Constructing meaning from multiple information sources as a function of personal epistemology

2006 ◽  
Vol 14 (1) ◽  
pp. 56-67 ◽  
Author(s):  
Ivar Braten ◽  
Helge Stromso
Keyword(s):  
Student Teachers ◽  
Epistemological Beliefs ◽  
Text Processing ◽  
Personal Epistemology ◽  
Multiple Perspectives ◽  
Hyperactivity Disorder ◽  
Multiple Texts ◽  
Processing Strategies ◽  
Constructing Meaning ◽  
Practical Implications

Ten student teachers having naïve epistemological beliefs and nine having sophisticated beliefs read seven texts about Attention Deficit Hyperactivity Disorder, representing partly conflicting views on the topic. The results indicated that students with sophisticated beliefs were better at melding information from multiple perspectives. Moreover, they suggested that the students attained this advantage by engaging in more active use of deeper level text-processing strategies. In terms of practical implications, this research suggests that students working with multiple texts should be given the opportunity to reflect on their epistemological stances and also be taught how they can strategically construct meaning in this complex task environment.

Differential Mnemonic Effects of Text Processing Strategies for Good

2001 ◽  
Author(s):  
Robert J. Hines ◽  
Mark A. McDaniel ◽  
Melissa Guynn
Keyword(s):  
Text Processing ◽  
Processing Strategies

Effects of Headings on Text Processing Strategies

2001 ◽  
Vol 26 (3) ◽  
pp. 418-428 ◽  
Author(s):  
Rebecca Polley Sanchez ◽  
Elizabeth Pugzles Lorch ◽  
Robert F. Lorch
Keyword(s):  
Text Processing ◽  
Processing Strategies

Fast Text Processing for Interlaced Sports or News Videos

2015 ◽  
Vol 740 ◽  
pp. 652-655
Author(s):  
Qian Huang ◽  
Feng Xu
Keyword(s):  
Unsolved Problem ◽  
Text Processing ◽  
Picture Quality ◽  
Trade Off ◽  
Coding Efficiency ◽  
The Past ◽  
Processing Strategies ◽  
Visual Artifacts ◽  
Text Content ◽  
Almost All

Interlaced scanning has been widely used as a trade-off solution between picture quality and transmission bandwidth since the invention of television. During the past decades, various interlaced-to-progressive conversion algorithms have been proposed to improve subjective quality or coding efficiency. However, almost all the researchers concentrate on general cases, without making full use of specific application scenarios. Based on extensive investigations, eliminating visual artifacts in areas of subtitles and station captions for interlaced sports and news videos is still an unsolved problem, which will be addressed in this paper. Firstly, motion estimation is performed between field pictures. Secondly, text edge detection is proposed for sports and news videos. Finally, different processing strategies are applied to text regions and non-text regions. Experimental results show that the proposed method can generate much better text content than existing algorithms. In addition, it is quite stable for non-text parts.

Teamwork of temporary employees: multiple perspectives

2019 ◽  
Vol 27 (1) ◽  
pp. 11-14
Author(s):  
Saikat Chakraborty ◽  
Sushmita Chakravarti
Keyword(s):  
Design Methodology ◽  
Informed Decision ◽  
Multiple Perspectives ◽  
Temporary Employees ◽  
Content Type ◽  
Permanent Employees ◽  
The Impact ◽  
Practical Implications

Purpose The purpose of this study is to understand the teamwork of temporary employees by taking into consideration the impact and role of the management’s perspective, temporary employee’s perspective and contextual perspective. Design/methodology/approach Based on reviews of workplace literature pertaining to temporary employments, conversations with managers and temporary and permanent employees of organizations engaging temporary employees on a perennial basis have been thematically analyzed. Findings Multiple perspectives of teamwork of temporary employees exist in organizations. However, one rarely finds the interaction and collective treatment of these perspectives, which are critical to understanding teamwork of temporary employees. The paper reports on these perspectives. Practical implications With rise in temporary employments in organizations and teamwork being crucial to participative work cultures, organizations need to consider multiple perspectives of the phenomenon before making an informed decision. Originality/value There is limited research that delves into teamwork of temporary employees despite the phenomenon becoming increasingly significant in organizations. This paper offers an approach to look at teamwork of temporary employees through multiple perspectives.

Lesson study in Dutch initial teacher education explored: its potential and pitfalls

2020 ◽  
Vol 9 (4) ◽  
pp. 351-365
Author(s):  
Tijmen M. Schipper ◽  
Sui Lin Goei ◽  
Wouter R. Van Joolingen ◽  
T. Martijn Willemse ◽  
Evelien C. Van Geffen
Keyword(s):  
Teacher Education ◽  
Student Teachers ◽  
Case Studies ◽  
Lesson Study ◽  
Teacher Educators ◽  
Initial Teacher Education ◽  
Target Groups ◽  
Content Type ◽  
Time Planning ◽  
Practical Implications

PurposeThis paper explores the potential and pitfalls of Lesson Study (LS) in Dutch initial teacher education (ITE). This context is examined through data drawn from student-teachers and teacher educators participating in LS.Design/methodology/approachThree case studies of three teacher education institutes in the Netherlands are presented, focusing on student-teachers' learning in two cases and teacher educators' learning in the third case.FindingsThe case studies show that LS in the context of Dutch ITE has high potential. All cases yield clear benefits for working collaboratively as a result of participating in a LS. Student-teachers appreciate the explicit focus in LS on how students learn and teacher educators stress how LS may strengthen their role as “teachers of teachers.” Time, planning arrangements, commitment and a LS facilitator are highlighted as essential conditions for LS application in ITE.Research limitations/implicationsThe three cases address a specific ITE context focusing on different target groups (student-teachers and teacher educators in applied and/or research universities). Consequently, results are explorative regarding Dutch ITE.Practical implicationsThe potential of LS in Dutch ITE is recognized and stressed; this study may act as a catalyst for further and wider application of LS in this context, taking into account possible pitfalls and conditions.Originality/valueThis is one of the first studies exploring the potential of LS in Dutch ITE using both student-teachers' and teacher educators' perspectives.

Individual and Collective Reflection: Deepening Early Childhood Pre-service Teachers’ Reflective Thinking during Practicum

2018 ◽  
Vol 43 (1) ◽  
pp. 43-51 ◽  
Author(s):  
Lydia Foong ◽  
Mariani Binti ◽  
Andrea Nolan
Keyword(s):  
Early Childhood ◽  
Student Teachers ◽  
Reflective Thinking ◽  
Education Institution ◽  
Early Years ◽  
Multiple Perspectives ◽  
Direct Observations ◽  
Current Trends ◽  
Teacher Education Institution ◽  
The Uk

THIS STUDY EXPLORED INDIVIDUAL and collective reflection as pedagogical approaches to support early childhood pre-service teachers’ reflection during practicum. Current trends in the literature show a shift from individual reflection to collective reflection, with an emphasis on social constructivist perspectives. This qualitative study focused on a Malaysian teacher education institution conducting an undergraduate early years program from the UK as the selected case. Sources of evidence came from interviews, direct observations and documents such as student teachers’ teaching portfolios, their reflection journals and assessment forms. The results show that collective reflection supported higher levels of reflective thinking during practicum at the integration, validation and appropriation levels of reflection, compared to when they reflected individually. Collective reflection provided Malaysian teachers with a new platform for problem-solving, connecting theory to practice, as well as the sharing and consideration of multiple perspectives, resulting in a deeper understanding of classroom practices.

Private Speech and Self-Regulation in Children with Impulse-Control Difficulties: Implications for Research and Practice

2001 ◽  
Vol 2 (1) ◽  
pp. 1-21 ◽  
Author(s):  
Laura E. Berk
Keyword(s):  
Impulse Control ◽  
Self Regulation ◽  
Speech Development ◽  
Private Speech ◽  
Regulatory Function ◽  
Main Body ◽  
Hyperactivity Disorder ◽  
Challenging Tasks ◽  
Adhd Children ◽  
Practical Implications

The author considers Vygotsky’s theory of the development of private speech, placing special emphasis on its implications for children with impulse-control difficulties. Research supporting Vygotsky’s view of private speech as having social origins, as being progressively internalized with age, and as serving a self-regulatory function is summarized. The main body of the paper focuses on a series of studies examining private speech in children symptomatic of attention-deficit hyperactivity disorder (ADHD). Children with ADHD show a similar course of private-speech development as do other children. However, they fail to increase their use of task-relevant private speech with task difficulty (as matched controls do), and their internalization of private speech is substantially delayed. Nevertheless, when ADHD children call on it, self-guiding private speech appears to be highly effective in assisting them in mastering highly challenging tasks. These findings are interpreted in light of Vygotsky’s theory and related to Barkley’s assumption that ADHD involves a primary impairment in behavioral inhibition. Practical implications for helping children with impulse-control problems are considered.

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