bluuebunny/crossref_metadata_2025_split huggingface dataset:
Educational Television and the Curriculum for Children up to the Age of Seven Years
Authors: Choat E , Griffin H , Hobart D 
Published: October 2006

AbstractThe results of a three‐year investigation in England and Wales into the way educational television was used by 259 teachers of children up to the age of seven years indicated that only a few teachers were using the medium effectively. Class viewing and mass viewing of programmes were the normal methods, even when a video‐recorder was available. In most instances the video‐recorder was used for timetable convenience, and‘view and follow‐up’the common practice. These factors, together with a lack of continuity between programmes and separation from other activities the children were pursuing, suggested that educational television was isolated from other aspects of the curriculum. The findings indicated the necessity for a course on educational television to be included in the initial training of teachers, the need for a vastly increased in‐service programme for serving teachers and the provision of adequate resources.
Media Research: a graduate student's primer
Authors: Moore D M , Wilson L , Armistead P 
Published: October 2006

AbstractThe purpose of this paper is to trace the historical emphasis and development of media‐related research. The positive and negative aspects of this research are reviewed. Early research with its inherent methodological problems is followed by more recent studies involving aptitude treatment interaction. Recommendations by practitioners and researchers alike, as well as trends for future research, are presented. This paper should provide the novice media researcher with an introduction, review and current thinking on media‐related research activities.
Computer programming for management students
Authors: Mole Richard 
Published: October 2006

AbstractThe case for teaching a programming language in the context of a management degree rests upon the perceived value of using mathematical models to structure managerial problems, and upon the relative merits of available languages and packages as modelling tools for students who may not be strongly numerate. An introductory computing course can help students to learn quantitative elements of Business Finance. It encompasses both standard software packages, such as a spreadsheet, together with the elements of BASIC. Students taking subsequent Quantitative Methods courses likewise benefit from the use of packages, but also from using a carefully prepared suite of BASIC programs. This approach is illustrated by materials prepared for automated drawing of project network diagrams on a monitor. Students benefit from reinforcement of the underlying mathematical concepts of network analysis and from extending the programs themselves. This latter process also provides some insight into the nature of commercial software packages and systems.
Adapting the author language Proforma for test purposes
Authors: Collett John 
Published: October 2006

AbstractGeneral stages in the development of computer‐aided instruction in a university French Department are outlined, including the creation of the author language Proforma. Several types of questions and answers could be used in Proforma study units, and detailed records kept, but it allowed students to repeat units or parts of a unit any number of times, reducing its suitability for formal testing. We adapted Proforma to enable parallel versions of test materials to be prepared, so students may make up to three attempts at a given test in a different version each time. A test may be of any length, and items within sets of questions may appear in a random order. Screen layout is described, and some aspects of test administration and timing are outlined.
ROLF—an open learning delivery system
Authors: Twining John , Botcherby Claire , Ward Christine 
Published: October 2006

AbstractThe Resourced Open Learning Facility (ROLF) has been developed by the UK Skills Training Agency (STA) as a means of delivering off‐the‐job skill training in the national network of 60 skillcentres. STA introduced ROLF as a pilot scheme in six skillcentres at a time when the government was introducing a new programme for the long‐term unemployed (Employment Training). The authors evaluated the pilot scheme and concluded that ROLF was working well for low achieving adults. ROLF is also important because it is a systematic approach to open learning delivery in a chain of centres under the same management. Most educational technology literature about open learning features materials, rather than delivery.
The television viewing behaviour of families in Kwara State, Nigeria
Authors: Talabi Joseph K 
Published: October 2006

AbstractThis study relates to the television viewing behaviour of selected families in Kwara State of Nigeria. A total of 600 households heads, dispersed over the 12 local government areas of Kwara State were used for the study. The instrument was a questionnaire with items designed to measure the social and spatial television viewing behaviour of each household as well as the values attached to television viewing. Results showed that the opinions of respondents tended to move towards a consensus in statements which related to the values and social effects of television. The implications are discussed of knowledge of television viewing behaviour of households on educational planning, moral reformation, policy making and the dissemination, adoption and diffusion of innovations in society.
The management and effectiveness of corporate training programmes
Authors: Bergenhenegouwen G 
Published: October 2006

AbstractThe education manager sees to it that corporate training programmes are in keeping with the overall policy of the organisation. In dialogue between the corporate management and the education manager, a training policy is developed so as to ensure effectiveness of the training programmes. As a consequence, there is an increasing trend for the practical and corporate benefits of training to be evaluated in the light of the organisation's policy. Evaluation of the effects of training programmes should therefore lay more emphasis on the assessment of their practical results and applications in the work situation.
Computer support for the development of decision‐making skills
Authors: Blandford Ann 
Published: October 2006

AbstractThis article centres on the educational requirement of encouraging the development of decision‐making skills, with particular reference to selection between alternatives. It reports the results of a protocol study in which subjects were asked to make a decision of the type described. These results, as well as information taken from the decision‐making literature, are used as a basis for defining the requirements of an Intelligent Educational System designed to encourage externalisation and reflection on decision processes and on the current decision. The architecture of the proposed system is outlined, and the current state of implementation described briefly.
Learning novel mathematical concepts in a computer‐enriched environment
Authors: Julie Cyril 
Published: October 2006

AbstractThere is widespread belief that computers should be used for the teaching and learning of mathematics. Research indicates that computers are primarily used in mathematics classes: (1) to reinforce previously taught concepts, (2) to allow students to construct computer programs to simulate mathematical techniques known to the student and (3) to explore mathematical microworlds encompassing mathematical ideas and concepts normally known to the student. Furthermore, it is said that pre‐service teachers should experience the learning of mathematical ideas and concepts of which they had no prior experience in environments in which computers are just one of the resources available for exploring and experimenting with these ideas and concepts. How should these learning environments be constructed so that pre‐service teachers are sensitised to the value of doing mathematics in such environments? Is a student's understanding of novel mathematical concepts enhanced when s/he explores it in a computer‐enriched environment? An experiment with pre‐service teachers was carried out in a college of education for blacks in South Africa. This article describes the insights gained from this experiment.
An approach to cost‐effective courseware development
Authors: Friedler Yael , Shabo Amnon 
Published: October 2006

AbstractThe limited quantity and quality of existing courseware restricts the use of computers in today's educational environment. Educators are often reluctant to become involved with the development of new courseware because of the high costs associated with courseware development. This article describes the evolution of courseware development and compares the advantages and disadvantages of existing development environments. The authors propose the use of an alternative environment: products which include customised courseware generators. This generator would allow the instructor to modify and expand the courseware to meet local needs. The development and subsequent use of a customised courseware generator is able to increase significantly the cost‐effectiveness of courseware development. In order to illustrate the potential of the proposed development environment, the authors describe a customised generator which was developed as part of a courseware unit used to teach the human hormone regulatory system.
Designing instructional television for concept learning in low‐achieving pupils in Trinidad and Tobago
Authors: Kuboni Olabisi 
Published: October 2006

AbstractIn Trinidad and Tobago, educational television is developed for the general secondary school population and is not generally designed to address specific learner needs. In this study, an instructional video production was developed and targeted to low‐achieving students of the secondary school population, in the Junior Secondary sector. Content was drawn from the social studies curriculum and the focus of instruction was the acquisition of concepts and generalisations. There was sufficient evidence that the video production facilitated a moderate level of learning. It was also evident that there were areas of the production where instruction was not adequate. Two aspects were identified for further work. First, given the wide range of achievement levels noted in the current evaluation, there is need to identify more precisely the learning needs of the mainstream of the Junior Secondary population. Secondly, attention must also be paid to designing productions that could facilitate learner capability to link items of information and attain more complex levels of learning.
A synthesis of evaluations of distance education courses
Authors: Kember David , Lai Tammy , Murphy David , Siaw Irene , Yuen K S 
Published: October 2006

AbstractDistance education courses are offered in a wide variety of formats. A range of media is available, and mechanisms for and levels of study and administrative support vary widely between courses. When new courses are established there is a wealth of experience to draw upon but little, if any, guidance on how to choose between the plethora of potential course formats. This article suggests that synthesising guidelines from evaluations of a selection of courses can help in drawing conclusions as to how courses are best formatted for given situations. As a case study, seven Hong Kong distance education courses with a variety of features were evaluated. Conclusions were synthesized—about the provision of tutorials, group activities, inter‐student contact, telephone counselling and the use of video and television broadcasting—which could not have been reached from either evaluating one course alone or by examining existing literature.
Evaluation research in distance education
Authors: Dillon Connie , Gunawardena Charlotte 
Published: October 2006

AbstractAlthough research supports the use of telecommunications in distance education, the more important question ‘how best to use telecommunications in a given situation’ has largely eluded researchers. This is due to the failure to link questions generated by the problems of practice with the theoretical constructs contributing to the understanding of the phenomena of distance education. The debate has occurred on two levels, the first relating to research design issues and the second to the conceptualisation of researchable questions. The authors address both levels from the vantage point of third generation telecommunications technologies. They offer a model for linking research and evaluation in distance education.
What is missing from the computer laboratory?
Authors: Pitt Martin J 
Published: October 2006

AbstractThe picture often painted of higher education computer‐based laboratories is idealised; the author contrasts it with a more realistic scenario in which frustration replaces education. The problems which occur are discussed, along with the importance of other people to solve them. He stresses the need for organisation, along with the need for an adequate physical environment and above all active human involvement. Factors other than hardware and software are important if learning is to take place in a computer laboratory.
How to use animation in computer assisted learning
Authors: Milheim William D 
Published: October 2006

AbstractWhile animation has been used in some form since the beginning of microcomputer‐based instruction, there has been only limited research concerning appropriate strategies for integrating this instructional option with a specific lesson. The author provides a summary of research on the effectiveness of animation as an instructional tool, suggests general guidelines concerning methods for implementing animation within specific materials delivered by computer, and lists a number of examples where the use of this strategy is warranted.
Teaching teachers to use HyperCard: a minimal manual approach
Authors: Anderson A , Knussen C L , Kibby M R 
Published: October 2006

AbstractUntrained computer users often find traditional comprehensive manuals difficult and daunting. A minimal manual for HyperCard on the Macintosh was developed to ascertain the practicability of untrained classroom teachers learning HyperCard. To this end, the extent and type of use of the manual and software by teachers over a period of occasional use in their own time was recorded. Certain patterns of use were identified from self‐report forms completed by 23 of the original 27 subjects and from structured proficiency tests performed in the presence of an interviewer. The manual was rated low on difficulty and high on usefulness. While only three were judged to be able to create their own stacks at the end of the course, most subjects achieved high proficiency up to that level within an average study time of 27 hours. It is concluded that the most effective use of HyperCard by teachers is in using their skills to modify existing stacks for their teaching rather than to create new materials from scratch.
Knowledge based systems for teaching and learning maths
Authors: Foreheri Paola , Molfino Maria Teresa 
Published: October 2006

AbstractThe main task of an educational system is to generate instructional situations which induce students to learn knowledge and problem solving abilities as applied to a cognitive domain.To this end, an instructional dialogue must be seen as a process aimed at making student and teacher learn from each other: the student has to learn the subject matter from the teacher, while the teacher has in turn to learn from the student how to regulate instructional interaction. The process relies on different kinds of expert knowledge: experience of the domain, about the actual student, and of teaching methods and objectives. This means that an instructional dialogue cannot be realised without an explicit representation of all the kinds of knowledge involved.Research has established that Knowledge Based Educational Systems (KBESs) can be the keystone in building effective learning tools, but because of the difficulty in realising a system of this kind, most existing systems are prototypes and are intended only as workbenches for the computational analysis of educational processes.This paper analyses the main problems which underlie the realisation of such systems, with reference to research into knowledge based systems intended for use with teaching/learning mathematics.
Recovering reading using computer mastery programmes
Authors: Spencer Ken 
Published: October 2006

AbstractMastery learning has been shown to be an effective method of raising the level of performance of pupils on a wide range of tasks. This method has been applied to the teaching of reading and spelling with primary school children with learning difficulties, in the form of a series of computer programmes using the high quality digital sound which is available in the current generation of low‐cost portable computers.Unlike many programmes designed to teach or encourage reading skills, the programmes developed for this project provide instantaneous feedback, and identify and reward correct responses, with high criterion levels set for progression from one task to the next. They also provide complete records of pupil performance, allowing teachers to select teaching sequences appropriate for each individual pupil. Case studies of pupils are presented, showing the performance gains obtained with short but regular use of the programmes, over a 12 week period.
The Voting Framework: A Comparative Study of Voting Behaviour of Institutional Investors in the U.S. and the U.K.
Authors: Mallin Chris A. 
Published: October 2006

Institutional investors are estimated to own between 65%‐75% of shares of quoted companies in the U.K., and 47%‐50% of U.S. equities, although for many large corporations in the U.S., institutional ownership far exceeds 50%.Institutional investors have the potential to exert significant influence on companies via their voting rights, and this has clear implications for corporate governance, especially in terms of the standards of corporate governance and issues concerned with enforcement. In the U.K. institutional shareholders are encouraged to exercise their voting rights. In the U.S. the Department of Labor has stated clearly that it considers that the exercise of the vote is a fiduciary duty of shareholders, and it has expressed the view that U.S. institutional shareholders should vote their stock both in the U.S. and overseas.In this paper the frameworks that influence institutional investors to exercise their proxies are examined for both the U.S. and the U.K. The characteristics of each are discussed and models developed for the U.S. and U.K. The implications for voting, and for corporate governance generally, are discussed. The internationalisation of institutional portfolios results in a cross‐border interest in corporate governance which makes this a particularly interesting area to analyse.
Organizational Unlearning
Authors: Johannessen Jon‐Arild , Hauan Arnulf 
Published: October 2006

To change, organizations need to learn new methods of action. To change, old organizations also need to unlearn old models of action. In this article, we use the concept of organizational unlearning to make some sense of a process of change studied at a shipyard in Western Norway. New models of action emerged as alliances were formed, creating a change in communicative practices. These practices reshaped the way people defined their situations, in turn changing their behaviours. This made them relate to each other differently.A description of the circumstances surrounding a productivity campaign is used as a starting point to discuss the role of organizational unlearning in organizational learning and change. The following types of question are addressed: How were the alliances formed? Why was it imperative to change communicative practices? How did they change behaviour? What consequences did it bring about for new models of action in the organization? What lessons from organizational unlearning can be seen as valuable in accomplishing change in settings like this?
Experts and Novices in Innovative, Unstructured Tasks: The Case of Strategy Formulation
Authors: Grønhaug Kjell , Haukedal Willy 
Published: October 2006

ABSTRACTLittle is known about how managers interpret and elaborate strategic stimuli into further decision‐making activities in novel, unstructured situations. Protocol analysis was conducted among a small sample of experienced managers and novices (managers to be) exposed to unstructured, strategic stimuli situations. The observed activities were found to partly deviate from decision making as portrayed in the research literature. Remarkable differences were also found between experts and novices in their interpretations and elaborations of strategic stimuli. Managerial and theoretical implications of the reported findings are highlighted.
Innovation and Competition: Survival Skills Through Stress Reduction
Authors: Zich Michael C. 
Published: October 2006

ABSTRACTAs the world economy begins to shift from the industrial states of the past toward marketable service orientations, the need for those adults under highly stressful circumstances to reduce their stress levels becomes imperative. The peak performer, whether in business and industry, education and teaching or any other field, should regard, accept and anticipate stress indicators by using appropriate methods to alleviate that stress before it becomes highly detrimental to employment and personal performance. The utilization of those activities we played as children can become modified tools and techniques for the stressed personality.
TRIZ: Inventive Creativity Based On The Laws of Systems Development
Authors: Dung Phan 
Published: October 2006

ABSTRACTDifferent problem solving methodologies drawing on various philosophical and practical approaches are in use all over the world. This paper gives details of the TRIZ method, created by G. A. Altshuller in the former Soviet Union in 1946. TRIZ uses systems thinking concepts to structure problem solving and encourages the user to discover the objective laws of evolution and development in the field of inventive creativity. Examples of the use of the system and reflections on its impact are given by the author.
WHY ARE THERE DEMOCRACIES? A PRINCIPAL AGENT ANSWER*
Authors: O'Flaherty Brendan 
Published: October 2006

Many organizations operate by majority rule. Why? I consider elections as ways to aggregate information rather than ways to reconcile preferences. This is a principal‐agent problem with many principals.Only mechanisms that minimize the weighted sum of type 1 errors (neglecting a deserving agent) and type 2 errors (rewarding an undeserving agent) can escape manipulation. Majority rule uniquely minimizes the sum of errors. Thus majority rule is a very good way to aggregate information.
QUID PRO QUO FOREIGN INVESTMENT AND VERS: A NASH BARGAINING APPROACH*
Authors: Dinopoulos Elias 
Published: October 2006

We construct a two‐period model of industry‐specific quid pro quo direct foreign investment (DFI) which occurs with the view to increasing the level of a future voluntary export restraint (VER). The wage and the VER are determined through Nash bargaining.We identify the conditions which generate quid pro quo DFI and examine its effects on profits, the utility of the union and welfare. In the absence of political‐economy considerations, more DFI increases the degree of endogenous protection.