A strategy for instructional television research

Conclusion In this article an empirical approach to instructional television research has been defined. This approach does not seek to replace theoretical studies but seeks rather to establish, within those institutions using instructional television, a body of knowledge based on empirical generalizations. Many authors have suggested the importance of defining objectives in assessing instruction, but their ideas filter only very slowly through educational systems. Part of this resistance may be traced to the complete revision of assessment instruments required by instruction by objectives, or standards. However, by asking the question, What happens during instruction? it may be possible to devise instructionally useful measures. Similarly, this question presents teaching, research, and production staff with a problem they may be eager to define and solve.     

Graphic Organizers Applied to Secondary Algebra Instruction for Students with Learning Disorders

Students who have particular difficulty in mathematics are a growing concern for educators. Graphic organizers have been shown to improve reading comprehension and may be applied to upper level secondary mathematics content. In two systematic replications, one randomly assigned group was taught to solve systems of linear equations through direct instruction and strategy instruction. The other group was taught with the same methods with the addition of a graphic organizer. Students who received instruction with the graphic organizers outperformed those who received instruction without the organizers. They also better understood the related concepts as measured by immediate posttests in both replications. The difference in understanding concepts was maintained on a 2–3 week posttest.     

Developing healthcare practice through action learning: individual and group journeys

Action Learning is now a well established strategy for reflective inquiry in healthcare. Whilst a great deal is know about action learning there has been inadequate research on the process of learning that takes place, and the impact that this holds for individuals, groups or organisations. This article reports on the findings of 15-month action learning program based in a special care nursery. A realistic evaluation of the program uncovered individual and group journeys and provide evidence that action learning is an effective strategy in practice development.     

Recurrent mirages at Puerto Peñasco,Sonora

Mirage behavior at Puerto Peñasco, on the Sonoran shore of the Gulf of California, is not only systematic, but is fully compatible with conditions of atmospheric refraction common in that arid area adjacent to a tropical sea. Images of mountains in Baja California, normally hidden below the visual horizon, are regularly loomed into visibility as the lapse rate in the lower layers of the atmosphere increases; and sink again below the horizon with the onset of nocturnal inversions. False sea horizons, due to refraction, are a standard midday condition; as are inferior mirages over adjacent land areas.Air stratification is normally accompanied by “paper doll” duplications of distant images; Fata Morgana is a common occurrence when cold air drainages from high mountains reach the warm waters of the Gulf of California. Photographic differentiation between mirage lakes and actual bodies of water is sometimes possible by use of deep red filters.