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A recent study of programmed learning, including experimental use in an electrical engineering department, indicated that the most fruitful application of teaching machine methods is in the presently nonprogrammed or loosely programmed hours spent by students outside classroom or laboratory periods. Programs already developed for use in this study have been concerned with analytical skills; further programs under development are concerned with concepts. Larger scale experiments are planned in which additional questions can be answered, particularly as to whether exposure to programmed instruction adversely affects the capacity of the student to learn independently. 相似文献
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Brooke K. McKie Jo-Anne Manswell Butty Rodney D. Green 《Early Childhood Education Journal》2012,40(1):55-61
Researchers have posited that children generally learn to read in environments that are trusting, comfortable, and offer small
group or one-to-one adult support, all of which are characteristics of a high quality early childhood education program. This
evaluation research study examines the Pre-Kindergarten Incentive Program, an early childhood demonstration program in Washington,
DC designed to study several urban community-based sites. The authors facilitate a discourse on how all early childhood education
programs can become high quality programs through standardized observations, evaluations, and constructive feedback. The article
describes the demonstration program, highlights general findings from standardized classroom observations, discusses areas
needing improvement, and presents strategies for addressing areas of challenge. It will reveal to early childhood educators
how evaluation findings can improve teaching and learning techniques and environments in early childhood programs. The goal
is to promote overall improvement in reading, reasoning, and literacy for children enrolled in early childhood programs and
thereby better prepare them for kindergarten. 相似文献
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This case study gives an analytical account of institutional development in induction provision.Driven by student experience concerns, a London post-1992 University set up an ‘enhanced induction project’ to provide a more integrated, personalised approach through more coordinated processes. In a large, diverse context, university-wide working is problematic; issues about control and autonomy are illustrated by this action research. Significant change has been achieved in a developmental process shaped by and revealing the interplay of differing organisational cultures. Critical reflection on change management, from practice and strategy to policy and embedding, draws on a range of work on organisational cultures. 相似文献