教学资源全球化战略分析

该以7个不同环球公司当前教学资源全球化的现状为出发点，从这些公司10个不同部门中选择了21名不同类型的员工作为调查对象，具体分析当今社会不同企业及部门进行教学资源全球化的得与失。     

Fault Tree Analysis: An emerging methodology for instructional science

Fault Tree Analysis is a systematic approach to improving the probability of succes in any system. FTA was first developed as part of the U.S. Space Industry and was applied to such programs as the Minute Man Missile evaluations. Kent G. Stephens has successfully applied the technique to instructional and administrative programs, the latest program being the development of an FTA Institute for the Training Command of the United States Navy. More than a million dollars are being allocated to that program. R. Kent Wood has used the FTA methodology as a tool for a national needs assessment of teacher use of library media centers in the United States (NATUL Project). Bruce Barker has used the FTA methodology in religious education curriculum development. Because of the newness of the Fault Tree Analysis, coupled with its rapid acceptance as a tool for systems analysis and its very different approach of analyzing possible modes of failure in systems to increase the probability of success, this article is timely as the most complete coverage of FTA to date.     

Globalizing instructional materials:

Conclusion As global markets expand and distance education becomes more prevalent, higher education institutions will be competing for students from all over the world. Those institutions that implement globalization, internationalization, and localization into curriculum and the design of instructional materials will be successful in this changing market.     

Psychological foundations of instructional design for emerging computer-based instructional technologies: Part I

Computer-based instruction (CBI) has strong historical roots in behavioral psychology. In many cases, behavioral CBI is very effective in meeting instructional needs. Criticisms of CBI, centering around inadequate attention to higher-level learning, underline some of the shortcomings of rigid adherence to behavioral design paradigms. Recent advances in cognitive psychology have revealed alternatives rarely applied outside of experimental settings. Whereas both behavioral and cognitive influences are potentially important, few attempts have been made to extrapolate the contributions of both to the design of CBI. In this article, the contributions of behavioral and cognitive psychology to the design of CBI are reviewed and analyzed.     

Psychological foundations of instructional design for emerging computer-based instructional technologies: Part II

Although considerable research has been published concerning learning and cognition in general, little impact has been reported on the design of computer-based instruction (CBI). In addition, CBI designs have been influenced negatively by technocentric perspectives, where technological capabilities dictate lesson activities, rather than a more reflective view on the relationship among learner, learning task and performance requirements, and the selective use of media capabilities. Attempts to extrapolate the relevance of non-CBI research and theory to advance a comprehensive and integrated view of the design of CBI have been rare. An integrated meta-model derived from both CBI and non-CBI research and theory is presented in this article.     

The role of teacher instructional practices in student collaboration

Prior research on collaborative learning identifies student behaviors that significantly predict student achievement, such as giving explanations of one’s thinking. Less often studied is the role of teachers’ instructional practices in collaboration among students. This article investigates the extent to which teachers engage in practices that support students’ explanations of their thinking, and how these teacher practices might be related to the nature of explanations that students give when asked by the teacher to collaborate with each other. The teachers observed here, all of whom received specific instruction in eliciting the details of student thinking, varied significantly in the extent to which they asked students to elaborate on their suggestions. This variation corresponded to variation across classrooms in the nature and extent of student explanations during collaborative conversations and to differences in student achievement.     

How Nigerian teachers select instructional materials

Instructional systems designers and developers have assumed idealized models and theories about the selection and use of materials for instruction. Such models and theories are based on what teachers should do instead of recognizing what teachers are doing when they select materials for instructions. This study examined how teachers select instructional materials for instruction. When making decisions for selecting and using materials teachers were influenced by the content of lessons taught, and by their professional training, rather than by the stating of behavioural objectives. An integrated instructional design should include a consideration of the mental and intuitive efforts of teachers, and of the qualities of materials during not after the need assessment.     

Effects of coaching on teacher use of sociocultural instructional practices

This study evaluates a performance-based instructional coaching model intended to improve teacher pedagogy and classroom organization for educating diverse student populations. Elementary teachers (N = 21) participated in a 30-h workshop and seven individual coaching sessions across an academic year. The coaching model promoted use of the Standards for Effective Pedagogy, five research-based practices known to increase student achievement. Findings demonstrate performance-based instructional coaching led to statistically significant (a) improvements in teacher pedagogy, (b) patterns of teacher growth, and (c) changes in classroom organization. Implications for improving teachers’ ultimate achievement, the coaching protocol, and research are addressed.