THE RELATIONSHIP BETWEEN MODELING AND PHYSIOLOGY ACHIEVEMENT

A series of nine self‐instructional, programmed modules on selected physiology topics was developed. The modules consisted of a learning program, a model formulation activity, and a posttest. Three kinds of models were involved in the modeling activities: graphic, formal, and inferred.

There was a relatively high degree of association between the successful completion of models and successful physiology achievement, especially on test items at the application and synthesis levels. The kind of model which was the best predictor of physiology achievement was the graphic type. The graphic model was the most realistic and concrete of the three different kinds of models.     

Adoption and adaptation in the use of transaction processing systems: The case of OCLC software

Library networks have developed transaction processing software as automation tools for technical and public services, based on generic library models. Transaction processing systems are shown to be a flexible type of design, allowing users to introduce modifications which aid their individual objectives: 92% of user institutions reported they made local modifications to standard OCLC practices and procedures. These findings are discussed in terms of network models for decision making in software use; methodology of software user studies; and diffusion of innovation processes in post-implementation stages of transaction processing software.     

Principle learning as a function of instruction on excluding irrelevant variables

The purpose of this study was to determine if instruction on excluding irrelevant variables enhanced learning the principle that explained why objects float and sink. The results of the study show that learning the correct principle without first learning to exclude the false principles is not as effective as learning to exclude the false principles and then learning the correct principle. The data also indicate that the presentation of the verbal principle in the program enhanced achievement on the concept criterion test.     

Critical race theory in education,Marxism and abstract racial domination

In the context of the ongoing debate between critical race theory (CRT) and Marxism, I begin in this paper by examining the origins of CRT in Critical Legal Studies (CLS) in the United States. I go on to describe CRT's entry into education, first in that country, and then in the United Kingdom. I move on to a discussion of current debates between critical race theorists and Marxists, focusing on an analysis of arguments for the existence of abstract racial domination.