Long-term instructional development: A 20-year ID and implementation project

This article describes the development and implementation in the schools over a 20-year period of the Energy Source Program, a comprehensive K-12 energy education curriculum. The program was developed beginning in 1980 using state-of-the-art development procedures for that time and has been used to date by more than 12 million American students to learn about energy and energy issues. End-of-unit posttest scores for the elementary and high school units averaged above 80% for their field tests. Data obtained from a large sample during the first three years of installation of the program in the schools indicated that posttest scores remained at a level during installation similar to that during the field-test phase. A study conducted in the early 1990s by an independent research organization to assess the program's long-term effects revealed that grade 6 students who had used one or more units from the program had significantly greater energy knowledge and better energy conservation habits than students who had not used any units. A set of 10 guidelines are offered for long-term instructional development and implementation projects. He supervised the development of the Energy Source Program from 1980 to 1984 while serving as a consultant to EDS. Kay Ice was Director of Program Development at EDS, and she was a primary writer and developer of the Energy Source Program. She has been president of EDS since 1999. Fred Niedermeyer was the founding president of EDS. He was project director of the Energy Source project, and he played a major role in all aspects of the project from its inception until his retirement in 1999.     

Codeswitching techniques: evidence-based instructional practices for the ASL/English bilingual classroom

The authors present a perspective on emerging bilingual deaf students who are exposed to, learning, and developing two languages--American Sign Language (ASL) and English (spoken English, manually coded English, and English reading and writing). The authors suggest that though deaf children may lack proficiency or fluency in either language during early language-learning development, they still engage in codeswitching activities, in which they go back and forth between signing and English to communicate. The authors then provide a second meaning of codeswitching--as a purpose-driven instructional technique in which the teacher strategically changes from ASL to English print for purposes of vocabulary and reading comprehension. The results of four studies are examined that suggest that certain codeswitching strategies support English vocabulary learning and reading comprehension. These instructional strategies are couched in a five-pronged approach to furthering the development of bilingual education for deaf students.     

Exploring the galaxy question: the influence of situation and first principles on designers’ judgments about useful instructional methods

Merrill’s (Education Tech Research Dev 50(3):43–59, 2002, First principles of instruction. In: Reigeluth CM, Carr-Chellman A (eds) Instructional-design theories and models: building a common knowledge base, vol III. Lawrence Erlbaum Associates, Hillsdale, NJ, pp 41–56, 2009) first principles have become ubiquitous in the instructional design literature and in the syllabi of instructional design graduate programs. Some consider first principles to be universal, that they are applicable to all instructional situations. To examine this closer, this research examines the galaxy question posed by Reigeluth and Carr-Chellman (Situational principles of instruction. In: Reigeluth CM, Carr-Chellman A (eds) Instructional-design theories and models: building a common knowledge base, vol III. Lawrence Erlbaum Associates, Hillsdale, NJ, pp 57–68, 2009a), which hypothesizes that universal principles and/or methods of instruction are unlikely. To examine the galaxy question, and to replicate and generalize instructional theory findings from previous research, this research asked two groups of instructional designers (one group from an Introductory instructional design course, and another group in a Capstone course) to rate the usefulness of 26 instructional methods for No Conditions (values), Situation (first principles), and Scenarios (rich conditions). The results show no significant difference in values about methods between the two groups, suggesting that the source of designer values comes from individual learning experiences, and not dominant group socialization as predicted. Furthermore, the results replicate and generalize findings from prior research. Overall, the results suggest that first principles are not universal, and the researcher suggests that another first principle be added to Merrill’s first principles model to better represent the interests of the affective domain.

     

大花蕙兰的栽培管理技术

从大花蕙兰的品种选择、环境调控、栽培调控、栽培管理等方面,探讨大花蕙兰的主要栽培管理技术。     

应用项目管理理论和方法管理大学生团队的探讨

本文对高校学生团队管理的现状和特点作了描述,简单介绍项目管理理论和方法,并对如何运用项目管理理论和方法提高大学生团队的管理水平提出了一些创新思路。