The Experts below are selected from a list of 92445 Experts worldwide ranked by ideXlab platform
Floyd B Ausburn - One of the best experts on this subject based on the ideXlab platform.
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desktop virtual reality a powerful new technology for teaching and research in Industrial teacher Education
Journal of Industrial Teacher Education, 2004Co-Authors: Lynna J Ausburn, Floyd B AusburnAbstract:The use of visual technologies for teaching and learning in Industrial Education has produced dramatic extensions of the once traditional lectures, demonstrations, and hands-on experiences. From the introduction of color photography to full-motion video to computergenerated presentations with graphics and animations, visual technologies have enhanced the preparation of workforce specialists and technicians by bringing into classrooms and laboratories a breadth and depth of realism that has enhanced comprehension, increased learning performance, and reduced training time. Occasionally, however, there arrives a training technology that causes a realization that "this changes everything." Such a technology is virtual reality (VR). The capabilities and possibilities for VR technology may open doors to new vistas in Industrial and technical instruction and learning, and the research that supports them.
Antoine J. Alston - One of the best experts on this subject based on the ideXlab platform.
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THE PROBLEM OF AGRICULTURAL AND Industrial Education FOR AFRICAN AMERICANS: A HISTORICAL INQUIRY
Journal of Agricultural Education, 2009Co-Authors: Dan B. Croom, Antoine J. AlstonAbstract:The model of agricultural and Industrial Education for African Americans in the United States was created by Samuel Chapman Armstrong, founder of Hampton Normal and Agricultural Institute. Armstrong developed a paternal approach to educating African Americans and developed the Hampton Institute curriculum with moral Education as its base. Booker T. Washington, a protege of Armstrong, carried the Hampton Model to Tuskegee, Alabama, and made it the basis for the curriculum at the Tuskegee Normal and Industrial Institute. The Hampton Model applied the concepts of moral Education and a “learning by doing” approach to instruction. Both Armstrong and Washington were successful in garnering public support and private financial assistance for their respective institutes. The Hampton Model was utilized by a number of schools that sprang up in years after the American Civil War. Hampton and Tuskegee often helped to raise the standard of living for African Americans in the years following the American Civil War, but these advances could not be sustained under the tremendous social pressures associated with race and ethnicity of the 20th century.
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THE PROBLEM OF AGRICULTURAL AND Industrial Education FOR AFRICAN AMERICANS: A HISTORICAL INQUIRY Dan B. Croom, Associate Professor Nor th Carolina State University
2009Co-Authors: Antoine J. Alston, North CarolinaAbstract:The model of agricultural and Industrial Education for African Americans in the United States was created by Samuel Chapman Armstrong, founder of Hampton Normal and Agricultural Institute. Armstrong developed a paternal approach to educating African Americans and developed the Hampton Institute curriculum with moral Education as its base. Booker T. Washington, a protege of Armstrong, carried the Hampton Model to Tuskegee, Alabama, and made it the basis for the curriculum at the Tuskegee Normal and Industrial Institute. The Hampton Model applied the concepts of moral Education and a ― learning by doing‖ approach to instruction. Both Armstrong and Washington were successful in garnering public support and private financial assistance for their respective institutes. The Hampton Model was utilized by a number of schools that sprang up in years after the American Civil War. Hampton and Tuskegee often helped to raise the standard of living for African Americans in the years following the American Civil War, but these advances could not be sustained under the tremendous social pressures associated with race and ethnicity of the 20th century.
Lynna J Ausburn - One of the best experts on this subject based on the ideXlab platform.
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desktop virtual reality a powerful new technology for teaching and research in Industrial teacher Education
Journal of Industrial Teacher Education, 2004Co-Authors: Lynna J Ausburn, Floyd B AusburnAbstract:The use of visual technologies for teaching and learning in Industrial Education has produced dramatic extensions of the once traditional lectures, demonstrations, and hands-on experiences. From the introduction of color photography to full-motion video to computergenerated presentations with graphics and animations, visual technologies have enhanced the preparation of workforce specialists and technicians by bringing into classrooms and laboratories a breadth and depth of realism that has enhanced comprehension, increased learning performance, and reduced training time. Occasionally, however, there arrives a training technology that causes a realization that "this changes everything." Such a technology is virtual reality (VR). The capabilities and possibilities for VR technology may open doors to new vistas in Industrial and technical instruction and learning, and the research that supports them.
Dan B. Croom - One of the best experts on this subject based on the ideXlab platform.
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THE PROBLEM OF AGRICULTURAL AND Industrial Education FOR AFRICAN AMERICANS: A HISTORICAL INQUIRY
Journal of Agricultural Education, 2009Co-Authors: Dan B. Croom, Antoine J. AlstonAbstract:The model of agricultural and Industrial Education for African Americans in the United States was created by Samuel Chapman Armstrong, founder of Hampton Normal and Agricultural Institute. Armstrong developed a paternal approach to educating African Americans and developed the Hampton Institute curriculum with moral Education as its base. Booker T. Washington, a protege of Armstrong, carried the Hampton Model to Tuskegee, Alabama, and made it the basis for the curriculum at the Tuskegee Normal and Industrial Institute. The Hampton Model applied the concepts of moral Education and a “learning by doing” approach to instruction. Both Armstrong and Washington were successful in garnering public support and private financial assistance for their respective institutes. The Hampton Model was utilized by a number of schools that sprang up in years after the American Civil War. Hampton and Tuskegee often helped to raise the standard of living for African Americans in the years following the American Civil War, but these advances could not be sustained under the tremendous social pressures associated with race and ethnicity of the 20th century.
Shoko Yamada - One of the best experts on this subject based on the ideXlab platform.
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Educational borrowing as negotiation: re‐examining the influence of the American black Industrial Education model on British colonial Education in Africa
Comparative Education, 2008Co-Authors: Shoko YamadaAbstract:This study explores the extent to which American Educational ideas made an impact on policy‐making and practice of Education in British African colonies between the two World Wars. The analysis re‐examines the apparent ‘borrowing’ of American black Industrial Education models for application in Africa. It is argued that, while the view that Americans were successful in handling racial conflicts by means of Education at home carried strong symbolic meaning in the colonial political arena, the ideas themselves were not new. The paper focuses on the motivations and characteristics of the people involved in this political discourse and in transferring American and other models to Africa. By doing this, the paper draws attention to a more complex network of factors that were involved in the transfer of Educational policies to British colonies in Africa.
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Politics of Educational Transfer: Different Meanings of the American Black Industrial Education Model in the Discourse of "Education for Africans.".
2002Co-Authors: Shoko YamadaAbstract:In 1920, the Phelps-Stokes Fund, based in New York, sent a commission to investigate Educational conditions in West, South, and Equatorial Africa. After the first Phelps-Stokes Commission, two additional commissions were sent from the United States to investigate African Educational practices and conditions until the mid-1940s. These efforts to transfer U.S. Educational experience, backed by U.S. philanthropic organizations in the United States, were driven by a feeling of moral responsibility as veteran promoters of Black Education and financial power. Why were U.S. philanthropic organizations so interested in African Education and why did Europeans, particularly the British, look to the United States for guidance? This paper considers these questions in the context of American racial politics and how this was perceived in the international arena. Related is the fact that the U.S. has minimal political and economic relations with Africa, creating the perception that it could act as a neutral referee. The image of the U.S. specialists carries strong symbolic meaning, and often counted for more than the actual substantial value of any U.S. model. The paper explores this point by showing some of the common characteristics of the main actors involved. (Contains 42 notes and 20 references.) (BT) Reproductions supplied by EDRS are the best that can be made from the original document. Politics of Educational Transfer: Different meanings of the American Black Industrial Education model in the discourse of 'Education for Africans' Presented at Comparative and International Education Society 2002 Annual Meeting, 1 held in Orlando, Florida, on March 5-9, 2002