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81.
82.
Dean E. Rochester 《Counselor Education & Supervision》1970,9(3):205-207
Eighty-two students who had been enrolled in year-long NDEA Counseling and Guidance Institutes were followed up for a two-year period concerning attitudes and values. Subjects were administered the Porter Test of Counselor Attitudes and the Study of Values. Students attitudes and values similar to those present at the onset of their program and similar to those present after they had been away from their program one year. Some differences were noted concerning end-of-institute responses. Changes occuring during the programs appear minimal. Since there were no differences indicated between the one- and two-year follow-up, one year might be a sufficient period for this type of investigation. 相似文献
83.
K. Gross-Glenn Bonnie Jallad Loriana Novoa Valerie Helgren-Lempesis H. A. Lubs 《Reading and writing》1990,2(2):161-173
We examined Nonsense-Passage oral reading in adults, using data derived from new and previously published studies (Finucci et al 1976, Gross-Glenn et al 1985). Time-scores and error-frequency data are presented for five samples of non-dyslexic readers with a minimum of a high-school education and no childhood history of dyslexia (N=127). Considerable uniformity is demonstrated across these samples, and reading performance of non-dyslexic individuals contrasts sharply with that observed in four samples of adult familial dyslexics. Both affected and compensated-affected dyslexic subjects read the passages significantly more slowly and with more errors than did nondyslexic readers. Results are discussed in relation to the cognitive and neural processes that may underlie this specific reading difficulty in dyslexics. We have found Nonsense-Passage reading to be especially useful in family studies of inherited dyslexia as a means of quantifying oral reading deficits in adults who have learned to compensate for their children reading difficulties. 相似文献
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Larry Peterson Tom Anderson Dan Blumenthal Dean Casey David Clark Deborah Estrin Joe Evans Mike Reiter Scott Shenker John Wroclawski 洪丹 陈茂科 《中国教育网络》2006,(11):18-20
2006年8月,GEN(I网络创新的全球化环境)项目组公布其项目的设计原则。来自普林斯顿大学、麻省理工大学、华盛顿大学等学校的十二位专家编写了这份报告。该报告阐述了GENI的研究范围、用户的需求、需求的内在压力,以及工程设计的原则。报告指出了GENI的价值主张,广泛的部署、多样化可扩展的网络技术集合、对真实用户流量的支持仍是GENI关注的原则和方向。上期已经介绍第一部分——“分布式需求定义GENI的重心”,本期刊出第二部分——“解决分布式需求的内在冲突”。 相似文献
86.
Patrick J. Harrison Farhad Saba Bonnie J. Seeman Gina Molise Robert Behm Michael D. Williams 《Educational technology research and development : ETR & D》1991,39(4):65-77
The study described in this article takes the view that distance education programs are dynamic systems with multiple constituencies.
Literature on distance education programs as complex systems and on the critical constituency approach to program evaluation
was used to guide the development of a questionnaire designed to assess the components of a distance education program. Instrument
development was conducted in four phases using both quantitative and qualitative methods. The data from this study suggest
that there are four major components of effectiveness in distance education programs: instruction, management, telecommuting,
and support. Within each of these components there are from two to five subcomponents, 14 components in all, which can be
used to assess distance education programs. The assessment scale which was developed measures these four components and their
subcomponents. 相似文献
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ABSTRACTIn this article, we will explore the current landscape of teacher education programs in general, and specifically, physical education teacher education (PETE) from the national level down to the local level. Furthermore, we will explore the impact that the elimination of undergraduate PETE programs can have on PETE doctoral programs, including the teaching, research, and engagement of their faculty. We present ideas for preparing doctoral students for their future higher education roles that may or may not include the preparation of future physical educators. 相似文献
90.
Joan Dean 《Cambridge Journal of Education》1995,25(1):45-52
This is a study of 14 inspections of primary and secondary schools carried out by local inspectors in five widely separated areas during 1992 and 1993. The inspection approaches varied and in two cases followed the new OFSTED pattern. Reactions to inspection were gathered through interviews with headteachers and discussions with groups of teachers. Teachers’ reactions are described in relation to: the preparation for inspection; the inspectors as individuals; the inspection process; reporting and follow‐up. It is suggested that some of the concerns associated with these issues will be met by the new OFSTED arrangements. However, OFSTED practice may be less satisfactory in meeting other concerns such as the provision of adequate teacher feedback and the organisation of follow‐up advice and support 相似文献