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排序方式: 共有600条查询结果,搜索用时 15 毫秒
511.
Gaston Mialaret Gilbert de Landsheere Dieter Mahr Marcel Postic A. Harry Passow Elaine Rivers Desmond J. Keegan Jindra Kulich Wolfgang Mitter Joseph I. Zajda John Eggleston Shoshannah Langerman A. W. Wood Joachim Herzer Peter Waterman Hans Scheuerl Andrew S. Kwon Betty Heyder Barbara Lloyd 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》1981,27(3):347-378
512.
The purpose of this investigation was to determine (1) the effects of performance objectives on the achievement level of low achieving black inner city pupils and (2) the effects of giving the students performance objectives prior to beginning instruction The population used in this study was selected from four predominantly black inner city schools. The results of the study show that training teachers to use performance objectives had a significant effect on student cognitive achievement. Although providing students copies of the objectives prior to study did not significantly affect their cognitive achievement, performance objectives, as an instructional technique, seem as effective as traditional methods of instruction currently used with low achievers. 相似文献
513.
Hans G. Schütze 《Higher Education in Europe》1991,16(1):13-25
The intention of this article is to assesss developments which have occurred in the universities of western Europe and North America in the twenty‐year period since UNESCO began work on a long‐term programme to promote the concept of universities as centres of lifelong learning. After describing ways in which universities and other higher education institutions have pursued the goal in question, citing cases drawn from Europe and North America, the author presents a number of conclusions with regard to how well traditional universities have wholly or partially adopted this new role. He concludes that much remains to be done before universities have fully accepted their roles as centres of lifelong learning but that they will be greatly stimulated and aided by the increased availability and use of the new information technologies. 相似文献
514.
Lauren I. Strauss Matthew S. Peterson Julie K. Kidd Jihyae Choe Hans Christian Lauritzen Allyson B. Patterson 《The Journal of educational research》2020,113(4):292-302
Abstract To determine whether patterning instruction was as useful or more useful than other forms of instruction, kindergarten children (age five) were taught either patterning or early literacy or mathematics or social studies in matched sessions. Instruction was conducted in 15-minute sessions from November through mid-April. Posttests on patterning, mathematics, early literacy, and three executive functions showed that the children taught patterning became significantly better at patterning than those in the other instructional conditions. No differences were found between the children taught mathematics, early literacy, or social studies. Correlational analyses indicated that the relations of patterning ability, working memory, and inhibitory control to mathematics achievement were similar. Cognitive flexibility was not very strongly related to any other measure and the executive functions were relatively independent of each other for the children who were age five. 相似文献
515.
This paper outlines an epistemological conception which attempts to relate the formal aspects of mathematical proof to its pragmatic dimensions. In addition to the key concept of application, the paper makes use of several concepts from the domain of analytical philosophy, to present a view of proof that might best be categorized as a dialectical one. A number of implications for teaching are discussed. 相似文献
516.
Skill Acquisition and Reflection‐based Decision Making in a Teaching Laboratory: an evaluative study
Hans Gerhard Klinzing 《欧洲师范教育杂志》1988,11(2):167-175
This paper continues the tradition of research, development and evaluation of teaching laboratories, and, at the same time, extends earlier research in two directions: by placing more emphasis on the improvement of a reflection‐based decision‐making ability in becoming a teacher (beyond effective skill acquisition), and by concentrating on the improvement of presentation skills, an area neglected in teacher training. Based on research on teaching and teacher training, a training program was developed for enhancing the trainees’ nonverbal expressiveness in presentations that, by fostering reflection‐based decision making through experimenting with presentation skills in a laboratory with feedback and discussions, also improves the clarity, interest and social climate of presentations. The evaluation of the most recent Version of this program reveals that significant gains could be achieved not only in nonverbal expressiveness as an indicator for successful skill acquisition, but also in the global aspects of successful lecturing indicating that the program was also effective for the improvement of the trainees’ reflection‐based decision making. 相似文献
517.
518.
Hans F. M. Crombag 《Higher Education》1978,7(4):389-403
In this paper quality of graduates is distinguished from quality of education, which is renamed efficiency of education. The first concept is defined in a quantitative manner, the second by way of a set of 66 statements concerning the efficiency of education derived from judgements about the effectiveness of particular teaching methods in the achievement of different types of teaching objectives.Paper presented at the conference on Efficiency of Teaching Methods in Higher Education, organized by the University Teaching Methods Unit of the University of London, 6–7 April, 1976. 相似文献
519.
Alberto A. P. Cattaneo Hans van der Meij Carmela Aprea Florinda Sauli Carmen Zahn 《Interactive Learning Environments》2019,27(4):508-529
In this article, we provide a conceptual model for the design of instructional scenarios integrating hypervideo as an instructional tool. The model provides a structural aid for making design decisions about using hypervideo in instruction. We start by introducing the theoretical rationale for hypervideo as a tool, exploiting three different interactivity functions. We then examine the cognitive and socio-cognitive theories that can inform the design and usage of hypervideo. Next, we present the instantiation of these functions and theories in a software interface, after which we present the model, which is based on the following two layers of design decisions: the first pertains to the interactivity features and the second is connected with the instructional strategy. Three main design steps are presented in the form of guidelines, corresponding to a preparation phase, a production phase, and a use phase. Finally, a set of cases exhibiting exemplary implementations of a hypervideo-based instructional scenario are described. 相似文献
520.
Differential effects of home and preschool learning environments on early language development
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Daniel Schmerse Yvonne Anders Manja Flöter Nadine Wieduwilt Hans‐Günther Roßbach Wolfgang Tietze 《British Educational Research Journal》2018,44(2):338-357
The present study is based on longitudinal data from a German early childhood education and care (ECEC) governmental initiative assessing children's grammatical and vocabulary development between 2;6 and 4;0 years (N = 1,331), quality of the home learning environment and quality of the preschool setting. Results showed that the quality of the home learning environment predicted development in grammatical skills, but not in receptive vocabulary at age 4, while the effects of preschool process quality showed similar relative impacts on both language outcomes. Further analyses revealed effects of accumulated advantages of preschool quality for children from medium‐ and high‐quality home learning environments in their vocabulary development. The results are compared with previous findings from the German ECEC context and discussed with respect to implications for policy efforts to improve ECEC quality and ways in which both learning environments act together on children's development. 相似文献