THE USE OF EXPERIMENTAL DESIGN IN EDUCATIONAL EVALUATION

Considerable controversy has existed concerning the utility of experimental design in educational evaluation. The polar positions are that experimental design has no utility in educational evaluation and that experimental design is the only valid evaluation strategy. This article examines these positions in terms of conceptualizations of evaluation according to the'LCIPP Evaluation Model "and of experimental design according to the "true comparative experiment." An alternative position including three main points is developed: (a) The methodology of educational evaluation includes much more than the methodology of experimental design; (b) Experimental design does have potential utility in the areas of input and product evaluation, but not within the areas of context and process evaluation; (c) The utility of experimental design can be increased by following a set of procedures that do not require the use of common criterion instruments and uniform decision rules for all students in an experiment; this allows judgment of a program in terms of the number of students for whom it was successful.     

THE USE OF SUPERVISION AS AN EDUCATIONAL METHOD IN THE LOCAL CHURCH

The use of the model of clinical pastoral care is applied to supervision in the Sunday church school     

USE OF EDUCATIONAL TELEVISION BY THE INSTITUTIONS OF HIGHER EDUCATION IN THE GERMAN DEMOCRATIC REPUBLIC

After a certain period of relactance and objective difficulties the use of television as an educational medium in the institutions of higher education is now increasing. The following article, written for “Higher Education in Europe” by Drs. Rainhard Borm and Sigrid Borm from the Institute of Higher Education at the Berlin Humboldt University, presents the current situation with regard to the application of educational television in the educational process by the institutions of higher education in the German Democratic Republic.     

PITFALLS AND PROMISES: THE USE OF SECONDARY DATA ANALYSIS IN EDUCATIONAL RESEARCH

ABSTRACT:  This paper considers the use of secondary data analysis in educational research. It addresses some of the promises and potential pitfalls that influence its use and explores a possible role for the secondary analysis of numeric data in the 'new' political arithmetic tradition of social research. Secondary data analysis is a relatively under-used technique in Education and in the social sciences more widely, and it is an approach that is not without its critics. Here we consider two main objections to the use of secondary data: that it is full of errors and that because of the socially constructed nature of social data, simply reducing it to a numeric form cannot fully encapsulate its complexity. However, secondary data also offers numerous methodological, theoretical and pedagogical benefits. Indeed by treating secondary data analysis with appropriate scepticism and respect for its limitations, by demanding that tacit assumptions about the unreliability of secondary data are applied equally to other research methods, and crucially by combining secondary data analysis with small-scale in-depth work, this paper argues for a return to prominence of secondary data analysis in its own right as well as becoming a central component of the new political arithmetic tradition of social research.     

建筑设计徒手快速表达

建筑设计徒手表达是记录设计思维的一种可视性语言,它不受时间、场地、工具及设备的制约。既可以工整细致,也可以潇洒随意,其表现手法繁多,形式语言多样。徒手设计表达是建筑设计师工作中不可或缺的一种技能。     

THE PSYCHOLOGY OF EDUCATIONAL MEASUREMENT

Because school learning entails not just accretion of knowledge but the structuring and restructuring of knowledge and cognitive skills, the conception and construction of educational achievement measures must be cast in developmental terms. And because student characteristics as well as social and educational experiences influence current performance, the interpretation and implications of educational achievement measures must be relative to intrapersonal and situational contexts. These points imply a strategy of comprehensive assessment in context that focuses on the processes and structures involved in subject-matter competence as moderated in performance by personal and environmental influences. This article addresses in detail both the nature of developing competence and its measurement in terms of context-dependent task performance. Construct-irrelevant task difficulty that might jeopardize the meaning of test scores as well as construct-irrelevant influences that might jeopardize implications for action are taken into account via the comprehensive measurement of relevant contextual factors. Comprehensive assessment in context thus facilitates valid interpretations of the meaning and implications of ability and achievement scores in particular instances, thereby lightening the interpretive and ethical burdens on test users and enhancing the validity of test use.     

论新形势下教育学院的教材改革

教材是教学活动的基本依据 ,是教育改革成果的集中体现。本文主要阐述了我国新形势下教育学院所面临的问题以及如何进行教材改革 ,提出优选教材 ,基本教材与补充教材相结合 ,文字教材与软件教材相结合的教材改革思路。     

A DIALOGICAL APPROACH TO CRITICAL BIBLE STUDY: THE USE OF SCHWABIAN DELIBERATION TO INTEGRATE THE WORK OF BIBLE SCHOLARS WITH EDUCATIONAL PHILOSOPHY

This article uses analytic tools provided by Joseph Schwab to address a “practical” problem faced by many liberal religious educational institutions: the tension between historical-critical study of the Bible and an affective connection to it. This problem is painted in broad strokes; then two contemporary Bible scholars, Jeffrey Tigay and Yair Zakovitch, are analyzed for the “principles of enquiry” used in their disciplinary orientations. This analysis is merged with a dialogical hermeneutics approach to text, using the work of Kepnes, Buber, and Gadamer. The article concludes by considering how this study might inform Bible curricula in liberal religious educational contexts.     

THE CONCEPT OF FUNDAMENTAL EDUCATIONAL CHANGE

A bstract .  In this essay, Leonard Waks contributes to a reconceptualization of "fundamental educational change." By distinguishing sharply between educational change at the organizational and the institutional levels, Waks shows that the mechanisms of change at these two levels are entirely different. He then establishes, by means of a conceptual argument, that fundamental educational change takes place not at the organizational, but rather at the institutional level. Along the way Waks takes Larry Cuban's influential conceptual framework regarding educational change as both a starting point and target of appraisal.