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collaboration 普通类
The coaching toolkit—sub-titled “A practical guide for your school”—is perfect for beginners to the coaching process, and is set in the context of the school environment. There are many generic coaching books available, but what is great about this one is that it firmly places coaching into school life and language. The authors are a head teacher and an assistant head teacher who both have extensive experience in coaching in the school context and responsibility for continuing professional development. They put coaching into the school improvement cycle, showing how it can benefit subject action plans, the school’s self evaluation process, and individual performance development. Having coaching contextualised in thisway can really help sell it within your school, linking it so closely with its existing improvement plan.
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第三章 中国动画发展史 普通类
中国动画发展史
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Coaching and mentoring Theory and practice 普通类
The coaching toolkit—sub-titled “A practical guide for your school”—is perfect for beginners to the coaching process, and is set in the context of the school environment. There are many generic coaching books available, but what is great about this one is that it firmly places coaching into school life and language. The authors are a head teacher and an assistant head teacher who both have extensive experience in coaching in the school context and responsibility for continuing professional development. They put coaching into the school improvement cycle, showing how it can benefit subject action plans, the school’s self evaluation process, and individual performance development. Having coaching contextualised in thisway can really help sell it within your school, linking it so closely with its existing improvement plan.
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Rethinking e-learning research 普通类
The coaching toolkit—sub-titled “A practical guide for your school”—is perfect for beginners to the coaching process, and is set in the context of the school environment. There are many generic coaching books available, but what is great about this one is that it firmly places coaching into school life and language. The authors are a head teacher and an assistant head teacher who both have extensive experience in coaching in the school context and responsibility for continuing professional development. They put coaching into the school improvement cycle, showing how it can benefit subject action plans, the school’s self evaluation process, and individual performance development. Having coaching contextualised in thisway can really help sell it within your school, linking it so closely with its existing improvement plan.
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The coaching toolkit 普通类
The cost of health and safety (H&S) failures to the UK industry is currently estimated at up to £6.5 billion per annum, with the construction sector suffering unacceptably high levels of work-related incidents. Better H&S education across all skill levels in the industry is seen as an integral part of any solution. Traditional lecture-based courses often fail to recreate the dynamic realities of managing H&S on site and therefore do not sufficiently create deeper cognitive learning (which results in remembering and using what was learned). The use of videos is a move forward, but passively observing a video is not cognitively engaging and challenging, and therefore learning is not as effective as it can be. This paper describes the development of an interactive video in which learners take an active role.While observing the video, they are required to engage, participate, respond and be actively involved. The potential for this approach to be used in conjunction with more traditional approaches to H&S was explored using a group of 2nd-year undergraduate civil engineering students. The formative results suggested that the learning experience could be enhanced using interactive videos. Nevertheless, most of the learners believed that a blended approach would be most effective.
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Multimedia and literacy development 普通类
The coaching toolkit—sub-titled “A practical guide for your school”—is perfect for beginners to the coaching process, and is set in the context of the school environment. There are many generic coaching books available, but what is great about this one is that it firmly places coaching into school life and language. The authors are a head teacher and an assistant head teacher who both have extensive experience in coaching in the school context and responsibility for continuing professional development. They put coaching into the school improvement cycle, showing how it can benefit subject action plans, the school’s self evaluation process, and individual performance development. Having coaching contextualised in thisway can really help sell it within your school, linking it so closely with its existing improvement plan.
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Is there an attitude problem Reconsidering 普通类
Among the models that were developed to explain and predict technology usage, the technology acceptance model (TAM) (Davis, Bagozzi &Warshaw, 1989) is arguably one of the most widely adopted and tested across organisational contexts, technologies and cultures. The main goal of the TAM is to describe the influence of users’ beliefs and attitudes on their intention to use technology and, subsequently, the usage of technology itself. In theTAM, two variables, perceived usefulness (PU) and perceived ease of use (PEU), are hypothesised to be fundamental determinants of user acceptance. Furthermore, the TAM postulates that users’ perception of the usefulness and ease of use relative to a particular technology shapes the attitude towards its use and behavioural intention to make use of that technology. Figure 1 shows the TAM.
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Does authentic happiness exist in cyberspace 普通类
Although some of the Internet’s negative impact on individual development and lives have been documented in recent years (eg, Chou, Condron & Belland, 2005; Kraut et al 1998; Suler, 1998), most of the users use the Internet positively for their personal advancement and life convenience (eg, Amichai-Hamburger & Furnham, 2007; Lanthier & Windham, 2004). The Internet indeed provides a rich environment that includes significantly positive aspects as well as negative ones and, when used appropriately, may greatly improve the well-being of its users (Amichai-Hamburger & Furnham, 2007).
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Creating a psychologically safe online space for 普通类
This study focuses on mitigating evaluation apprehension, which is usually unavoidable in identifiable social situations, via the constructive use of prominent features of networked technologies. Specifically, this study investigated learners’ attitudes towards different user-identity revelation modes, namely, real-identity, anonymity and created-identity, in an online questionconstruction and peer-assessment context. Forty university freshmen, taking a physics laboratory course, participated for one semester in 2007. A learning system called The Question Authoring and Reasoning Knowledge System which allowed students to contribute and benefit from cyclic process of constructing and reviewing questions, was devised. Analysis of the data gathered found that students reacted statistically differently to the modes of real name, anonymity and nickname. Furthermore, participating students adjusted their preferred mode in different roles and circumstances. The data obtained suggest that program developers should embed flexible and versatile capabilities of computer and communication technologies by allowing individuals the opportunity not to be identified or only be identified via a nickname of their choice, so as to help eliminate feelings of embarrassment and uneasiness, which are not psychologically sound and may hinder the learning process.
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The development of ICT across the curriculum in 普通类
This literature review explores the historical development of information and communication technology (ICT) in Irish postprimary/secondary schools and examines how the education system has responded to the various ICT initiatives and policy changes. The review has found that despite national policy and significant ICT initiatives, it appears that the use of computer technology has instead evolved independent of these changes. The various policy nudges throughout the past three decades have had limited impact on the nature of its use. The predominant use of the technology lies within discrete informatics subjects which tend to focus on learning about the technology rather than learning with it. Future ICT policy needs to be cognisant of the past, particularly hownational ICT initiatives are mediated within schools and the powerful influence of the prevailing ICT culture on external ICT initiatives.