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31.
Steven M. Ross William L. Sanders S. Paul Wright Sam Stringfield L. Weiping Wang Marty Alberg 《School Effectiveness & School Improvement》2013,24(3):323-346
The purpose of this study was to analyze student achievement data from the first 3 years of the Memphis Restructuring Initiative (MRI). The MRI represents one of the first efforts by an urban school district to move past traditional top-down versus bottom-up reform debates by providing systemic support for outside-in/inside-out implementation and local co-construction of externally-developed reform designs in schools. Analyses of academic achievement focus on a state-of-the-art measure of value added assessments. At the end of 3 years the reforming schools had produced generally positive gains relative to locally matched control schools. Those results varied somewhat by reform type and by level of poverty in the communities being served. Based on the research methods used and the results, implications for future research and practice in educational reform are discussed. 相似文献
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D Wright 《Child development》1968,39(1):179-183
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Blocked practice engenders more trial-to-trial response stability, which is thought to be crucial for developing the generalized motor program (GMP) but not parameter learning (Lai, Shea, Wulf, & Wright, 2000). It was hypothesized that reducing the difficulty of the GMP might permit additional cognitive resources to be allocated to learning the parameter requirements. However, GMP theory maintains the independence of the memories governing the GMP and parameters. This notion suggests that manipulating the difficulty of the GMP should have no effect on the blocked practice participant's ability to successfully specify the appropriate parameters. Participants learned a simple or complex relative timing pattern under either blocked or random practice conditions. Smaller GMP errors were exhibited for the simple relative timing patterns, but this was not associated with improvements in parameter specification following blocked practice. A clear advantage for parameter specification was evident in transfer following random practice. Taken together, these data support the theoretical separation of the GMP and parameter processes. 相似文献
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David H. M. Wright‡ 《International Journal of Science Education》2013,35(4):367-375
Summaries English An attempt has been made to describe how curriculum developers in science in Zimbabwe have endeavoured to cater for the decision by government, at a stroke, to treble the intake of secondary school pupils and how the developers have, at the same time, attempted to employ the new situation as an opportunity to introduce the kind of science programme in schools which they believe to be appropriate to the conditions which obtain in a developing country like Zimbabwe. The practical, economic, philosophical, political and cultural issues which have been raised in the exercise have been outlined as well as the strategies that have been adopted, wherever possible, to meet them. Implications with international relevance have been highlighted. 相似文献
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Orville Wright 《Journal of The Franklin Institute》1934,217(2):239-254