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51.
52.
Philip Barker 《British journal of educational technology : journal of the Council for Educational Technology》1986,17(1):74-80
Interactive processes are fundamental to all forms of training and learning activity. Within educational technology increasing use is being made of both simple and sophisticated machines as instructional aids. Because of their growing applicability in all areas of educational practice it is important to understand the basic nature of the interactive processes involved in using such machines. This paper provides an overview of the techniques and mechanisms of human-machine interaction and outlines the status of some ongoing research trends in this area. 相似文献
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During the 1980s, the field of professional development for school leaders expanded in numerous respects: raw enrollment figures, intensity and breadth of participation, types and number of in-service providers, approaches to program governance, variety of curricular and instructional approaches. Previous analyses have compared this new inservice movement with traditional efforts to prepare school administrators. Typically these comparisons have sought to highlight differences between pre- and post-1980 development efforts, thereby unintentionally masking important organizational and programmatic differences among the emergent programs. This article focuses specifically on describing and assessing the range of variation among the predominant professional development programs born in the 1980s. We highlight divergent trends with respect to the organizational processes and program content that characterize these programs and identify their varying potential for reaching competing policy goals. Finally, we suggest implications for both policy and practice in the field of administrative development. 相似文献
55.
Two years after the end of a two-year intervention program intended to promote formal operational thinking, the achievement of students initially 12 years of age was tested by their results in British National examinations, taken at age 16. The intervention methodology was set within the context of science learning, so the difference between experimental and control classes was examined first in terms of their science results. The boys achieved an average of 40% more grades of C or above than the controls. This grade is the minimum criterion for higher education in Britain. The achievement was not found equally in all students: About 40% of the boys and 25% of the girls showed effect sizes of two standard deviations in relation to comparable controls, whereas the others did not differ from the controls. Both boys and girls showed significantly higher achievement in English than comparable controls, with an effect size about half that for science. The boys—but not the girls—also showed higher achievement in mathematics. It is argued that this evidence supports the interpretation that the students' increased science achievement was caused by increased general intellectual capacity, and not just by improved domain-specific skills. 相似文献
56.
Lifelong learning is not only an established psychological fact, it is a compelling political and educational slogan that appeals equally to those concerned with the fulfilment and realisation of human potential, and those who are interested in the pragmatic need to keep up with rapid social and technological change.
A number of recent discussion papers and government reports (see, e.g., Aulich, 1990; Australia Council, 1990; Butler, 1989; Dawkins, 1988; DEET, 1990; Johnson, 1990) have mentioned the concept of lifelong learning as either a cause or an effect of recommended changes in the structure, administration or policy of higher education in Australia.
The purpose of this paper is to examine lifelong learning and to distinguish it from a number of other concepts and practices with which it is frequently associated. The paper then moves on to a consideration of lifelong learning in the Australian context, and in particular in higher education. It is argued that in many instances the rhetoric has outstripped the reality. Yet there are positive signs that notwithstanding the dominant ideology of instrumentalism so prominent at present, there are many initiatives and programs which, taken together, are contributing towards the fulfilment of lifelong learning. It is concluded that Australian higher education institutions are able to realise the ideal of contributing to a learning society, while at the same time being more pragmatic and accountable in aspects of their work. 相似文献
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Lydia Plowman Philip Chambers 《British journal of educational technology : journal of the Council for Educational Technology》1994,25(2):125-134
A preliminary evaluation of classroom use of CD-I and CDTV in five schools is described. Information is provided on the pedagogical, operational, and logistical characteristics of these interactive media technologies compared to interactive video. A number of benefits are described, but it is suggested that poorly designed or inappropriate software and technology fatigue amongst teachers contribute to the low take-up of these systems in the classroom. 相似文献
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E. Scott Huebner 《Psychology in the schools》1994,31(4):273-277
This study investigated the convergent and discriminant relationships between a children's life satisfaction measure, the Students' Life Satisfaction Scale (SLSS; Huebner, 1991a), and a widely used self-concept measure, the Piers-Harris Self-Concept Scale (Piers, 1984). Correlational and regression analyses demonstrated stronger relationships between the SLSS and the Piers-Harris Happiness and Satisfaction subscale compared to the other Piers-Harris subscales. The results of a conjoint principal components analysis also revealed predictable overlap between the SLSS and the Piers-Harris Happiness and Satisfaction subscale. Implications for future research are discussed. 相似文献