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Steve Garner 《The International Journal of Art & Design Education》2002,21(3):234-245
In 1990 Steve Garner produced a school text book titled Design Topics: The Human Factors of Design. He briefed the various graphic artists engaged by the publishers, Oxford University Press, via nearly 140 thumbnail sketches. A comparison of these sketches with the final illustrations reveals important values of drawing. Not only do the comparisons enable the viewer to see something of the intent of the sender, they reveal processes of interpretation, selection, rejection and development, which are normally not available to examination. The paper seeks to contribute to substantiating the value of sketches to these processes of design team working. Since the author is also the originator of the sketches an additional level of insight and commentary is made available to the reader via a process of reflection. 相似文献
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James Steve Counelis 《Educational theory》1965,15(4):349-350
Contemporary Education: A Comparative Study of National Systems . John F. Cramer and George S. Browne. 相似文献
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Steve Mashalidis 《Interchange》2003,34(1):23-33
Heraclitus was the first presocratic Ionian thinker to describe the underlying nature of reality as a set of processes in flux and to affirm the constantly changing nature of the cosmos. In this essay, I discuss four major doctrines of his thought which constitute the crux of the Heraclitean worldview. I then expound some thoughts on the relevance and implications of Heraclitean thinking for philosophy of education. 相似文献
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Monitoring one’s own study processes accurately is important in self-regulated learning. This study compared a treatment (N = 45) and comparison class (N = 39) on the effects of monitoring exercises and feedback on calibration and test performance over a 16-week undergraduate
course. Path analyses revealed a significant influence of the intervention on class performance, calibration, and self-efficacy.
The results suggest the appropriateness of integrating distributed metacognitive exercises in class content and the fundamental
role of monitoring ability in performance-based course outcomes and self-efficacy. 相似文献
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Raw scores on the 16 K-ABC subtests and the total raw scores on the sequential and simultaneous processing scales and the achievement scale were correlated with age in months for two separate samples, each subdivided by race and sex: the K-ABC standardization sample (N = 2000) and an additional group of blacks and whites tested during the development of the K-ABC sociocultural norms (N = 615). Within each sample, the highest and lowest correlations from all race/sex groups were contrasted across all K-ABC subtests and scales. All correlations between age and raw scores were statistically significant (p ⩽ .05). No significant differences occurred in the magnitude of these relationships as a function of race/sex grouping, supporting the construct validity of the K-ABC as a developmental measure of children's aptitude and achievement for blacks, whites, Hispanics, males, and females. 相似文献
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George B. Semb John A. Ellis Marguerite A. Fitch Steve Parchman Cheryl Irick 《Performance Improvement Quarterly》1995,8(3):19-37
This article discusses the status of workplace training in the United States, describes a model of how to conduct effective on-the-job training, and presents the results of a questionnaire based on a model designed to assess on-the-job training practices aboard Navy ships. The model views the on-the-job trainer as a coach who guides the trainee through a task using three steps: 1) assessment, 2) training, and 3) evaluation. The questionnaire was sent to over 5,000 shipboard supervisors; 2,321 responded. Results indicate that nearly 50% of the Navy supervisors who responded are not as effective as they could be. The implications of these findings for the civilian workplace are discussed. 相似文献