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171.
This study investigated the effect of type of control and level of feedback during computer-based instruction. Subjects completed a computer lesson about the microscope that presented either mandatory or optional practice questions. Practice was accompanied by either elaboration feedback, correct-answer feedback, or no feedback. Results indicated that level of feedback had a significant effect on achievement and attitudes. Implications for including feedback in computer-based instruction are discussed. 相似文献
172.
Dr. Robert P. Engvall Ph.D. 《The Urban Review》1995,27(3):251-261
In these times of tight budgets and political intoleance for taxation, public schools, particularly urban public schools,
will continually have to look for ways in which to spend less while dealing with ever-increasing societal problems. While
the ability of schools to improve the overal “product” with less resources is highly suspect, this article addresses one way
in which spending less might actually improve school perfomance.
The best planners in the best schools should be the administration, techers, students, parents, and the comminitu at large,
and not outside esxperts hired to improve a school's “comprehensive” or “strategic” plan. By forcing the segments of the public
that have the largest stake in the educational outcomes of schools to work together to plan for the future, schools will improve
the efficacy of their staffs, their students, and allow parents the self-satisfaction of playing an important role in their
children's education. An improtant side effect of such a method may be an increasing awareness by the public of the difficulties
that schools face, and perhaps a better understanding of the important need for higher expenditures.
His research interests include professionalism, collective bargaining, and educational reform. His articles have appeared
inPeople and Education, and a recent article has been aceepted for publication in theJournal of Collective Negotiations in the Public Sector. 相似文献
173.
Education in different communication media takes place with functional differences that have consequences for the course of instructional interaction. In this paper, we examine instructional interaction among people using a computer-based electronic message system, contrasting it with conventional face-to-face discussion in a college level class. Interaction via the non-real time message system contained multiple “threads of discourse,” a higher proportion of student turns to teacher turns, and other deviations from the “initiation-response-evaluation” sequences usually found in face-to-face classroom interactions. Based on the results of our contrast, we describe ways to organize instruction using electronic message systems to take advantage of new properties and to avoid shortcomings of these new instructional media. 相似文献
174.
Bahcivan Eralp Gurer M. D. Yavuzalp N. Akayoglu S. 《Journal of Science Education and Technology》2019,28(5):579-588
Journal of Science Education and Technology - With the rapid developments in technology, training of pre-service teachers in terms of technology integration has become a crucial issue for all... 相似文献
175.
This paper not only makes a contribution to the mosaic of scientific knowledge of the brain and nervous system, but suggests
implications of practical value. Observant, experienced teachers know empirically that some youngsters learn best, and perhaps
only, when seated front-center, right before the teacher’s desk. Such children need to have the eye contact, or to be in quick
arm’s reach, or to have distractions screened out. Drs. Bakker and Van Rijnsoever give evidence here that, for many children,
taking in and remembering the message is dependent on their physical placement to catch most effectively the stream of sound.
This is important to consider in the popular open classroom. Although many children can adapt readily to less-than-perfect
physical learning conditions, for some we must “re-invent the wall,” not to climb, but to provide a place to call “home.”
The theoretical re-inforcement presented in this paper proves that such boundaries can also provide source and direction for
sound as part of some children’s currently needed sensory security and enhance the efficiency of their auditory intake.
Editor 相似文献
176.
H M Wellman D Cross K Bartsch 《Monographs of the Society for Research in Child Development》1987,51(3):1-67
Research on Piaget's stage 4 object concept has failed to reveal a clear or consistent pattern of results. Piaget found that 8-12-month-old infants would make perserverative errors; his explanation for this phenomenon was that the infant's concept of the object was contextually dependent on his or her actions. Some studies designed to test Piaget's explanation have replicated Piaget's basic finding, yet many have found no preference for the A location or the B location or an actual preference for the B location. More recently, researchers have attempted to uncover the causes for these results concerning the A-not-B error. Again, however, different studies have yielded different results, and qualitative reviews have failed to yield a consistent explanation for the results of the individual studies. This state of affairs suggests that the phenomenon may simply be too complex to be captured by individual studies varying 1 factor at a time and by reviews based on similar qualitative considerations. Therefore, the current investigation undertook a meta-analysis, a synthesis capturing the quantitative information across the now sizable number of studies. We entered several important factors into the meta-analysis, including the effects of age, the number of A trials, the length of delay between hiding and search, the number of locations, the distances between locations, and the distinctive visual properties of the hiding arrays. Of these, the analysis consistently indicated that age, delay, and number of hiding locations strongly influence infants' search. The pattern of specific findings also yielded new information about infant search. A general characterization of the results is that, at every age, both above-chance and below-chance performance was observed. That is, at each age at least 1 combination of delay and number of locations yielded above-chance A-not-B errors or significant perseverative search. At the same time, at each age at least 1 alternative combination of delay and number of locations yielded below-chance errors and significant above-chance correct performance, that is, significantly accurate search. These 2 findings, appropriately elaborated, allow us to evaluate all extant theories of stage 4 infant search. When this is done, all these extant accounts prove to be incorrect. That is, they are incommensurate with one aspect or another of the pooled findings in the meta-analysis. Therefore, we end by proposing a new account that is consistent with the entire data set. 相似文献
177.
Teacher Evaluation, Leadership and Learning Organizations 总被引:1,自引:0,他引:1
Douglas R. Davis Chad D. Ellett Joyce Annunziata 《Journal of Personnel Evaluation in Education》2002,16(4):287-301
This article presents the argument that meaningful teacher evaluation in schools can be an important catalyst for organizational learning and school improvement when it is linked to broader conceptions of leadership in schools. A state-of-the-art teacher evaluation, assessment and professional growth system is described and the manner in which this system is linked to leadership density, organizational learning, and school improvement is detailed. Findings from two contrasting case studies of schools implementing this new system are presented and implications of the findings for linking teacher evaluation systems, newer conceptions of school leadership, and school improvement are described. 相似文献
178.
As a result of changing national values and unrest, demographic and population shifts, and ever-changing admissions practices and policies, implementing a diversity and cultural-competency agenda within university settings has become a priority across the UK, Europe, and US. Furthermore, public institutions across the UK, EU, and US are now more racially and ethnically diverse than ever [Snyder, T. D., C. Debray, and S. A. Dillow. 2016. ‘Digest of Education Statistics 2016.’ NCES 2016-006. National Centre for Education Statistics; Sursock, Andree. 2015. Trends 2015: Learning and Teaching in European Universities. European University Association. Accessed October 28 2017. www.eua.be/Libraries/publicationshomepage-list/EUA_Trends_2015_web.]. Yet, cultural competency efforts on campuses remain largely under theorized [Bezrukova, K., K. A. Jehn, and C. S. Spell. 2012. “Reviewing Diversity Training: Where We Have Been and Where We Should Go.” Academy of Management Learning and Education 11 (2): 207–227] and diffuse [Sue, S., D. C. Fujino, L. T. Hu, D. T. Takeuchi, and N. W. Zane. 1991. ‘Community Mental Health Services for Ethnic Minority Groups: A Test of the Cultural Responsiveness Hypothesis.’ Journal of Consulting and Clinical Psychology 59 (4): 533–540]. This article seeks to outline an agenda for this work, highlighting outcomes of cultural competency learning and underscoring the role of campus leadership in the development of supportive characteristics. These characteristics include attention to shared knowledge, professional learning at all levels of the organization, inclusive instructional methods, integration with other campus initiatives, and inclusivity of diversity foci. Posited are six supportive conditions for successful implementation. 相似文献
179.
Traffic flows controlled by traffic light strategies were investigated via a cellular automaton model with anticipation, which is suitable for describing urban traffic. Three kinds of strategies, i. e., synchronized, green-wave and random switching lights, were designed, simulated and compared with each other. It is shown that the green-wave strategy is only valid at lower density and there is not an effective way with the three strategies to improve the efficiency of traffic flow at high density. 相似文献
180.
Alandeom W. Oliveira Troy D. Sadler Daniel F. Suslak 《Cultural Studies of Science Education》2007,2(1):119-150
This study examines how participation in a verbal exchange during an inquiry-based classroom activity allows three college
students and their science instructor to use linguistic signs (choices of words, grammatical structures, discursive structures,
prosody and poetic discourse) to construct authority and expertise. Our work explores linguistic and interactional processes
of identification (the dynamic construction and transaction of expert identity) and examines how discursive strategies adopted
by the professor at different moments of the verbal exchange influence the students’ subsequent discursive practices and perceptions
of authority. We adopt a dialogic, socio-constructivist perspective on identity, viewing personal identities as being partially
constructed via interactional positioning. Our findings reveal that the attainment of expertise involves two different types
of language-mediated processes: the transmission of a professional vision or intension and the emergence of a perception of
agency among students. The former is centered on referential-denotative meanings of speech (elicitation of standard account
and operational definition) while the latter requires effective use of pragmatic–performative functions of speech (non-evaluative
and more than minimal recipient practices). Consideration is given to the need for science instructors to be able to utilize
pragmatic functions of language strategically to encourage students to position themselves within the identity of science
expertise. 相似文献