message, our experimental results and procedure, our knowledge, THE BETTER WE MAKE OURSELVES UNDERSTOOD, the higher value our knowledge has. It is important to have your opinion, researchers from different countries, cultures, disciplines, specialties, professors, students and advisers of all ages.
- Your contribution to ResearchGate (RG) activity / dialog / discussions helps all of us as RG community.
- Please vote this question and member's comments / posts / participation. This encourages other RG members to participate as well.
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Well, this is an intriguing question. For shure everyone agrees that is better showing the results of scientific investigations with the use of visual support. But as a TV, video and multimedia professor and producer, I can add that to link the academic achievements to visual forms will demand specific knowledge of the researchers, since the MM requires precise abilities to do a good job. What I'm sayng is that the MM has a specific langage and methods of construction meanings. The film and videodocumentaires has specific internal "logics" of narratives and methods of going deeper on certains sujects, despite others. As I said, is a intriguing point...
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Will you please suggest the research done so far or availability of research material on the topic. Also suggest the practical difficulty to manage HEI located at rural areas and the remedies.
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I think a very good source to start with any kind of research on related experiences would be the African Merlot network (http://man.merlot.org/research/MAN%20at%20eLA.html) and of course UNESCO, which is very active regarding the implementation of e-Learning and OER in rural lesser developed regions.
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Do the virtual social networks have an impact on socializing or rather on alienation? To be discussed here are the psychological impact upon Internet users, as result of extensive use and the public health issues (from obesity to mental status) are also to be analyzed. The impact upon the education quality and school absenteeism, lack of sleep and improper nutrition may be connected also to the use of virtual social networks such as Facebook, and applications such as messenger, Skype, video chatting, etc.. Are there any proposed solutions? What is the overall impact on economics?
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Thanks Mr. Adiran for raising this important issue. To my understanding social networks are a tool which can be utilised positively to bridge the social and communication gaps between the peoples, nations, societies and communities. Ideally social networks are a great source of promoting peace and love, transferring knowledge, exchanging ideas and enhancing the level of awareness about societal problems. But at the same time, enormous negative impacts are obvious. I personally believe that the networks are promoting alienation, selfishness and individualism. We see many friends on-line but don't care or try to poke them. Because the networks are a great source of other amusements which supersede the love for old friends and results in wastage of time, which is crucial for all ages especially the teenagers with immature minds. The youngsters have been found searching date partners at the expense of their study time, health and wealth. Although the networks are a great source of promoting business yet I don't see positive impact of the net works on the global economy in toto. However if we are able to control use of social net works at micro and macro level (which seems impossible), then we can derive great benefits from these networks.
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How is the democratic act influenced by the level of education? Can the democratic elections and decisions be lucrative and assure a sustainable development (socio-economic) if the quality of general education is low? The role of adult education is to be discussed, parenting process, the influence of media, and marketing of different products and services as to serve the financial interests as well.
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I develop : are you serious? It is really Macron, ok.
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I really want to know if the student has a role in developing their college curriculum? How they can help? Do the students accept help in developing there curriculum? Do the managers accept there help?
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Those interested in the role that students can take on with regard to developing the curriculum, and engaging more broadly with change in learning and teaching, may like to look at our 'Students as Change Agents' initiative at the University of Exeter, UK.
Over the past four years, the University has developed an innovative student-led action research project which brings students and staff together as partners in improving experiences of higher education. The ‘Students as Change Agents’ initiative is a collaborative endeavour involving Education Quality and Enhancement and the Guild of Students, with student representatives from Staff-Student Liaison Committees (SSLCs) taking responsibility for promoting evidence-based change.
Students from ten subject areas across the University engaged as a pilot study (2008-09) in a variety of learning and teaching activities; the pilot study was so successful that the initiative has been continued for with over a hundred projects to date. Students work in a variety of roles as such as leaders and co-creators, voluntarily, or with small payments, or for modular credit. They select aspects of teaching and learning that are of concern, develop a research question, and plan their own methods of data collection. Research methodologies have included focus groups, informal interviews and questionnaire surveys (paper and on-line). Projects have now involved undergraduate and postgraduate students in almost all subject areas from across our three campuses, investigating student-selected topics such as assessment and feedback, seminar provision, technology, inter-campus teaching, employability, personal and peer- tutoring, digital literacy, sustainability and academic writing. Outcomes have included research reports, student-led conferences, as well as students organising and running sessions on writing skills and careers, a buddy system, and peer-tutoring; students have also produced study guides on what to expect from high quality seminars and on academic writing skills. Overall, many hundreds of students will have participated in the various studies and will be gaining from the outcomes.
The Change Agents initiative has developed from being a small-scale pilot project run from enthusiasts at the centre to an initiative that is devolved to each of the five Colleges and is largely funded and supported by them. It is embedded into the philosophy and practice of the University on a growing scale.
Most importantly, the wide range of projects has attracted a wide range and variety of student participants: those with a strong desire to be leaders of the future, those who wish to express themselves through involvement in artistic ways of working, those who have a commitment to their community, their environment, their university and/or their College or discipline. Overall, it allows students to engage in any aspect of their university life in new and imaginative ways, empowering them to take real responsibility for change.
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I want to assess preschool comprehention skills and fluency reading skills. Any ideas?
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I think there is no such thing as a preschool comprehension and reading skills (I am exaggerating a bit). Details needed: mother tongue, age, cultural traditions as well as the Education Act in your place. For some countries, preschool means up to 5yrs old, in other countries could be 6-7 yrs old. In some countries or educational alternatives, children learn the written language from a very early age, in some other countries the literacy starts (unfortunately) later. Also, the comprehension means one thing, the reading skills-something else. S/he could have a good comprehension but poor reading skills and that could be determined by a dyslexia.
I would use the "Bonhomme Test, Jaqueline Royer version, testing the level of the maturity, not of the intelligence. Then, I would use pictures-simple or composed, based on the different other tests in the field but using the words/sentences/situations familiar to the child, using his/her mother tongue. For example, 'apple' is a easy word in English but not so easy to pronounce in Romanian, so even the apple is familiar to the child, I might not use it (of course, that depends on my intentions)
I think you have to establish exactly what you want to assess, the requests for each age of the preschool period, on one side and also, on the other side to see what are the reading tasks in the schools of your place. Then, you may create some tasks adequate to your/child needs. I understand that you do not have a comprehension/reading test validated in your country/region. And of course as some of the people said already, use pictures. I did this way when I needed.
For different ideas on language tests I would recommend Ane Anastasi, Psychological Testing,Macmillan Publishing Company, New York. I have the sixth edition (1990), but I am sure that there are some other editions, newer and more complete All the best
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The software would for example model the effects of changes in blood pressure, heart rate and rhythm, skin colour change, in response to various interventions such a drug administration, change in posture, blood loss etc...
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We have a great software solution that has been integrated into both software and hardware at http://pulse.kitware.com/
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Some scholars have identified certain social and cultural practices as contributors to girl`s poor academic performance in schools.
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Dear Faustinus, I think you could to use gender theory. There you find a clear explanation about gender as domain of social practice. An author Pierre Bourdieu. Good luck!
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How do you think we can motivate young people to practice purposeful studying? How can we start their internal "engine" for the acceleration to a successful life and what methods would you offer to the system of education? Is open learning on the Internet a solution?
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On line learning can, at best, supplement and complement the traditional learning through teachers. Only a good teacher can motivate and kindle interest in students. This is because of the human element in addition to other reasons. Distance education may be easily affordable and convenient but it cannot match learning through interaction with a good teacher.
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The article says to contact the authors for a copy, but I have had no luck with that.
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Hi Lacey,
I am not sure how far your no luck goes. Have you contacted all the authors? Have you checked the univesity directories to make sure their contact information is still current. I did look to see if there was any chance of finding the STIN3 without contacting them, but only the original STIN seems to be on ERIC and that isn't available right now, which is something I know about because ERIC has been taking a lot of stuff down because of concerns about confidentiality. Because it doesn't come up on Google, I assume that the authors don't have it up on personal web sites either, but have you tried that? I know when I get requests for stuff like this, I don't always jump on it, and sometimes it slips through the cracks, so I don't think it would be unreasonable for you to be aggressive about pursuing this. Believe me, if you had to track me down to get one of my instruments, it would be me who felt bad about it. It's too bad it hasn't been archived somewhere. Other than what I deliberately published to be accessible, if I thought any of my instruments were worth it, I'd be thinking about getting them on some kind of archive now after seeing your question.
Good luck,
Bob
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Methods of increasing studens' motivation
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One of the simplest methods I have used to change attitudes in class was "one minute papers." It only required a few minutes at the end of the class and the act is to have every student annonamously write down 3 things: what topic they thought was best covered in the class that week, what they thought needed the most improvement by the instructor that week, and what could be done to improve the course as a whole. I have used this in classes with low motivation with a lot of success. Usually I do it every couple of weeks once I realize there is a problem. The interesting thing about the process is that I started it to collect data on how I could improve the class, but found that if I adopted some of the suggestions students identified the first time many students attitudes changed. They felt they had a voice in how the class was run and they became more motivated because they felt impowered. The process took about 5 minutes and the results were well worth it.
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I am interested in the context of supporting teachers in creating accessible e-learning experiences.
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You can get the similar or apropriate answer by searching the keyword in the GOOGLE SCHOLAR page. Usually you will get the first paper similar to your keyword.
From my experience, this way will help you a lot. If you still have a problem, do not hasitate to let me know.
Kind regards, Dr ZOL BAHRI - Universiti Malaysia Perlis, MALAYSIA
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diSessa and Cobb (2004, JLS) mention metarepresentational competence and sociomathematical norms. Mor and Winters (2007) mention design patterns, Sandoval (2004) gives a brief example. But what are the exact criteria for a theoretical construct to be justifiably called an ontological innovation?
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First, there are no 'exact criteria' for anything in mathematics education. All constructs are interpreted and re-interpreted by colleagues. This mirrors the way a new word is added to a person's vocabulary: first the word is used rather too broadly, then its use shrinks to match the use by those in the surrounding community. The latter aspect seems to take a very long time in education circles.
Second, all 'constructs' are constructed by an observer (resonance with Maturana: "everything that is said is aid by an observer"). Constructs are labels for events discerned by an observer, and may become phenomena if the label is applied to more than one 'instance'.
For example, ZPD is a good case in point because it has been largely mis-interpreted by authors alighting on a single paragraph in one translation of one book by Vygotsky.
So the ontological question depends on the world you inhabit. ZPD, Enactive-Iconic-Symbolic modes of (re)presentation, instrumental and relational understanding, etc etc all exist in the mind of the researcher, but not in the material world.
JohnM
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When writing clinical assessment reports targeted at children under the age of 5, are certain organisation/writing styles preferable to others?
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suggest you look at the work done around the neighbour hood early years and early support.This was a joint project done with the dept of education and skills , dept of health and supported by surestart. Individual organisations suchas down syndrome educational trust and scope were involved. consultation was done on this topic , you also may find Peter Limbrick helpful with his work on the team around the child.
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I am researching undergraduate, postgraduate and lecturer perceptions of the value and prevalence of creative writing in teacher education program.
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We have a course where our Pre-service teachers create ( write and illustrate) a  text for upper primary students. We teach writing by having our students write and publish their own text. During the course their drafts are workshopped as are their designs. The text can be in print form or using multimedia. It is a very daunting task for students but they learn a tremendous amount about the writing process.
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Activities and utilizing the event that has been addressed in a number of early childhood education so far, the difference between the Reggio approach is that it is what you think?
In particular, I want to ask you about the difference between the activities that are the subject of natural science. I have a question about the major difference between the activities that are working caregivers is to record the practice.
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Some people think the Japanese parents, and who may be spent in the nursery and kindergarten at the time he is to work for the company. Therefore, most people are indifferent to the child activity. There is a difficult problem that staff working there is not seriously trying to do, including the parents, links with local communities and kindergarten. In addition, I also think that there is no breadth of mind to staff. I think it is necessary to go to nursery researchers actively, consider the nature of childcare cooperation with caregivers.
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Organizational learning and technical innovation are within the context of organizational culture. To link learning, innovation in organizational culture I would like to suggest to consider the mission, vision and philosophy of the organization to link learning and innovation with organizational culture.
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Leadership skills for first year college students are very important, our issue is: who is more responsible for building these skills?
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Thank you my friends for your answers, I think its unstable thing as "Ahmet" said, at the same time itequal responsibility as "Anuradha" said.
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I am looking at the issues with using a scenario based MCQ format in particular with ESL students
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I agree with Ratna and Liz . Sometimes the questions and suggested answers are plenty of abbreviations linked with one single topic .Different interpretations of non- standard abbreviations and over-use of technical abbreviations obscure the questions and answers. References are useful to help professors and students, but they must be well-known by all of them, before the MCQ exam. Clinical subjects are useful to develop technological and clinical MCQ format
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Most of the college teachers join the college immediately after their post graduation with out BEd or MEd.
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This is very important question to address. What is more crucial aspect is integrating BEd and MEd with the practice of teaching. One would be a good teacher without going through formal teaching course, however, it is important to anchor his/her practice with some thoretical basis to reflect upon. Unfortunately, there is a tendency (I know about India) to dumb down the teaching courses to mere ritual and divorced from actual practice of teaching and current discourse on education.
I think it is important to introduce theory of teaching learning and therfore make it mandatory, before joing to teaching profession and allow the participant to grow with time. However, at the same time quality of the courses must be enhanced.
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The Turkish Ministry of Education introduced tablets to be used in the classrooms and every student will have an e-pad (Ipad) tablet at the end of the piloting which is in 2015.
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Motivation only allows students to do (to the best of their ability) what they can already do! So...be sure they know how to use the ipad proficiently. If not, first step is to provide direct instruction on its use. Subsequently, faculty can model in class how to appropriately use the ipad (or for matters related to a course). Integrate the use of the ipad into a course assignment (although this moves away from "self motivate"...because it is mandatory). If you do not feel all students are ready for mandatory use, give early adopters a chance to demonstrate how they use it...to the other students! Their enthusiasm will be contagious. I have found that when a person sees the value of what a piece of technology or software/app can do for them, they continue to use it. For example, people who need to wear glasses all day...usually wear them all day.
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Has anyone worked on the issue or have any hints on what could explain such a phenomenon?
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Well there is a general trend of decline in the importance of the government sector due to privatization policies in many countries of the Arab World. The government sector was the main employer of educated females. I can tell you this information for sure for Egypt, as this is my current study focus. At the same time, the private sector has not been female friendly in many cases, providing lower wages and worse work conditions for females. This lead many females, especially the educated ones to leave the labor force all together, which led to a drop in female labor market participation.
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I'm looking for a book explaining molecular biology in a language which is understandable and exciting for non-biology majors or freshman college students. The idea is to make such people interested in the field and excited about the topics while taking a biology class rather than just sitting there and waiting for the class to end..!
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Essential Cell Biology: An introduction to the Molecular Biology of the Cell (Alberts, Bray, Johnson, Lewis, Raff, Roberts and Walker) is really well written and is excellent for beginners in molecular biology. The book also comes with a cd that contains movies of cool molecular biology events that you can incorporate into a presentation.
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Instructional computer programs (or the usage of computers in education) are being developed since the early ‘70s. Rapid development of Information Communication Technology, introduction of computers into schools, and daily use of computers by people of different vocation, education and age, has made education a very important field to researchers. Their main goals have been to develop programs that can teach humans and to achieve individualization of the educational process.
The methods and techniques of Artificial Intelligence have been successfully used in these systems, since the end of last century. Hierarchical modeling, interoperable and reusable software components, and ontology are modeling techniques that have only recently penetrated into the eLearning. In addition, these Artificial Intelligence methods are used in "new field” I called it "eEducation", a new approach to education with the help of Information and Communication Technologies, Computer Science and Artificial Intelligence.
And, of course the "new wave": mLerning and uLearning are "knocking on the heavens door", such as Bob Dylan sings.
Your thoughts on:
Could we described "eEducation" = "eLearning" + "eTeaching", by this “simple” equation? Alternatively, do we need more "+"?
Are we all (researchers, teachers and students) have succeeded in eEducation (eLearning) so far? Do "users" of eEducation (eLearning) systems are "better" than traditional students are, in terms of learning achievements?
Do we have right pedagogy (teaching methods/strategies) for eEducation (eLearning)?
Do we have right learning strategies (models/theories) for eEducation (eLearning)?
What about mLearning, uLearning?
At the end, what is the future of e/m/u/Education (e/m/u/Learning)?
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I would say that in answer to your three questions that the answer would be no to all three but that it was the second question that is the problem. Some of the respondents have mentioned the evolution of e-education but in many ways it is the evolution of the technology that allows the educators to use methods that are more like the ones used in traditional face-to-face lessons. The biggest difference is the way that the students experience the course materials. In traditional lessons the experience is shared by all the students but in online courses each student experiences the course individually. There is quite a large amount of research on the personality types and online courses. It suggests that online courses suit some personality types more than others.In a traditional classroom setting most tutors are able to adapt to the materials and their style to suit the students but online courses are not able to be adapted as quickly. A student does not need to participate in a classroom discussion to experience it or affect it but if a student does not participate in an online discussion then they effectively do not exist. Humans are by nature social but can online courses be social to the same level even with video conferencing and social media like Facebook and twitter?
Whether the course content is disseminated through synchronous audio/video web conferencing, synchronous discussions such as instant messaging or through asynchronous discussions (my own area of interest) the student will most probably be sitting at a computer separated from the other students in space and often time. Traditional course can be lecture, seminar or tutorial but online courses appear to be either lecture or tutorial. Organising the technology to enable a seminar style lesson that allows the same interaction with the same immediacy is difficult and probably beyond the technical ability of most students and many tutors.
How we teach online is not the same as face-to-face but exactly how is the subject of much debate including this one but recognising that it is not the technology that needs to evolve. First, we need to recognise that the way that students experience the course materials and the learning itself is not the same and will never be the same without the same "Holodeck" equipment only available on Star Trek. As educators, we need to change the way we teach but exactly how I don't know...
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It is a burning issue that English and not local mother tongues is better as a medium of instruction in this age for higher education. Do you agree?
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If I read this discussion correctly one argument is missing which I brought up earlier: Without English the access to the world literature is very limited. This is one of the two key arguments for the use of English in higher education. The other argument has been mentioned: Most key terminology can hardly be translated into national languages or if so gets a nationally understood meaning deviating from the original definition.
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What is the link between internationalisation in secondary and higher education. What does higher education expect/need from their undergraduates? How can internationalisation activities in secondary education prepare pupils for an international study in higher education?
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That's great! are there anything to be read about internationalisation of public secondary education?
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Why are special education kids required to complete the curriculum at the same time and pace as regular education, honors and advanced kids?
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I don't think that  a there must be a mandatory fixed time for the research programme, especially, minimum required duration. If a  researcher has achieved significant progress in within a time smaller than the fixed time, he may be give the chance to complete his doctoral studies early. Those who require more time for the completion of the research shall be granted enough time for that. But necessary steps should be taken to verify that the quality of research has been taken place in the allotted time.
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Should funding be decreased that focuses on areas outside our own country? This pertains more to labor and education. Countries resent our involvement in their affairs. The education in the US is and has been on a downward trend. Would it not be prudent to clean up our own house first?
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I have been home for five years due to a wreck and have seen less dissemination than I expect. I think once I set my business up and they see what one person can do and how ineffective the agencies have been there should be some reckoning to be done.
There are great resources that should have filtered down to teachers for help in educating our children it is a shame that our children in the US have not benefited.
Bernie Han you work for the University. This is a sound no cost business way to disseminate information on resources might you make the effort to reach you Education Department in Michigan.
We all want to increase the education level of all people right?
I have assittive technology information that neither of our Oklahoma big university associated with ABle tech have dispersed to the districts.
However now as an business start up I am guarding my info.
Tell all such as the Parent Center.....you should have one...check out the Pacer Center which doesn't have this AT info either
Suggest that they get with these agencies funded to help connect people to resources get copies of teachers...and such counselors..
buy email lists...this costs nothing
Add them in...upload...not adding each individual one.
This will keep teachers up to date on resources and allow teachers to manage information at their time....which as a teacher it is hard to due but on breaks they can.
I told some to send out resource directories to hospitals ....good common business sense.
One of our groups at one of the big universities charged with helping families with a big disability....did a needs assessment...big oxymoron
It was on their website. These people will not get a copy of the special ed teachers email list. Why? Beats me?
These groups are two to 3 years behind on resource information.
I will pass along one good thing you can pass on to all consumers
http://cshcn.org Here there is a lot of information on or assistance on transition for youth with disabilites
Hold on to your seats here is one example that doesn't get from the dept of ed to state to teachers! And I have been told people are too busy....This all comes from reading and research. never mind but something is very wrong when all this doesn't get to those that can benefit...we now have beside RTi an intervention to the really bad cases....a pure waste of money and we need to cut the hands that are multiplying at bacteria logarithmic growth factors and stop the government growth of a mentality of this magnitude of 10 on a rector scale that won't listen to the citizen's it serves.
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How come all the dissemination from the research doesn't seem to filter down to those that need it? Namely the teachers and students?
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Whilst not an expert in the US system, I guess it would mirror what is increasingly happening in the Australian context. Research that is published in high-impact journals, rather then "trade" journals is more valued so more and more academics are no longer publishing in the professional journals aimed at teachers and students. The end result is that the teachers who might be able to implement some of the findings of the research often do not find the research as it is published in peer-reviewed journals often not accessible by teachers. My strategy is to try to publish two articles from any piece of research - a formal, research style article for peer-review and a more directly relevant one for classroom practice in teaching journals. Hope this helps, Kevin.
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Does education belong to the society or even to the world? Does education belong to the parents paying for it? Does education belong to the students? Or is education Profit and rightfully belong to the school engaging it for profit? If we know who owns education, probably we would know how to deal with education from a pedagogical viewpoint or from a curriculum design viewpoint.
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'Belong ' is an interesting concept. Maybe it isn't quite the right word? Education is perhaps better characterized by a complex intersectionality of factors?
Maybe another question which underpins this one, and is perhaps synonymous but certainly informs it, is is 'what is the purpose of education?'. Padraig Hogan, in his book (2010) 'The new significance of learning: Imagination's heartworks' has some interesting things to say on this . For example, the quote from a conference flyer about this issue (attached) ....'The book arises from a bold suggestion: that education is to be understood mainly as a practice in its own right, as opposed to a subordinate activity controlled largely by society’s ‘powers-that-be’. It also acknowledges however that the long history of the practice has abundant examples that reveal just the latter: (a) that many centuries of ecclesiastical control cast teachers and pupils alike in an acquiescent role and proclaimed a paternalistic order of things to be the natural one in the world of learning; (b) that in a secular age a more mercantile credo has gained ascendancy but the hierarchical order of things in education essentially remains in place; (c) that international educational reforms in recent decades have done much to secure a major regeneration of this order for the 21st century.
Definitely worth a read.
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The history of education is a history of...? As the 21st Century proceeds, and the Information/Digital Age evolves and defines and is defined, the various threads that make up the fabric of the educational process seem to remain basically the same as they have always been; yet, something seems to have happened to affect the perceptions of the fundamentals of teaching and learning that has never happened before. Are we grasping that something has changed, or are we just "grasping at straws"? For example, is this a point in human evolutionary time equivalent to the invention of "philosophy"?, or, a "retooling of the assembly line"?
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In fact, in reference to Edwards query, I think that in likely 50% of the cases around the globe--and much more-so in many lands--most teachers-to-be enter their training with hopes of modifying and doing a better job as their peers or in some cases to attempt to match their favorite teachers in the field. In some teacher training programs, some of this idealism is weeded out but in other cases, some teacher training programs add a great new spin on the fallow ground that promotes change and reform.
It is in when one is placed in the old shoe (1) of schools, (2) in school systems, and (3) in school or college cultures where the teacher becomes a victim or in some cases a victimizer or perpetrator in a system of education. The forces for this redirection in a larger system involve financial, social, cultural, and other pressures which spin the dreams of the novice in all undesired and in many cases system destructive directions. Institutions thrive but individuals--teacher, administrators, and students founder.
In the example, I noted (above) concerning the need for more experiential learning, I would include the essential requirement that administrators and leaders in the field get back to the floor regularly (and are required to do so--with a thoughtful reflective essay required of each one). It is the failure of institutional leaders to get into the shoes of the teachers and the students, that leads to institutional nausea rather than positive institutional development over time.
My experimential learning credit at the college level--which has empowered me to teach and work in over ten countries--included the following type of experiential coursework (By the way, I studied in a small liberal arts college in Kansas, USA) :
(1) Urban economics at the Urban Life Center in Chicago--one month
(2) International development in Nicaragua and Honduras --one month
(3) Rural Farm family and rural experience in France/Germany--one year
(4) Internship at KWCH TV in Wichita, Kansas-- one month
In addition, I took several language courses and did homestays in Spain and Mexico.
In every case, I had to keep a journal and write/submit a reflective paper at the end of my experiential learning.
Such methodology is neither new nor old--however--in a world that too often expects wind-up teachers to act in a certain way or in a world that has traditionally hoped that students learn in a certain manner, getting out of one's typically foot-wear and becoming the other is invigorating to every participant in the system.
Get the educators and administrators back to the floors of learning. Get the students out of the classroom and give them new tools and eyes to face the world.
Service learning and other forms of experiential learning need to fuel and refresh the educational delivery and process for all.