676 resultados para Nordic Educational Research Association
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This thesis describes work undertaken in order to fulfil a need experienced in the Department of Educational Enquiry at the University of Aston in Birmingham for speech analysis facilities suitable for use in teaching and research work within the Department. The hardware and software developed during the research project provides displays of speech fundamental frequency and intensity in real time. The system is suitable for the provision of visual feedback of these parameters of a subject's speech in a learning situation, and overcomes the inadequacies of equipment currently used for this task in that it provides a clear indication of fundamental frequency contours as the subject is speaking. The thesis considers the use of such equipment in several related fields, and the approaches that have been reported to one of the major problems of speech analysis, namely pitch-period estimation. A number of different systems are described, and their suitability for the present purposes is discussed. Finally, a novel method of pitch-period estimation is developed, and a speech analysis system incorporating this method is described. Comparison is made between the results produced by this system and those produced by a conventional speech spectrograph.
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This exploratory study of a classroom with mentoring and neutral e-mail was conducted in a public commuter state university in South Florida between January 1996 and April 1996. Sixteen males and 83 females from four graduate level educational research classes participated in the study.^ Two main hypotheses were tested. Hypothesis One was that those students receiving mentoring e-mail messages would score significantly higher on an instrument measuring attitude toward educational research (ATERS) than those not receiving mentoring e-mail messages. Hypothesis Two was that those students receiving mentoring e-mail would score significantly higher on objective exams covering the educational research material than those not receiving mentoring e-mail.^ Results of factorial analyses of variance showed no significant differences between the treatment groups in achievement or in attitudes toward educational research. Introverts had lower attitudes and lower final exam grades in both groups, although introverts in the mentored group scored higher than those introverts in the neutral group.^ A t test of the means of total response to e-mail from the researcher showed a significant difference between the mentored and neutral e-mail groups. Introverts responded more often than extraverts in both groups.^ Teacher effect was significant in determining class response to e-mail messages. Responses were most frequent in the researcher's classes.^ Qualitative analyses of the e-mail and course evaluation survey and of the content of e-mail messages received by the researcher were then grouped into basic themes and discussed.^ A qualitative analysis of an e-mail and course evaluation survey revealed that students from both the neutral and mentoring e-mail groups appreciated teacher feedback. A qualitative analysis of the mentoring and neutral e-mail replies divided the responses into those pertaining to the class, such as test and research paper questions, and more personal items, such as problems in the class and personal happenings.^ At this point in time, e-mail is not a standard way of communicating in classes in the college of education at this university. As this technology tool of communication becomes more popular, it is anticipated that replications of this study will be warranted. ^
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This study attempts to understand the nature of knowledge base that supports the ability to select statistical techniques for research situations. Findings showed that the largest component of such knowledge was related to research design. One implication is that techniques should be taught in relation to features of research design.
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The Family Model – A transgenerational approach to mental health in families This workshop will provide an overview on The Family Model (TFM) and its use in promoting and facilitating a transgenerational family focus in Mental Health services, over the past 10 - 15 years. Each of the speakers will address a different perspective, including service user/consumer, clinical practice, education & training, research and policy. Adrian Falkov (chair) will provide an overview of TFM to set the scene and a ‘policy to practice’ perspective, based on use of TFM in Australia. Author: Heide Lloyd. The Family Model A personal (consumer/patient) perspective | United Kingdom Heide will provide a description of her experiences as a child, adult, parent & grandparent, using TFM as the structure around which to ‘weave’ her story and demonstrate how TFM has assisted her in understanding the impact of symptoms on her & family and how she has used it in her management of symptoms and recovery (personal perspective). The Family Model Education & training perspective Marie Diggins | United Kingdom PhD Bente Weimand | Norway Authors: Marie Diggins | United Kingdom PhD Bente Weimand | Norway This combined (UK & Norwegian) presentation will cover historical background to TFM and its use in eLearning (the Social Care Institute for Excellence)and a number of other UK initiatives, together with a description of the postgraduate masters course at the University Oslo/Akershus, using TFM. The Family Model A research perspective PhD Anne Grant | Northern Ireland Author: PhD Anne Grant | Ireland Anne Grant will describe how she used TFM as the theoretical framework for her PhD looking at family focused (nursing) practice in Ireland. The Family Model A service systems perspective Mary Donaghy | Northern Ireland Authors: PhD Adrian Falkov | Australia Mary Donaghy | N Ireland Mary Donaghy will discuss how TFM has been used to support & facilitate a cross service ‘whole of system’ change program in Belfast (NI) to achieve improved family focused practice. She will demonstrate its utility in achieving a broader approach to service design, delivery and evaluation.
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Presentation given at the 2016 British Educational Research Association (BERA) conference
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ECER 2014 "The Past, the Present and Future of Educational Research in Europe" will take place at the University of Porto from 1 - 5 September 2014.
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ECER 2014 "The Past, the Present and Future of Educational Research in Europe" will take place at the University of Porto from 1 - 5 September 2014.
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ECER 2015 "Education and Transition - Contributions from Educational Research", Corvinus University of Budapest from 7 to 11 September 2015.
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Elinikäisen oppimisen ja koulutuksen murroksesta keskusteltiin 15.-17. maaliskuussa Turun yliopiston kasvatustieteellisessä tiedekunnassa pidetyssä Nordic Educational Research Associationin (NERA) 35. kongressissa
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Resumen tomado de la publicación