俄罗斯趣事六则

Things are just different in Russia.We thought we'd share these fun facts about Russia we learned from our time there: 1.Moscow has more billionaires per capita than anywhere else. Russia's 1)capital makes more 2)billionaire 3)residents than any other city in the world.It's easy to believe since we saw more luxury cars than we'd even seen in Monaco.     

论教育事实的分析框架

分析框架是研究教育事实的具体方法论,是依据一定的理论体系或逻辑体系,对相关研究对象进行有目的的解构和建构的思维方式.对教育事实进行分析,必须建立起必要的分析框架,不同的教育现象和研究目的可以选择不同的分析框架.分析框架的方法论性质决定了只有科学、合理、适切的分析框架才能揭示教育事实中的价值理性和工具理性.     

MOOCS: digesting the facts

The techniques used in massive open online courses (MOOCs) are compared with supersizing in the fast food industry. Similarities include the profit motives, marketing techniques, criticisms, industry defences, and evolution of the two controversies. While fast food restaurants strategically increase the size of their meal courses and consumer base, MOOC providers increase the size of their student enrolments and the amounts of online course material they provide for the students to consume. In the two contexts, franchise owners and educational administrators deliver the supersized courses to their customers with apparent disregard for their widening negative effects. Educational institutions are encouraged to consider the ethics of these practices in order to prevent the unmonitored spread of junk education.     

Solution strategies: Subtraction number facts

In two parallel one-year studies, solution strategies for subtraction number facts and achievement patterns of matched groups of first graders in two different instructional programs were examined. The experimental program emphasized strategies for answering unknown facts. Control group instruction emphasized drill as the dominant approach. Children were interviewed individually every three weeks during a five month period and given written follow-up tests. Significant differences between groups in the number of memorized facts and in children's approaches to deriving answers to unknown facts were found favoring the strategy approach.This project was jointly sponsored by the U.S. Department of Education (Grant No. G008301694, Project No. 019JH50034) and Illinois State University. Other members of the research team included: Paula Smith, Mack Bowen and Margaret Black, Department of Specialized Educational Development; Wanda Burns, Andrea Davison, Rene Mandeville, Krista Conley and Marcy Yackle, undergraduate honors students; Susan Wallace, Jane Kwan and Michael Potts, graduate honors students. The author is particularly indebted to John Dossey for his comments on an earlier version of this paper, especially for his helpful suggestions for modifying the data analysis.     

Teaching concepts versus facts in developmental biology

Note from the Editor