Recent Trends in Education (Education in a Competitive and Globalizing World Series)

RECENT TRENDS IN EDUCATION......Page 6
Contents......Page 8
Preface......Page 10
Abstract......Page 16
Introduction......Page 17
A. The Breadth of Distance Education Initiatives......Page 18
a. Web-based Learning......Page 19
b. Synchronous Online Education Using Multimedia......Page 20
2. Providers of Distance Education......Page 21
B. Benefits and Concerns for People with Disabilities......Page 23
A. Social Learning Theory and Practice in the Distance Education Age......Page 25
2. Computer-Mediated Communication......Page 26
3. Adaptable, Accessible and Universal Design......Page 27
1. The Americans with Disabilities Act of 1990......Page 28
2. Section 508 of the Rehabilitation Act......Page 30
3. The Individuals with Disabilities Education Act......Page 31
4. The 2006 Convention on the Rights of People with Disabilities......Page 32
1. Children......Page 34
2. Transition......Page 35
3. Adults......Page 36
A. Experiences of Learners with Disabilities......Page 37
1. State Supported Online High School Curriculum Courses......Page 39
2. Municipal College Degree Programs for Working Adults......Page 40
3. Business Providing Skill Training and Certifications......Page 42
C. Emerging Best Practices and Policy Recommendations......Page 43
References......Page 44
Abstract......Page 54
Introduction......Page 55
Language Input in Bilingual Children: Identifying  Two Phonological Codes......Page 57
Language Input in Bilingual Children: Identifying  Two Lexical Codes......Page 62
Bilingual / Monolingual Processing Differences  in the Linguistic Domain......Page 65
Bilingual / Monolingual Processing Differences  in the Nonlinguistic Domain......Page 67
Developmental Mechanisms  of Bilingual / Monolingual Differences......Page 68
Contributions from Learnability Theory......Page 70
Contributions from Usage-Based Accounts......Page 71
Towards A Developmental Account of Language-Cognition Interactions......Page 74
Conclusion: Linguistic and Cognitive Consequences  of Bilingual Development......Page 76
References......Page 77
Abstract......Page 86
1. Introduction......Page 87
2. Some Guidelines to Deal with the SRT at Secondary School Adopting a Contextualized Approach......Page 88
2. 1. Historical Contextualization of the SRT......Page 89
a) The Role of Experimentation in the Genesis of the SRT......Page 92
b)The Originality of the SRT......Page 93
d)Reference to Applications of the SRT......Page 95
b)Impact On Philosophy......Page 96
c)Impact on the Arts......Page 97
3. Conceptual Aspects of the SRT......Page 98
3. 2. The Concepts of Space and Time and the Notions Associated  with Simultaneity and Observer......Page 100
3.3. The Concept of Space-Time and Minkowski’s Diagrams......Page 103
3.4. Clarification of Paradoxes......Page 108
4. Design of a Teaching Sequence......Page 110
5.1. Context of Application......Page 112
5.2. Results of the Implementation......Page 113
6. Final Comments......Page 117
Appendix......Page 118
References......Page 120
Abstract......Page 122
Introduction......Page 123
Platonic and Aristotelian Teleology......Page 125
The Teleological Approach to the Study of Nature Before Darwin......Page 126
The Teleological Structure of Darwinian Explanations......Page 128
Function in Biology: Historical and Non-Historical Accounts......Page 130
The Origins of Intuitive Teleological Reasoning......Page 131
The Intuitions for Purpose and Design in Nature......Page 133
Teleological Explanations and Design or Consequence Etiologies......Page 135
Students’ Teleological Explanations of Evolution......Page 136
Conclusion......Page 137
References......Page 140
Abstract......Page 146
Introduction......Page 147
Revision......Page 148
Strategy Focused Writing Instruction......Page 149
The Cognitive Self-Regulation Instruction Model - CSRI......Page 150
The Effectiveness of CSRI......Page 153
Sample and Design......Page 154
Assessment......Page 157
Results......Page 160
Practical Implications For Writing Instruction......Page 163
References......Page 165
Evaluating Problem Based  Learning in Midwifery......Page 170
Literature Review......Page 171
Current Students......Page 174
Graduates......Page 175
Findings......Page 176
The Process......Page 177
Anxiety and Uncertainty......Page 178
Learning in Groups......Page 180
Relationship To Practice......Page 183
Conclusion......Page 184
References......Page 186
Abstract......Page 190
Introduction......Page 191
The Context of SDM, Informed Decision Making (IDM)  and Informed Consent......Page 192
Shared Decision Making in Clinical  Practice – the Patient’s Perspective......Page 194
Shared Decision Making in  Clinical Practice – the Clinician’s Perspective......Page 196
Decision Support......Page 197
Facilitating Patient Participation......Page 198
Implementing Patient Decision Aids......Page 201
Summary......Page 202
References......Page 203
Abstract......Page 210
Introduction......Page 211
Questioning in the Science Classroom......Page 212
PBL and the Role of Scenarios......Page 213
Questioning from Scenarios......Page 214
Sample......Page 215
Data Analysis......Page 216
Students’ Produced Questions Versus Teachers’ Anticipated Questions......Page 217
Questions Formulated Under Diverse Social Conditions......Page 222
Conclusions and Implications......Page 224
References......Page 225
Introduction......Page 230
Advance Organizers In Learning......Page 232
Developing Advance Organizers for Music Instruction......Page 233
Methodology......Page 234
Primary Question......Page 235
Discussion......Page 237
Implications for Practice......Page 239
Concluding Comments......Page 241
References......Page 242
Comparative Level:......Page 244
Superordinate Level:......Page 245
Superordinate Level:......Page 246
Subordinate Level:......Page 247
Subordinate Level:......Page 248
Introduction......Page 254
Brain Research and Education in the 20th Century......Page 255
Brain Research in Education in the 21st Century......Page 256
Theories, the Brain and Language Acquisition......Page 258
The Importance of Thinking Skills......Page 261
Classroom Techniques......Page 263
Suggestions for Further Research......Page 264
References......Page 265
Abstract......Page 268
Tailored Information for Patients......Page 269
Webcasting for Health Education......Page 271
Live Webcasting in Patient Education and Online Therapy......Page 272
Finding Appropriate Measures of Connectedness......Page 273
Shared Learning Between Students,  Patients and the Public......Page 274
References......Page 275
Index......Page 278