Carr and Kemmis's Reflections

Reflective practice in general, and the views of Carr and Kemmis on 'action research' in particular, have become the settled orthodoxy of much educational thinking, but can they take the load that they are being asked to bear? An analysis of 'reflection' is offered, which reveals what can be achieved by the operation and what cannot. This is then used to assess the coherence of Kemmis's views on the concept—the basis of Carr and Kemmis's widely-cited theoretical proposals, which they use to justify their approach to action research. I then turn to an examination of the adequacy of these proposals themselves.     

Development of Scientific Reasoning in College Biology: Do Two Levels of General Hypothesis‐Testing Skills Exist?

The primary purpose of the present study was to test the hypothesis that two general developmentally based levels of hypothesis‐testing skills exist. The first hypothesized level presumably involves skills associated with testing hypotheses about observable causal agents; the second presumably involves skills associated with testing hypotheses involving unobservable entities. To test this hypothesis, a hypothesis‐testing skills test was developed and administered to a large sample of college students both at the start and at the end of a biology course in which several hypotheses at each level were generated and tested. The predicted positive relationship between level of hypothesis‐testing skill and performance on a transfer problem involving the test of a hypothesis involving unobservable entities was found. The predicted positive relationship between level of hypothesis‐testing skill and course performance was also found. Both theoretical and practical implications of the findings are discussed. © 2000 John Wiley & Sons, Inc. J Res Sci Teach 37: 81–101, 2000     

低氧暴露后提高平原运动能力的非血液学机制

在过去五十多年中,高原训练常被应用于优秀耐力运动员,旨在提高其平原的运动能力.大多研究认为,高原适应的优势主要集中在血液学方面,即提主平原运动能力的主要机制是高原环境下氧气利用下降激发红细胞生成加速反应,从而起红细胞量、 VO2max和竞技能力的提高.     

Differences between urban and rural school psychology: Training implications

Urban and rural school psychologists in Virginia were surveyed on role diversity, role emphasis, continuing education, and job satisfaction. As predicted, rural school psychologists have a more diverse role, spend less time in traditional assessment activities, and are more likely to engage in activities involving them at the systems and community levels. School psychologists indicated their perceptions of differences in rural and urban school psychology. Implications of urban vs. rural practice for school psychology training programs are discussed.     

“Where’s the beef?”: A reply to Heinich

The following is an unsolicited reaction by Richard Clark to the article “The Proper Study of Instructional Technology” by Robert Heinich that was published as the ERIC/ECTJ Annual Review Paper in the Summer 1984 issue of this journal.