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ROBERT COWEN 《比较教育学》1996,32(2):151-170
Comparative education, as a university field of study, has been late in addressing issues of post-modernity. The first argument, through an analysis of the history of comparative education, indicates why this is so. The second argument, construed through ideal-typical models of 'modern' and 'late-modern' educational systems, suggests one way to think about changing patterns of formal education in a globalising world. The third argument, notably through a stress on 'transitology', identifies some difficulties in such an ideal-typical approach. The conclusion suggests that we should recover some of our less publicised ways of thinking comparatively and sketches a contemporary research agenda that might assist both specialists and non-specialists to work together on a 'new' comparative education. 相似文献
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SHAW ROBERT E. EFFKEN JUDITH A. FAJEN BRETT R. GARRETT STEVEN R. MORRIS ANTHONY 《Instructional Science》1997,25(2):151-166
In this paper, we propose a theoretical framework for designing on-line situated assessment tools for multimedia instructional systems. Based on an ecological psychology approach to situated learning, a graph theoretic methodology is applied to monitor students' performance (solution paths) throughout the learning activity. Deviation of the student's path from the target (expert) path generates indicators which can function as alerts to the student and to the instructor. The information collected in the dribble files and presented visually enables the instructor to identify problems quickly and intervene appropriately. The feasibility of the methodology is explored in case studies describing three instructional systems that teach (1) critical thinking and problem-solving skills, (2) principles of hemodynamic monitoring and treatment, and (3) orthodontic treatment, respectively. 相似文献
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Item sampling and/or multiple matrix sampling techniques have been recommended for a variety of purposes. For some of these purposes, it must be assumed that examinee performance on a set of items is unaffected by the conditions under which the items are taken (i.e., no context effect exists). In this paper factors that may lead to a context effect among high school students are discussed. The net effect of such factors on examinee scores for an English test and a mathematics test is investigated empirically. For the English test there was little support for the existence of a context effect, However, a definite context effect was found for the mathematics test. 相似文献