Teaching Tags

Teaching Tags > Tag based links for Teaching

The following links have been tagged teaching by users just like you, because these resources are off-site we cannot guarantee the accuracy or quality of any third-party information.

The Polis of Springfield: The Simpsons and the Teaching of Political Theory: Politics, Vol. 26, No. 3. (September 2006), pp. 192-199.Woodco ck, Pete

Source: Politics, Vol. 26, No. 3. (September 2006), pp. 192-199.
Discussion: Statistical Literacy: Implications for Teaching, Research, and Practice: International Statistical Review, Vol. 70, No. 1. (2002), pp. 32-36.Deborah Rumsey

Source: International Statistical Review, Vol. 70, No. 1. (2002), pp. 32-36.
Causal Models: How People Think about the World and Its Alternatives: (02 July 2005)Human beings are active agents who can think. To understand how thought serves action requires understanding how people conceive of the relation between cause and effect, between action and outcome. In cognitive terms, how do people construct and reason with the causal models we use to represent our world? A revolution is occurring in how statisticians, philosophers, and computer scientists answer this question. Those fields have ushered in new insights about causal models by thinking about how to represent causal structure mathematically , in a framework that uses graphs and probability theory to develop what are called causal Bayesian networks. The framework starts with the idea that the purpose of causal structure is to understand and predict the effects of intervention. How does intervening on one thing affect other things? This is not a question merely about probability (or logic), but about action. The framework offers a new understanding of mind: Thought is about the effects of intervention and cognition is thus intimately tied to actions that take place either in the actual physical world or in imagination, in counterfactual worlds. The book offers a conceptual introduction to the key mathematical ideas, presenting them in a non-technical way, focusing on the intuitions rather than the theorems. It tries to show why the ideas are important to understanding how people explain things and why thinking not only about the world as it is but the world as it could be is so central to human action. The book reviews the role of causality, causal models, and intervention in the basic human cognitive functions: decision making, reasoning, judgment, categorization , inductive inference, language, and learning. In short, the book offers a discussion about how people think, talk, learn, and explain things in causal terms, in terms of action and manipulation.S teven Sloman

Source: (02 July 2005)
NMR signal reception: Virtual photons and coherent spontaneous emission: Concepts in Magnetic Resonance, Vol. 9, No. 5. (1997), pp. 277-297.In portions of the magnetic resonance community, there is a misunderstandi ng of the process of nuclear magnetic resonance (NMR) signal generation and reception, and even in accepted texts, it is frequently described in terms of absorption and emission of radio waves, or radiation, by a two-level quantum system. While this explanation can be refuted, for those who do understand that the NMR free induction decay signal is easily explained by Faraday's law of induction, reconciling the presence of an induced electromotive force with an apparent absence of transitions between nuclear energy levels causes conceptual problems. This difficulty is examined, and an explanation of the signal given whereby Faraday's law is explained simply in terms of an exchange of virtual photons. The article thus attempts to reconcile the standard engineering approach to signal reception with a quantum mechanical description of the NMR phenomenon. Radiation damping and its relations to detection of the induced signal and to signal-to-nois e ratio are then scrutinized, and the misleading nature of the appellation noted. In the process, it is shown that while damping is inherently necessary for signal detection and the transfer of energy that it entails, the degree of such damping depends on the efficiency of the detector - in other words, of the preamplifier in the NMR receiver - and can therefore be minimized. Mathematics in the article is kept to a minimum; proofs of the Principle of Reciprocity description of Faraday's law for reception of both signal and noise from a conducting sample are given in an appendix. ©1 997 John Wiley & Sons, Inc. Concept s Magn Reson 9: 277-297, 1997DI Hoult, B Bhakar

Source: Concepts in Magnetic Resonance, Vol. 9, No. 5. (1997), pp. 277-297.
Mischief: supporting remote teaching in developing regions: (2008), pp. 353-362.Neema Moraveji, Taemie Kim, James Ge, Udai Pawar, Kathleen Mulcahy, Kori Inkpen

Source: (2008), pp. 353-362.
The Politics of English as World Language, New Horizons in Postcolonial Cultural Studies: Journal of Asian Pacific Communication, Vol. 16, No. 1. (2006), pp. 147-150.Nicker son, C Catherine

Source: Journal of Asian Pacific Communication, Vol. 16, No. 1. (2006), pp. 147-150.
Challenge: peers on wheels - a road to new traffic information systems: (2007), pp. 215-221.Jedrze j Rybicki, Björn Scheuermann, Wolfgang Kiess, Christian Lochert, Pezhman Fallahi, Martin Mauve

Source: (2007), pp. 215-221.
When Classroom Situation is the Unit of Analysis: The Potential Impact on Research in Mathematics Education: Educational Studies in Mathematics, Vol. 59, No. 1-3. (July 2005), pp. 299-311.Maria Bussi

Source: Educational Studies in Mathematics, Vol. 59, No. 1-3. (July 2005), pp. 299-311.
The promise of multimedia learning: using the same instructional design methods across different media: Learning and Instruction, Vol. 13, No. 2. (April 2003), pp. 125-139.Multim edia learning occurs when students build mental representation s from words and pictures that are presented to them (e.g., printed text and illustrations or narration and animation). The promise of multimedia learning is that students can learn more deeply from well-designed multimedia messages consisting of words and pictures than from more traditional modes of communication involving words alone. This article explores a program of research aimed at determining (a) research-based principles for the design of multimedia explanations-- which can be called methods, and (b) the extent to which methods are effective across different learning environments-- which can be called media. A review of research on the design of multimedia explanations conducted in our lab at Santa Barbara shows (a) a multimedia effect--in which students learn more deeply from words and pictures than from words alone--in both book-based and computer-based environments, (b) a coherence effect--in which students learn more deeply when extraneous material is excluded rather than included--in both book-based and computer-based environments, (c) a spatial contiguity effect--in which students learn more deeply when printed words are placed near rather than far from corresponding pictures--in both book-based and computer-based environments, and (d) a personalizatio n effect--in which students learn more deeply when words are presented in conversational rather than formal style--both in computer-based environments containing spoken words and those using printed words. Overall, our results provide four examples in which the same instructional design methods are effective across different media.Richard Mayer

Source: Learning and Instruction, Vol. 13, No. 2. (April 2003), pp. 125-139.
Introduction Teaching Situations as Object of Research: Empirical Studies within Theoretical Perspectives: Educational Studies in Mathematics, Vol. 59, No. 1-3. (July 2005), pp. 1-12.Colette Laborde, Marie-Jeanne Perrin-Glorian

Source: Educational Studies in Mathematics, Vol. 59, No. 1-3. (July 2005), pp. 1-12.

If you would like to find additional social bookmark based links on the topic of teaching we recommend the Open Tag Directory > Teaching. If you would like to find related tags we recommend Tag Patterns > Teaching.