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91.
In recent years, considerable attention has been paid to the alleged changes in the ways the so-called digital generation communicates and learns. Most of the commentary has been based on anecdotes, observations and opinions. The lack of empirical
evidence in this matter suggests that it may be time to begin the process of gathering data to confirm these views. At the
forefront is the issue of which learner characteristics have changed, if any, and, accordingly, which evaluation tools are
best suited to evaluate them. One mechanism found to be valid and reliable is the matching Familiar Figures Test (MFFT). Developed
over thirty years ago to measure cognitive tempo on an impulsive-reflective axis, this instrument was subsequently adapted
into a twenty-question version. Cairns and Cammock, the researchers who modified the original into the MFFT-20, published
the results of several reliability studies to demonstrate its overall effectiveness. This preliminary study is an attempt
to begin the empirical verification process of using cognitive tempo as a relevant assessment tool. Two groups of K-12 students
from different eras were investigated to determine if comparing cognitive tempos between subjects who took the original MFFT-20
to those who live in the current media-centric society provides any insights as to possible differences in the visual cognitive
processing skills and preferences. The results of the comparative analysis, along with possible implications for teachers
and instructional designers are discussed. 相似文献
92.
93.
Attributes of effective and efficient kindergarten reading intervention: an examination of instructional time and design specificity 总被引:1,自引:0,他引:1
Simmons DC Kame'enui EJ Harn B Coyne MD Stoolmiller M Santoro LE Smith SB Beck CT Kaufman NK 《Journal of learning disabilities》2007,40(4):331-347
A randomized experimental design with three levels of intervention was used to compare the effects of beginning reading interventions on early phonemic, decoding, and spelling outcomes of 96 kindergartners identified as at risk for reading difficulty. The three instructional interventions varied systematically along two dimensions--time and design of instruction specificity--and consisted of (a) 30 min with high design specificity (30/H), (b) 15 min with high design specificity plus 15 min of non-code-based instruction (15/H+15), and (c) a commercial comparison condition that reflected 30 min of moderate design specificity instruction (30/M). With the exception of the second 15 min of the 15/H+15 condition, all instruction focused on phonemic, alphabetic, and orthographic skills and strategies. Students were randomly assigned to one of the three interventions and received 108 thirty-minute sessions of small-group instruction as a supplement to their typical half-day kindergarten experience. Planned comparisons indicated findings of statistical and practical significance that varied according to measure and students' entry-level performance. The results are discussed in terms of the pedagogical precision needed to design and provide effective and efficient instruction for students who are most at risk. 相似文献
94.
95.
96.
The constitutional dialectic 总被引:1,自引:0,他引:1
Robert Wade Kenny 《Quarterly Journal of Speech》2013,99(4):454-464
POETICS, RHETORIC, AND LOGIC: STUDIES IN THE BASIC DISCIPLINES OF CRITICISM. By Wilbur Samuel Howell. Ithaca, N.Y.: The Cornell University Press, 1975; pp. 267. $16.50. 相似文献
97.
Noah Arceneaux 《广播与电子媒介杂志》2013,57(3):344-359
During the 1930s and 40s, dozens of newspapers and broadcasters experimented with the technology of “radio facsimile.” This form of broadcasting transmitted condensed, tabloid-like newspapers over the airwaves to specially designed facsimile printers. Radio stations operated by newspapers were the most enthusiastic proponents of the technology, though some publishers worried that the emerging medium represented an economic threat. This study examines FCC files on the subject, and outlines the rise and fall of radio-faxpapers as a precursor to later electronic methods for delivering news. 相似文献
98.
Kenny Bränberg Widar Henriksson Hans Nyquist Ingemar Wedman 《Scandinavian Journal of Educational Research》2013,57(3):189-203
This study describes the effects of sex, education and age on the total test score on the Swedish Scholastic Aptitude Test (SweSA T), a test used in the selection process to colleges and universities in Sweden since 1977. Its use has so far been limited to one of four quota groups consisting of applicants 25 years or older and with more than four years of work experience. Statistical methods used in this study are regression models with dummy variables and estimated with a corner‐point parameterization. The results indicate rather genuine differences in every variable studied. Test takers with a higher education obtain a higher mean score than those with a lower education and older test takers obtain a higher mean score on the subtests vocabulary (WORD) and general information (GI) than younger persons. The mean test score for men is higher than the corresponding score for women, even if differences in education and age are controlled for. Finally some statistical problems related to the analysis of data of this type are discussed. 相似文献
99.
Noah W. Sobe 《History of education》2013,42(5):689-695
This exploratory paper was prepared for a symposium held at the 2011 ISCHE conference in which participants were asked to envision future challenges in the historiography of education, to predict where the field was moving, and to imagine what innovations and new interests would arise in the subsequent 30 years. While the paper is playfully written from the vantage point of 30 years in the future and pretends to offer a retrospective review of what happened in the field over that period, its primary purpose is to seriously suggest a number of ways that historians of education might engage with the history of emotion and affect in their work. The first section of the paper describes the consolidation of the history of emotions as a field of historical study and discusses the importance of a ‘governmentality' approach. It is then suggested in the second section that historians of education increasingly drew on the concept of ‘affect' and developed ‘affective histories' of education that both built upon and departed from earlier histories of emotions. The third section of the paper discusses some of the ways in which historians of education incorporated into their work insights from neuroscience into consciousness and choice-making as well as an increased awareness of the object-mediated body. 相似文献
100.
As policymakers, community college trustees have a responsibility to help keep their communities strong. How they do this is by helping to give everyone a chance for higher education. Thomas Friedman says that John F. Kennedy's vision was to put a man on the moon. His vision is to put every American on a campus. To do this, trustees can use these 7 “New Rules of Business:” (a) having a renewed focus on higher education accountability, (b) continued anxiety over college affordability, (c) waning public support, (d) growing expectations, (e) increasing competition, (f) changing demographics, and (g) the growing leadership crisis. 相似文献