ERIC/ECTJ annual review paper

This is the thirteenth ERIC/ECTJ Annual Review Paper, preparation of which was supported by the ERIC (Educational Resources Information Center) Clearinghouse on Information Resources, Syracuse University. The material in this article was prepared pursuant to a contract with the National Institute of Education, U.S. Department of Education. Contractors undertaking such projects under government sponsorship are encouraged to express freely their judgment in professional and technical matters. Points of view or opinions do not necessarily represent the official view or opinion of the NIE.—Ed.     

Designing electronic text: The role of print-based research

This is the 14th ERIC/ECTJ Annual Review Paper, preparation of which was supported by the ERIC (Educational Resources Information Center) Clearinghouse on Information Resources, Syracuse University. The material in this article was prepared pursuant to a contract with the National Institute of Education, U.S. Department of Education. Contractors undertaking such projects under govemment sponsorship are encouraged to express freely their judgement in professional and technical matters. Points of view or opinions do not necessarily represent the official view or opinion of the NIE.—Ed.     

Evaluating the CTW model for producing educational television

This is the twelfth ERIC /ECTJ Annual Review Paper, preparation of which was supported by the ERIC (Educational Resources Information Center) Clearinghouse on Information Resources, Syracuse University. The material in this article was prepared pursuant to a contract with the National Institute of Education. U.S. Department of Education. Contractors undertaking such projects under government sponsorship are encouraged to express freely their judgment in professional and technical matters. Points of view or opinions do not necessarily represent the official view or opinion of the NIE. - Ed.     

The proper study of instructional technology

This is the 10th ERIC/ECTJ Annual Review Paper, preparation of which was supported by the ERIC (Educational Resources Information Center) Clearinghouse on Information Resources, Syracuse University. The material in this article was prepared pursuant to a contract with the National Institute of Education, U.S. Department of Education. Contractors undertaking such projects under government sponsorship are encouraged to express freely their judgment in professional and technical matters. Points of view or opinions do not necessarily represent the official view or opinion of the NIE. - Ed.     

Cerebral hemisphere asymmetry: Methods,issues, and implications

This is the seventh ERIC/ECTJ Annual Review Paper, preparation of which was supported by the ERIC (Educational Resources Information Center) Clearing-house on Information Resources, Syracuse University. The material in this article was prepared pursuant to a contract with the National Institute of Education, U.S. Department of Education. Contractors undertaking such projects under government sponsorship are encouraged to express freely their judgment in professional and technical matters. Points of view or opinions do not necessarily represent the official view or opinion of the NIE. - Ed. The author’s own research discussed in this article was supported in part by research grants from the National Institute of Mental Health and from the National Science Foundation.     

Review of conversation theory and a protologic (or protolanguage), Lp

This is the eleventh ERIC/ECTJ Annual Review Paper, preparation of which was supported by the ERIC (Educational Resources Information Center) Clearinghouse on Information Resources, Syracuse University, Syracuse, New York. The material in this article was prepared pursuant to a contract with the National Institute of Education, U.S. Department of Education. Contractors undertaking such projects under government sponsorship are encouraged to express freely their judgment in professional and technical matters. Points of view or opinions do not necessarily represent the official view or opinion of NIE. The preparation of this paper was also supported by the U.S. Army Research Institute for the Behavioral and Social Sciences under grant MDA903-82-C-0055 to Concordia University, Centre for System Research and Applied Epistemology. An erratum to this article is available at .     

Criteria for assessing the trustworthiness of naturalistic inquiries

This is the ninth ERIC/ECTJ Annual Review Paper, preparation of which was supported by the ERIC (Educational Resources Information Center) Clearinghouse on Information Resources, Syracuse University, Syracuse, New York. The material in this article was prepared pursuant to a contract with the National Institute of Education, U.S. Department of Education. Contractors undertaking such projects under government sponsorship are encouraged to express freely their judgment in professional and technical matters. Points of view or opinions do not necessarily represent the official view or opinion of NIE. The author is grateful to David Clark, Larry Havlicek, Robert Heinich, John McLaughlin, Cecil Miskel, and Robert Wolf for their careful critique of an earlier version of 1his paper, and to his wife, Yvonna Lincoln, from whose joint work with the author in other contexts many of the ideas expressed in this paper emanated.     

Inserted post-questions and learning from slide-tape presentations: Implications of the mathemagenic hypothesis

Summary From this review it appears that the insertion of factual postquestions into written instructional materials can result in increased learning of both intentional and incidental information. The intentional learning effect is attributed to the reinforcement resulting from review or practice. It is unclear, however, as to whether the incidental learning effect is backward (attributed to review), forward (results in the shaping of mathemagenic behaviors), or motivational. An analysis of intervening variables suggests that postquestions are generally facilitative for mature readers only, result in an increased study time, and are more effective for learners who are not highly motivated. Additional evidence suggests that the effect can be increased by using higher order questions requiring comprehension, application, or analysis. It appears that knowledge of the correct responses to the post-questions will increase intentional learning. No conclusions are drawn concerning the interaction between the use of inserted questions and ability level or passage length. This article is the second AVCR/ERIC Young Scholar Paper, an annual series initiated to stimulate writing by young professionals in the field of instructional technology. Preparation of the paper was supported by the ERIC (Educational Resources Information Center) Clearinghouse on Information Resources, Stanford University, Stanford, California. The material in this article was prepared pursuant to a contract with the National Institute of Education, U.S. Department of Health, Education and Welfare. Contractors undertaking such projects under government sponsorship are encouraged to express freely their judgment in professional and technical matters. Points of view or opinions do not necessarily represent the official view or opinions of the NIE.     

A “CLEARINGHOUSE ON HIGHER EDUCATION” IN THE UNITED STATES

The ERIC Clearinghouse on Higher Education is part of the Educational Resources Information Centre (ERIC), which is the world's largest gathering and dissemination system of education literature. The ERIC Clearinghouse on Higher Education was established under contract to the George Washington University in September 1968. The information below explains the background and main activities of this institution.     

Evaluation: Who needs it? Who cares?

The work upon which this publication is based was performed pursuant to a contract with the National Institute of Education, Department of Health, Education and Welfare. Points of view or opinions stated do not necessarily represent official NIE position or policy.     

建设江苏开放大学的重大决策

自2010年8月江苏省委、省政府决定建设江苏开放大学以来,先后下发了一系列重要文件,对建设新型大学作出了重大决策。在执行改革试点项目两年中,江苏省教育厅两次上报建设方案,国家教育咨询委员会专家组两次精心指导,而江苏省人民政府146号文件的下发,则标志着以广播电视大学开放教育为基础建立开放大学,正式进入全面系统的实体建设阶段。     

Publisher's Note

The State Education Leaders Delegation visited the People's Republic of China in October 1977 under the auspices of the National Committee on United States-China Relations and as the official guests of the Ministry of Education in Peking. The group observed educational institutions and discussed the new directions of Chinese education with colleagues in China's educational circles. The scholar-escort of the delegation was Ronald N. Montaperto of the University of Indiana, who is serving as the guest editor of this issue of Chinese Education.     

The road less walked: a retrospective of race and ethnicity in adult education

This article is a 20-year retrospective on race and ethnicity in Adult Education. A brief historical synopsis of how Adult Education has examined race and ethnicity foregrounds a contemporary segment that reviews the existing situations of people of colour in Adult Education. It is imperative to first discuss Adult Education's past as regards race and ethnicity in order to properly situate the contemporary discussion. This status report focuses primarily on Blacks since other groups, such as Hispanics, Asians, and Native Americans, have been essentially absent from the literature. Research during the formative years of Adult Education in the 1930s and 1940s generally consisted of a neutral surface examination, while the current research of the 1980s and 1990s has a distinct social justice component sustained by a critical lens. The literature is virtually quiet on issues relating to race and ethnicity between the years of 1950 and 1980. Seven data sources were used in this appraisal. The following journals were surveyed, with particular attention placed on the last 20 years: Adult Education Quarterly, International Journal of Lifelong Education, Adult Literacy and Basic Education, and New Directions in Adult and Continuing Education. This critical analysis also included documents from the Education Resources Information Center (ERIC), journal abstracts from the Current Index to Journals in Education, dissertations published in adult and continuing education, and the conference proceedings of the Standing Conference on University Teaching and Research in the Education of Adults (SCUTREA) and the Adult Education Research Conference (AERC). There has been a significant increase in research on minorities in Adult Education. For the most part, this research seems driven by the context of the present socio-political climate, and it is asserted that the movement towards examining race and ethnicity has been partially inspired by the increase of racial and ethnic group members as Adult Education professors, practitioners, and students in our classrooms and programmes.     

Supercomplexity and the university: Ronald Barnett and the social philosophy of Higher Education

Ronald Barnett's modern classic Realizing the University in an Age of Supercomplexity (published December 1999), has had a crucial impact internationally on the field of Higher Education research and development since the book was published now nearly 20 years ago. Bridging an academic oeuvre across almost 30 years with close to 30 published volumes, Realizing the University in an Age of Supercomplexity plays an important role in the development and transformation of Barnett's social theory of Higher Education into a social philosophy of Higher Education. In the book Barnett performs an important move from a focus on knowledge and epistemology to a focus on being and ontology in relation to Higher Education practices. Barnett shifts his fundamental perspective and view on the relation between universities and the wider society from one of caution and worry to a perspective of hope and vision that fully embraces the future of Higher Education. This way, Realizing the University in an Age of Supercomplexity has not only paved the way for Barnett's own development of a social philosophy of Higher Education, but also contributed invaluably to the rise and maturing of philosophy of Higher Education as a research field in its own right.     

当前大学体育教学模式及其发展方向分析

当前大学体育教学正在进行着深刻的变革,对大学体育教学模式的改革是一个极为重要的课题。文章对当前大学体育教学模式进行了深入的分析,提出了大学体育教学改革的几点方向,以期对高校体育教学改革所有帮助。     

CHANGES IN COGNITIVE STYLE: AN ANALYSIS OF THE IMPACT OF WHITE SUBURBAN SCHOOLS ON INNER CITY CHILDREN

Following is the complete text of a statement of policy and proposed action adopted by the Regents of the University of the State of New York. Its official title is “Minority Access to and Participation in Post‐Secondary Education”.     

基于ERIC数据库的国外远程教育研究热点分析

以ERIC数据库收录2003至2010年间,经同行评审的有关远程教育的文献为数据样本,在确定国外远程教育研究领域49个高频主题词的基础上,运用共词分析法,以SPSS软件为工具,探索国外远程教育的研究热点。研究结果表明,2003至2010年间,国外学者在远程教育领域的研究热点主要集中在对远程教育的技术支撑环境、人文资源环境、教学手段、教学系统中的通讯方式、不同教学层次的学习效能、教学模式中的教师作用和研究方法等七个方面的研究。     

高师思政专业“当代世界经济与政治”课程特点与教材创新——基于西华师范大学的教学实践

“当代世界经济与政治”课程在高师思政专业作为专业必修课开设至今,具有定位高、专业性显著等特点。但思政专业适用的规划教材一书难求,公共课教材重复建设严重,原因有多方面。创编思政专业类规划教材,有助于解决教学用书难等问题,是中学新课改形势下高师思政专业教育教学改革发展的需要,是该课程专业性特点决定的。创编思政专业类规划教材的关键在于教材体系的创新。     

The evaluation of a special educational opportunities program for disadvantaged college students

This paper analyzes the early academic achievement of disadvantaged, mainly black, students admitted to the Special Educational Opportunities Program (the SEOP) at the Urbana-Champaign campus of the University of Illinois in the fall of 1968 and 1969.High school percentile rank and standardized test scores predicted the early overall academic performance of SEOP students. Validities, though significant, were not high and were possibly attenuated by use of too difficult test instruments and by inflated grading practices. Nevertheless, the data indicate that recruitment people should not abandon customary merit selection based upon these types of measures. Test scores were found to be more valid for predicting the GPA of regularly admitted students than for the prediction of GPA for SEOP students; the predictive effectiveness of high school percentile rank was greater for regularly admitted students.The research reported herein was performed, in part, pursuant to a contract with the United States Office of Education, Department of Health, Education, and Welfare. The opinions expressed in this publication do not necessarily reflect the position or policy of the Office of Education and no official endorsement by the Office of Education should be inferred. Project No. 9-E-136/Contract No. OEG-5-70-0005.     

Resources abound for career educators

Conclusions This country has the proven products, methods, and committed community resources to meet most of our career development program improvement and expansion needs. But career educators must be vigorous in keeping abreast of current resources and approaches. They also need to evaluate materials for effectiveness before committing time and money to their use. Career educators need to continue to spawn local innovation and creativity. Where outside resources are more practical or desirable, career educators should look to the ERIC Clearinghouse to identify new resources, and they should contact their state department of education career guidance and career education coordinators. These are often the best resources for identifying effective career development materials for use in your state.Mr. Harry N. Drier is the Associate Director, Special Programs Division, The National Center for Research in Vocational Education, The Ohio State University, Columbus, Ohio.