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991.
John Raven 《Studies in Educational Evaluation》1978,4(1):31-46
The data to be presented was drawn from a survey of nationally representative samples of some 4,000 pupils, most of whom were no longer required by law to be at school, and 1,200 teachers, in the Republic of Ireland. The main purpose of the survey was to collect data relevant to evaluating the post-primary educational system as a whole. Providing such an evaluation was taken to involve, first, assessing what the goals of post-primary education should be, second, obtaining teachers' and pupils' subjective assessments of whether those goals were being attained and, thirdly, asking why the goals were not being better attained. The basic data, which has bee published in three volumes by the Irish Association for Curriculum Development (Raven et al., 1975/ 1976), can be used to illuminate a wide range of basic issues. The present paper deals with one of these. Some others are discussed in Raven (1977b). 相似文献
992.
Editor's Note: The following is a continuation of the dialogue “A Correspondence of Academic Interest” in the Spring 1994 issue ofAcademic Questions. That exchange concerned the program, recently announced by the Teachers Insurance and Annuity Association-College Retirement
Equities Fund (TIAA-CREF), to promote diversity on the governing boards of the public corporations in which it invests. 相似文献
993.
The primary purpose of this exploratory study is to identify variations in the ways in which individual teachers in different
educational contexts interpret their curriculum and plan their lessons and in particular to explore the possibility that cultural
differences as identified by Hofstede (1991) may be a contributing factor to understanding how teachers understand their work.
“Educational reform” has become a catchphrase in the Anglo-American world, including the United States, Canada, Australia,
and England and Wales, as well as in the Confucian Heritage Areas such as Mainland China, Singapore, Hong Kong, and Taiwan.
Across the world, the educational reform measures being implemented are surprisingly similar. This paper describes a study
of how geography teachers in Queensland, Australia, Hong Kong, and Changchun, China, plan their lessons and curriculum. From
classroom observations and interviews with the teachers involved, we confirmed marked differences in each location regarding
their cultural traits of power distance, individualist and collectivist preference and uncertainty tolerance, and that these
traits appear to be highly influential in their curriculum planning. Despite the small scale of this study, we contend that
there are good reasons for caution before national education systems import policies and curriculum reform initiatives from
other countries for unthinking adoption. 相似文献
994.
Odom A. Louis Settlage John Pedersen Jon E. 《Journal of Science Education and Technology》2002,11(4):391-398
The purpose of this study was to determine the current state of technology use and know-how among members of the Association for the Education of Teachers in Science. A web-based survey site and an e-mail merge invited members to participate in the study. The survey examined the differences between current and desired levels of knowledge about using technology as an instructional tool, to support research, to enhance productivity in classroom applications, and to enhance data collection and analysis. Large mean differences about using technology as an instructional tool were found, including: (1) teaching students at a distance, (2) database applications, and (3) desktop publishing. Small mean differences were found for telecommunications and word processing. 相似文献
995.
Computer‐assisted learning is having positive effects in distance education. Increased completion rates and enrolments at the Center for Independent Study, University of Missouri can be attributed to successful implementation of off‐line and on‐line systems. The Missouri system is compared to those in other distance teaching institutions and the strengths and weaknesses of the system are analysed. 相似文献
996.
In this article, we are primarily concerned with the kinds of problems which lend themselves to solutions in visual, graphic terms. Essentially, they may be described as problems in communication which the designer attempts to solve by means of printed words or symbols, by the use of appropriate pictorial images or by exploiting audio-visual techniques.The author are practising designers who also share an interest in the teaching of graphic design; and these interests have determined the form of the discussion which follows. Some observations about the nature of design itself, about the various procedures available to the designer in tackling the problems which are brought to him, are illustrated with brief case histories selected from among those which have directly concerned the authors in the recent past. From these, they have ventured to draw some general conclusions about the possible range and scope of the contribution which the graphic designer may be expected to make-now, and in the future-to the solution of problems in visual communication. 相似文献
997.
Gary R. Pike John C. Smart George D. Kuh John C. Hayek 《Research in higher education》2006,47(7):847-872
The few studies focusing on the relationships between higher education expenditures and student outcomes have produced contradictory results. This study hypothesized that the lack of consistent relationships is a function of the fact that the effects of expenditures on outcomes are mediated by student engagement. Furthermore, it is expected that the relationships between expenditures and outcomes are contingent on the characteristics of the students and institutions being studied. The present research examined the relationships between higher education expenditures and students’ engagement in educationally purposeful activities, after controlling for a variety of student and institutional characteristics. Using data from a nationally representative sample of colleges and universities, the findings indicated that the relationships between expenditures and student engagement are very complex. Relationships differed by institutional control, students’ year in school, and the type of engagement measure included in the analysis. 相似文献
998.
MCDONALD John F 《浙江大学学报(A卷英文版)》2004,5(5)
The paper combines Tobin's Q theory of real investment with the capital asset pricing model to produce a new and relatively simple procedure for the valuation of real assets using the income approach. Applications of the new method are provided. 相似文献
999.
Dabie Nabuzoka John A. Rønning 《International Journal of Disability, Development & Education》1997,44(2):105-115
The social acceptance of a group of Zambian primary school children with intellectual disabilities by two groups of nondisabled children was examined. One group were in direct contact with the children with disabilities over a period of six months while the other was not. Nondisabled boys who had been in contact with children with disabilities had more positive attitudes than boys who had no direct contact, while no exposure effects were observed amongst girls. Gender differences amongst nondisabled children who had contact with peers with disabilities were not significant. Amongst the nondisabled children who had no contact with children with disabilities, girls had more positive attitudes than boys. The findings are preliminary, but offer directions for further research and have some implications for integrating children with disabilities into mainstream schools. 相似文献
1000.
Rebekah Inez Brau John W. Gardner G. Scott Webb Jason K. McDonald 《Decision Sciences Journal of Innovative Education》2019,17(1):6-32
We develop a single‐class period learning game for the Plan‐Do‐Study‐Act (PDSA) improvement cycle. The experiential activity walks teams through the PDSA problem‐solving process as they create paper American footballs and improve their performance using each step of the cycle. The game is one of the first to focus on PDSA. Key benefits include increased student attention, engagement, and learning. Empirical tests show that participant pre‐ and post‐test scores regarding their understanding of each phase of PDSA improved 21.2% after completing the game. Additionally, the treatment group performed 16.6% higher than the control group. In participant perception questions, 85% of participants felt the game was more effective than lecture or reading, 93% felt the game was fun, 95% felt the game improved their understanding of PDSA, and 98% felt the game was engaging. 相似文献